Health basics and daily habits
Students start the year by learning how the body and mind work together. They look at sleep, food, movement, and stress, and how small daily choices add up over time.
What does a student learn in
This is the stretch when health class moves from learning the rules to running their own lives. Students sort real influences from noise, including social media, friends, and family habits, and figure out which sources they can trust. They practice the harder conversations, like setting limits with a partner or asking a doctor a straight question. By spring, students can walk through a real decision, weigh the trade-offs, and set a goal they can actually keep.
- Healthy decisions
- Mental health
- Relationships and communication
- Goal setting
- Finding trusted information
- Standing up for health
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Spotting outside influences
Students look at how friends, family, social media, and ads shape the choices they make about their bodies and feelings. They learn to notice the pressure before they react to it.
- 3
Finding trustworthy information
Students practice telling a reliable health source from a sketchy one. They learn where to turn for real answers about doctors, medicine, mental health, and safety, instead of guessing online.
- 4
Talking through hard moments
Students work on how to speak up, set limits, and listen well in tough conversations with friends, partners, and family. They practice asking for help when something feels wrong.
- 5
Making decisions and setting goals
Students walk through a step-by-step way to make choices about their health and plan toward goals they actually care about. They learn to think ahead instead of reacting in the moment.
- 6
Speaking up for healthier communities
Students close the year by putting what they have learned into action. They share clear messages with classmates and family about issues that matter, from mental health to safety.
Mastery Learning Standards
The required skills a student should display by the end of Grade 10.
Health Education
Health Education
- High School
Use functional knowledge of health concepts to support health and well-being of…
Students apply what they know about health to make real decisions, like when to seek medical help, how to support a friend in crisis, or how to build habits that protect their own well-being.
- High School
Analyze influences that affect health and well-being of self and others
Students examine what shapes health choices, including family habits, friend groups, social media, and cultural background. They practice spotting which influences push toward healthier decisions and which ones work against them.
- High School
Access valid and reliable resources to support health and well-being of self…
Students learn to find trustworthy sources of health information, like a doctor's website or a public health agency, and use what they find to make better decisions for themselves and the people around them.
- High School
Use interpersonal communication skills to support health and well-being of self…
Students practice the conversations that matter for health: asking for help, setting limits with peers, and listening when someone is struggling. These skills show up in real situations, not just on tests.
- High School
Use a decision-making process to support health and well-being of self and…
Students practice a step-by-step thinking process for making choices about health, like whether to see a doctor, respond to peer pressure, or support a friend going through something hard.
- High School
Use a goal-setting process to support health and well-being of self and others
Students learn to set real health goals, track their progress, and adjust their plan when things aren't working. The focus includes goals for themselves and for people around them.
- High School
Demonstrate practices and behaviors to support health and well-being of self…
Students practice real habits that protect their own health and look out for the people around them, like knowing when to speak up, how to handle stress, and when to ask for help.
- High School
Advocate to promote health and well-being of self and others
Students make a case for healthier choices, whether that means speaking up for a friend, writing to a school board, or pushing for a policy change that affects their community.
| Standard | Definition | Code |
|---|---|---|
| Use functional knowledge of health concepts to support health and well-being of… High School | Students apply what they know about health to make real decisions, like when to seek medical help, how to support a friend in crisis, or how to build habits that protect their own well-being. | NJ-HE.1.9-12 |
| Analyze influences that affect health and well-being of self and others High School | Students examine what shapes health choices, including family habits, friend groups, social media, and cultural background. They practice spotting which influences push toward healthier decisions and which ones work against them. | NJ-HE.2.9-12 |
| Access valid and reliable resources to support health and well-being of self… High School | Students learn to find trustworthy sources of health information, like a doctor's website or a public health agency, and use what they find to make better decisions for themselves and the people around them. | NJ-HE.3.9-12 |
| Use interpersonal communication skills to support health and well-being of self… High School | Students practice the conversations that matter for health: asking for help, setting limits with peers, and listening when someone is struggling. These skills show up in real situations, not just on tests. | NJ-HE.4.9-12 |
| Use a decision-making process to support health and well-being of self and… High School | Students practice a step-by-step thinking process for making choices about health, like whether to see a doctor, respond to peer pressure, or support a friend going through something hard. | NJ-HE.5.9-12 |
| Use a goal-setting process to support health and well-being of self and others High School | Students learn to set real health goals, track their progress, and adjust their plan when things aren't working. The focus includes goals for themselves and for people around them. | NJ-HE.6.9-12 |
| Demonstrate practices and behaviors to support health and well-being of self… High School | Students practice real habits that protect their own health and look out for the people around them, like knowing when to speak up, how to handle stress, and when to ask for help. | NJ-HE.7.9-12 |
| Advocate to promote health and well-being of self and others High School | Students make a case for healthier choices, whether that means speaking up for a friend, writing to a school board, or pushing for a policy change that affects their community. | NJ-HE.8.9-12 |
Common Questions
What does health class actually cover in high school?
Students learn how to make healthy choices about their bodies, minds, and relationships. That includes mental health, nutrition, sleep, substance use, safety, and how to handle pressure from friends or social media. The goal is practical knowledge students can use right now and as adults.
How can families support what students are learning at home?
Talk openly when health topics come up in the news, on a show, or at the dinner table. Ask what students think and why. Five minutes of honest conversation does more than a lecture, and it shows students that home is a safe place to ask hard questions.
How should the year be sequenced across these eight standards?
Most teachers anchor each unit in one health topic, such as mental health or substance use, and rotate the skills through it. A unit might start with core facts, move to analyzing influences, then practice communication and decision-making, and end with a goal or advocacy project.
Will students learn about mental health and stress?
Yes. Students learn to recognize signs of stress, anxiety, and depression in themselves and friends, and where to go for help. At home, ask how students are sleeping and what is on their mind. Knowing one trusted adult will listen makes a real difference.
Which skills usually need the most reteaching?
Accessing reliable information and using a real decision-making process tend to lag. Students can list steps on a quiz but freeze in actual situations. Short role-plays with realistic scenarios, repeated across units, build the habit better than a single lesson on the skill.
How do students learn to tell good health information from bad?
Students practice checking who wrote something, why it was posted, and whether the source has expertise. Parents can do this together by pulling up a health claim from social media and asking where it came from. That habit protects students well beyond high school.
What does mastery look like by the end of high school?
Students can analyze a health situation, find a credible source, weigh options, communicate clearly, and set a realistic goal. A strong end-of-year task asks students to research a real issue, propose an action, and explain their reasoning. Performance tasks show more than a test does.
How can students practice refusal and communication skills outside class?
Roleplay tricky moments before they happen. Practice short, clear lines for turning down a drink, leaving a party, or pushing back on a rumor. Students who have said the words once out loud are much more likely to use them when it counts.
How do students show progress on advocacy?
Advocacy projects work well as a year-end product. Students pick a health issue that matters to them, gather evidence, identify an audience, and create something real, such as a campaign, a presentation to younger students, or a letter to a local official. Look for clarity, accuracy, and a defined audience.