Health basics and personal habits
Students start the year with the building blocks of staying healthy. They look at sleep, food, exercise, and stress, and how daily choices add up over time.
What does a student learn in
This is the stretch when health class shifts from learning the rules to making real choices as a young adult. Students dig into what shapes their habits, from family and friends to social media and stress, and learn how to spot a trustworthy source when something feels off. They practice talking through hard topics, setting goals they can actually keep, and asking for help when they need it. By spring, students can walk through a real decision, weigh the trade-offs, and explain the next step they would take.
- Healthy decisions
- Mental health
- Setting goals
- Spotting reliable sources
- Talking through tough topics
- Standing up for yourself
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
Influences on choices
Students step back and notice what shapes their decisions. They look at family, friends, social media, advertising, and culture, and how each pulls them toward or away from healthy choices.
- 3
Finding trustworthy information
Students learn where to turn when they have a real health question. They sort credible sources from junk online and figure out which adults, clinics, or hotlines can actually help.
- 4
Talking through hard moments
Students practice the conversations that matter most. They work on saying no, asking for help, setting limits with friends or partners, and handling conflict without making things worse.
- 5
Making decisions and setting goals
Students slow down big choices and break them into steps. They weigh options, think about consequences, set a real goal, and plan how to stick with it when life gets in the way.
- 6
Speaking up for health
Students close the year by speaking up for themselves and others. They take a stand on a health issue that matters in their community and learn how to make a clear, honest case for change.
Mastery Learning Standards
The required skills a student should display by the end of Grade 9.
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, not just recall facts, to make real decisions for themselves and the people around them.
- High School
Analyze influences that affect health and well-being of self and others
Students identify what shapes health decisions, including media, friends, family, and cultural norms, then weigh how those pressures affect their own choices and the choices of people around them.
- High School
Access valid and reliable resources to support health and well-being of self…
Students practice finding trustworthy sources, like a doctor's website or a public health clinic, to answer real health questions for themselves or someone they care about.
- High School
Use interpersonal communication skills to support health and well-being of self…
Students practice the conversations that actually protect health: asking for help, setting limits with a friend, or checking in on someone who seems off. Clear, honest communication is a health skill, not just a social one.
- High School
Use a decision-making process to support health and well-being of self and…
Students apply a step-by-step thinking process to real health choices, like whether to seek help, set a boundary, or support a friend. The goal is decisions that hold up over time, not just in the moment.
- High School
Use a goal-setting process to support health and well-being of self and others
Students pick a personal health goal, then map out specific steps to reach it. The skill is about following a real process, not just making a wish.
- High School
Demonstrate practices and behaviors to support health and well-being of self…
Students practice real habits that protect their own health and the health of people around them, like washing hands, managing stress, or speaking up when a friend needs help.
- High School
Advocate to promote health and well-being of self and others
Students identify a health issue, form a clear position, and speak up for change, whether by talking to peers, writing to school leaders, or taking action in 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, not just recall facts, to make real decisions for themselves and the people around them. | OH-HE.1.9-12 |
| Analyze influences that affect health and well-being of self and others High School | Students identify what shapes health decisions, including media, friends, family, and cultural norms, then weigh how those pressures affect their own choices and the choices of people around them. | OH-HE.2.9-12 |
| Access valid and reliable resources to support health and well-being of self… High School | Students practice finding trustworthy sources, like a doctor's website or a public health clinic, to answer real health questions for themselves or someone they care about. | OH-HE.3.9-12 |
| Use interpersonal communication skills to support health and well-being of self… High School | Students practice the conversations that actually protect health: asking for help, setting limits with a friend, or checking in on someone who seems off. Clear, honest communication is a health skill, not just a social one. | OH-HE.4.9-12 |
| Use a decision-making process to support health and well-being of self and… High School | Students apply a step-by-step thinking process to real health choices, like whether to seek help, set a boundary, or support a friend. The goal is decisions that hold up over time, not just in the moment. | OH-HE.5.9-12 |
| Use a goal-setting process to support health and well-being of self and others High School | Students pick a personal health goal, then map out specific steps to reach it. The skill is about following a real process, not just making a wish. | OH-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 the health of people around them, like washing hands, managing stress, or speaking up when a friend needs help. | OH-HE.7.9-12 |
| Advocate to promote health and well-being of self and others High School | Students identify a health issue, form a clear position, and speak up for change, whether by talking to peers, writing to school leaders, or taking action in their community. | OH-HE.8.9-12 |
Common Questions
What does health class actually cover in high school?
Students learn how to take care of their body and mind as young adults. Topics include nutrition, sleep, stress, relationships, substance use, safety, and mental health. The focus shifts from memorizing facts to making real decisions and building habits that stick after graduation.
How can I help my teen at home without making it awkward?
Pick everyday moments in the car or at dinner to ask what they think about something in the news. Share how you handle stress, food choices, or doctor visits, and ask how they would handle it. Short, honest conversations beat one big talk.
How should I sequence the year so it builds instead of feeling like random units?
Start with self-awareness and decision-making skills, then layer those skills onto specific topics like nutrition, mental health, relationships, and substance use. Save advocacy and goal-setting projects for later in the year once students have the background knowledge to take a real position.
Will my teen learn how to find trustworthy health information?
Yes. A big part of the year is learning to tell a reliable source from a social media claim. Ask what site or person they got a piece of advice from, and whether a doctor or public health agency would agree. That habit protects them long after high school.
Which skills usually need the most reteaching?
Analyzing influences and decision-making take the longest to stick. Students can recite the steps but struggle to apply them under social pressure. Build in short role-plays and case studies across units so the same skill keeps showing up in new situations.
What does mastery look like by the end of the year?
Students can take a real health situation, name the influences at play, find a credible source, weigh options, and explain what they would do and why. They can also set a personal goal with steps and check-ins, and speak up for a health issue they care about.
How do I help if my teen says health class is common sense?
Ask them to teach a piece of it back. Have them explain how to read a nutrition label, what to do if a friend is in a mental health crisis, or how to refuse a ride from someone who has been drinking. If the answer is shaky, the class is doing its job.
How is advocacy graded in a health class?
Advocacy projects ask students to pick a health issue, gather accurate information, and try to influence others through a campaign, presentation, or letter. Look for a clear position, solid sources, and a target audience that makes sense rather than a pretty poster.
How will I know my teen is ready for life after high school?
They should be able to schedule their own appointment, refill a prescription, talk to a doctor without a parent in the room, and name one trusted adult outside the family. If those feel out of reach, practice one this month and another next month.