Building a foundation for health
Students start by learning how the body, mind, and daily habits work together. They look at sleep, food, movement, and stress, and how small choices add up over a week.
What does a student learn in
This is the stretch where health class shifts from learning rules to making real choices students will carry into adulthood. Students dig into what shapes their habits, from family and friends to social media and stress. They practice finding trustworthy information, talking through hard conversations, and setting goals they can actually stick to. By spring, students can walk through a real decision about their own health, weigh the influences around it, and explain the plan they would follow.
- Healthy decisions
- Mental health
- Influences on health
- Reliable health information
- Communication skills
- Goal setting
- Advocacy
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 influences on choices
Students examine what shapes their decisions, from friends and family to social media and advertising. They learn to notice when a message is selling something or pushing them toward a choice.
- 3
Finding trustworthy information
Students practice telling reliable health information from rumors and clickbait. They learn where to turn for real answers, including doctors, school counselors, and vetted websites.
- 4
Communication and decisions
Students work on how to talk through hard situations, set limits with friends, and ask for help. They walk through a step-by-step way to make decisions when the stakes feel high.
- 5
Setting goals and healthy habits
Students set personal health goals and track what actually works for them. They practice everyday habits around sleep, food, exercise, safety, and managing strong feelings.
- 6
Speaking up for health
Students learn to advocate for themselves and the people around them. They might write a letter, lead a campaign at school, or speak up when a friend needs support.
Mastery Learning Standards
The required skills a student should display by the end of Grade 12.
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 topics (like stress, sleep, or nutrition) to make real decisions for themselves and look out for the people around them.
- High School
Analyze influences that affect health and well-being of self and others
Students look at what shapes health choices, including family habits, social media, and cultural norms, then consider how those same forces affect the 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 government health page, to answer real health questions for themselves or someone they know.
- High School
Use interpersonal communication skills to support health and well-being of self…
Students practice real conversations, like setting a boundary, checking in on a friend, or asking for help, to build habits that protect their own health and the health of people around them.
- High School
Use a decision-making process to support health and well-being of self and…
Students practice a step-by-step process for making choices about their health, weighing options and likely outcomes before acting. The goal is decisions that hold up for themselves and the people around them.
- High School
Use a goal-setting process to support health and well-being of self and others
Students practice setting a real health goal, mapping out the steps to reach it, and adjusting the plan when something gets in the way. The focus is on following through, not just writing the goal down.
- High School
Demonstrate practices and behaviors to support health and well-being of self…
Students practice real health habits, like getting enough sleep, managing stress, and looking out for peers. The focus is on doing, not just knowing.
- High School
Advocate to promote health and well-being of self and others
Students speak up for healthier choices, whether that means asking a school to stock better food, supporting a friend through a hard time, or pushing for a policy change 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 topics (like stress, sleep, or nutrition) to make real decisions for themselves and look out for the people around them. | MA-HE.1.9-12 |
| Analyze influences that affect health and well-being of self and others High School | Students look at what shapes health choices, including family habits, social media, and cultural norms, then consider how those same forces affect the people around them. | MA-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 government health page, to answer real health questions for themselves or someone they know. | MA-HE.3.9-12 |
| Use interpersonal communication skills to support health and well-being of self… High School | Students practice real conversations, like setting a boundary, checking in on a friend, or asking for help, to build habits that protect their own health and the health of people around them. | MA-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 process for making choices about their health, weighing options and likely outcomes before acting. The goal is decisions that hold up for themselves and the people around them. | MA-HE.5.9-12 |
| Use a goal-setting process to support health and well-being of self and others High School | Students practice setting a real health goal, mapping out the steps to reach it, and adjusting the plan when something gets in the way. The focus is on following through, not just writing the goal down. | MA-HE.6.9-12 |
| Demonstrate practices and behaviors to support health and well-being of self… High School | Students practice real health habits, like getting enough sleep, managing stress, and looking out for peers. The focus is on doing, not just knowing. | MA-HE.7.9-12 |
| Advocate to promote health and well-being of self and others High School | Students speak up for healthier choices, whether that means asking a school to stock better food, supporting a friend through a hard time, or pushing for a policy change in their community. | MA-HE.8.9-12 |
Common Questions
What does high school health cover in a typical year?
Students learn about physical health, mental and emotional health, relationships, decision-making, and how to find reliable information. They also practice communication skills, set personal goals, and learn to speak up for healthier choices at school and in the community.
How can parents support health learning at home?
Talk through real situations as they come up, like stress before a big test, food choices at dinner, or sleep on school nights. Short, honest conversations matter more than formal lessons. Share how adults handle tough decisions too.
Why are decision-making and goal-setting part of health class?
Most health outcomes come from daily choices, not single events. Students practice weighing options, thinking through consequences, and setting small goals they can actually reach. These same skills help with school, work, and relationships.
How can parents help when a teen has questions about a sensitive topic?
Answer the question that was asked, calmly and briefly. If the answer is unclear, look it up together using a trusted source like a doctor's office site or a public health agency. Students are taught to check who is behind the information.
How should teachers sequence the eight standards across the year?
Start with functional knowledge in each unit, then layer in analyzing influences and accessing reliable sources. Communication, decision-making, and goal-setting fit well as practice tasks inside each topic. Save advocacy projects for later in a unit once students have the background to speak with some authority.
Which skills usually need the most reteaching?
Analyzing influences and accessing valid sources tend to need more time than teachers expect. Students can name influences in the abstract but struggle to spot them in their own feeds and friend groups. Source evaluation also needs repeated practice with current examples.
What does mastery look like by the end of the year?
Students can explain a health topic in plain language, identify what shapes choices around it, find a trustworthy source, and walk through a decision or goal using a clear process. They can also make a short, evidence-based case for a healthier practice.
How do teachers assess skills like communication and advocacy fairly?
Use short performance tasks with a clear rubric: a role-play for refusal or conflict, a one-page advocacy piece, a recorded public service announcement. Score the skill steps, not the student's personal views. Give feedback on a draft before the final version.
How do parents know a student is ready for life after high school in terms of health?
Students should be able to schedule their own appointment, read a basic insurance or medication label, name a few trusted adults or services to call, and explain how they manage stress and sleep. Practice these tasks at home before graduation.