Healthy habits at school
Students learn the daily routines that keep bodies healthy, like washing hands, brushing teeth, eating a mix of foods, and getting enough sleep. Parents may hear more questions about bedtime and breakfast.
What does a student learn in
These early years are when students start to see that their daily choices shape how they feel. Students learn the basics of taking care of their bodies, like washing hands, eating a mix of foods, sleeping enough, and asking a trusted adult for help. They also practice talking through small problems with classmates and naming their feelings out loud. By spring, students can describe one healthy habit they follow and explain why it matters.
- Healthy habits
- Feelings and emotions
- Trusted adults
- Hand washing
- Kind communication
- Safety basics
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
Feelings and friendships
Students name their feelings and practice kind ways to talk with classmates. They learn how to ask for help, share, and work out small problems before they grow.
- 3
Safety at home and school
Students learn what to do in everyday situations, like crossing the street, riding in a car, and knowing safe adults to tell. They also learn the difference between safe and unsafe touch.
- 4
Smart choices and goals
Students practice thinking before they act and setting small goals, like drinking more water or trying a new vegetable. They start to notice how ads, shows, and friends shape what they want.
- 5
Helping others stay well
Students share what they have learned with family and classmates. They practice speaking up for healthy choices, like quiet voices in the nurse's office or kindness on the playground.
Mastery Learning Standards
The required skills a student should display by the end of Kindergarten.
Health Education
Health Education
- Grades K-2
Use functional knowledge of health concepts to support health and well-being of…
Students learn basic health facts, like why sleep matters or how germs spread, and practice using that knowledge to stay healthy and look out for others.
- Grades K-2
Analyze influences that affect health and well-being of self and others
Students look at what shapes how they feel and stay healthy, like family habits, friends, or ads, and start to notice how those things can push them toward good or not-so-good choices.
- Grades K-2
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, a school nurse, or a trusted adult. They practice knowing who and where to turn when they or someone else needs health help.
- Grades K-2
Use interpersonal communication skills to support health and well-being of self…
Students practice asking for help, saying how they feel, and listening when a friend is upset. These everyday conversation skills help them stay safe and look out for each other.
- Grades K-2
Use a decision-making process to support health and well-being of self and…
Students practice a simple set of steps for making choices, like deciding what to eat or how to respond when a friend is upset, that help keep themselves and the people around them healthy.
- Grades K-2
Use a goal-setting process to support health and well-being of self and others
Students pick a simple health goal, like drinking more water or getting to bed on time, and follow steps to reach it. They learn how planning ahead helps them and the people around them stay well.
- Grades K-2
Demonstrate practices and behaviors to support health and well-being of self…
Students practice habits like washing hands, getting enough sleep, and being kind to others. These everyday choices help keep themselves and the people around them healthy.
- Grades K-2
Advocate to promote health and well-being of self and others
Students practice asking for help and speaking up when something feels unsafe or unhealthy, for themselves or someone around them.
| Standard | Definition | Code |
|---|---|---|
| Use functional knowledge of health concepts to support health and well-being of… Grades K-2 | Students learn basic health facts, like why sleep matters or how germs spread, and practice using that knowledge to stay healthy and look out for others. | RI-HE.1.k-2 |
| Analyze influences that affect health and well-being of self and others Grades K-2 | Students look at what shapes how they feel and stay healthy, like family habits, friends, or ads, and start to notice how those things can push them toward good or not-so-good choices. | RI-HE.2.k-2 |
| Access valid and reliable resources to support health and well-being of self… Grades K-2 | Students learn to find trustworthy sources of health information, like a doctor, a school nurse, or a trusted adult. They practice knowing who and where to turn when they or someone else needs health help. | RI-HE.3.k-2 |
| Use interpersonal communication skills to support health and well-being of self… Grades K-2 | Students practice asking for help, saying how they feel, and listening when a friend is upset. These everyday conversation skills help them stay safe and look out for each other. | RI-HE.4.k-2 |
| Use a decision-making process to support health and well-being of self and… Grades K-2 | Students practice a simple set of steps for making choices, like deciding what to eat or how to respond when a friend is upset, that help keep themselves and the people around them healthy. | RI-HE.5.k-2 |
| Use a goal-setting process to support health and well-being of self and others Grades K-2 | Students pick a simple health goal, like drinking more water or getting to bed on time, and follow steps to reach it. They learn how planning ahead helps them and the people around them stay well. | RI-HE.6.k-2 |
| Demonstrate practices and behaviors to support health and well-being of self… Grades K-2 | Students practice habits like washing hands, getting enough sleep, and being kind to others. These everyday choices help keep themselves and the people around them healthy. | RI-HE.7.k-2 |
| Advocate to promote health and well-being of self and others Grades K-2 | Students practice asking for help and speaking up when something feels unsafe or unhealthy, for themselves or someone around them. | RI-HE.8.k-2 |
Common Questions
What does health class look like in the early grades?
Health in the early grades is mostly about everyday habits: washing hands, brushing teeth, eating a mix of foods, getting enough sleep, and being kind. Students also start naming feelings and learning who to ask for help when something feels wrong or unsafe.
How can I support healthy habits at home?
Build short routines around real moments. Talk through handwashing before dinner, picking a fruit at snack, or a calm-down breath before bed. Five minutes of practice in a real situation sticks better than a long lecture about being healthy.
How do I sequence health topics across the year?
Many classrooms start with personal care and safety in the fall, move into feelings and friendships in the winter, and finish with nutrition, movement, and asking for help in the spring. Revisit handwashing and feelings vocabulary all year, since those skills carry into every other topic.
What should students be able to do by the end of these grades?
Students should name basic ways to stay healthy, point to a trusted adult when something is wrong, use words to share feelings instead of acting them out, and set a small goal like drinking more water or going to bed on time.
My child is shy about asking for help. What can I do?
Practice the exact words at home: I don't feel good, I need help, please stop. Role-play short situations like a scraped knee or a friend grabbing a toy. Hearing the words out loud at home makes it much easier to use them at school or with a coach.
Which skills usually need the most reteaching?
Naming feelings beyond happy, sad, and mad takes the longest, and so does the decision-making step where students pause before reacting. Build in short feelings check-ins and quick what-would-you-do scenarios two or three times a week instead of saving them for one unit.
Do students really set goals this young?
Yes, but the goals are small and concrete. A student might pick one habit like eating a vegetable at lunch or putting toys away before bed, then track it for a week with stickers or a simple chart. The point is practicing the process, not the goal itself.
How do I know a student is ready for the next grade band?
Look for students who can explain why a habit matters in their own words, ask a trusted adult when they need help, and talk through a simple choice before acting. Those three habits are the foundation for the harder decision-making work in grades three through five.
How do I talk about bodies and safety without scaring my child?
Use calm, matter-of-fact language and short answers. Teach the correct names for body parts, the idea that some parts are private, and the rule that students can always tell a trusted adult if something feels wrong. Keep the door open for questions later.