Alignment with National Health Education Standards
Standards-based health education helps ensure curricula and instruction are designed to establish, promote, and support health-enhancing behaviors for students in all grade levels – emphasizing planned, sequential learning from pre-kindergarten through grade 12. Health education standards outline what students should know and be able to do by the end of specified grades, serving as a valuable tool for schools in selecting, designing, or revising curricula.*
Please see below for how Project ALERT aligns with current standards.
| National Health Education Standards | Alignment | |
|---|---|---|
| Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health. | ||
| 1.8.1 | Analyze the relationship between healthy behaviors and personal health. | |
| 1.8.2 | Describe the interrelationships of emotional, intellectual, physical, and social health in adolescence. | |
| 1.8.3 | Analyze how the environment affects personal health. | |
| 1.8.4 | Describe how family history can affect personal health. | |
| 1.8.5 | Describe ways to reduce or prevent injuries and other adolescent health problems. | |
| 1.8.6 | Explain how appropriate health care can promote personal health. | |
| 1.8.7 | Describe the benefits of and barriers to practicing healthy behaviors. | |
| 1.8.8 | Examine the likelihood of injury or illness if engaging in unhealthy behaviors. | |
| 1.8.9 | Examine the potential seriousness of injury or illness if engaging in unhealthy behaviors. | |
| Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. | ||
| 2.8.1 | Examine how the family influences the health of adolescents. | |
| 2.8.2 | Describe the influence of culture on health beliefs, practices, and behaviors. | |
| 2.8.3 | Describe how peers influence healthy and unhealthy behaviors. | |
| 2.8.4 | Analyze how the school and community can affect personal health practices and behaviors. | |
| 2.8.5 | Analyze how messages from media influence health behaviors. | |
| 2.8.6 | Analyze the influence of technology on personal and family health. | |
| 2.8.7 | Explain how the perceptions of norms influence healthy and unhealthy behaviors. | |
| 2.8.8 | Explain the influence of personal values and beliefs on individual health practices and behaviors. | |
| 2.8.9 | Describe how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors. | |
| 2.8.10 | Explain how school and public health policies can influence health promotion and disease prevention. | |
| Standard 3: Students will demonstrate the ability to access valid information and products and services to enhance health. | ||
| 3.8.1 | Analyze the validity of health information, products, and services. | |
| 3.8.2 | Access valid health information from home, school, and community. | |
| 3.8.3 | Determine the accessibility of products that enhance health. | |
| 3.8.4 | Describe situations that may require professional health services. | |
| 3.8.5 | Locate valid and reliable health products and services. | |
| Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. | ||
| 4.8.1 | Apply effective verbal and nonverbal communication skills to enhance health. | |
| 4.8.2 | Demonstrate refusal and negotiation skills that avoid or reduce health risks. | |
| 4.8.3 | Demonstrate effective conflict management or resolution strategies. | |
| 4.8.4 | Demonstrate how to ask for assistance to enhance the health of self and others. | |
| Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health. | ||
| 5.8.1 | Identify circumstances that can help or hinder healthy decision making. | |
| 5.8.2 | Determine when health-related situations require the application of a thoughtful decision-making process. | |
| 5.8.3 | Distinguish when individual or collaborative decision making is appropriate. | |
| 5.8.4 | Distinguish between healthy and unhealthy alternatives to health-related issues or problems. | |
| 5.8.5 | Predict the potential short-term impact of each alternative on self and others. | |
| 5.8.6 | Choose healthy alternatives over unhealthy alternatives when making a decision. | |
| 5.8.7 | Analyze the outcomes of a health-related decision. | |
| Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health. | ||
| 6.8.1 | Assess personal health practices. | |
| 6.8.2 | Develop a goal to adopt, maintain, or improve a personal health practice. | |
| 6.8.3 | Apply strategies and skills needed to attain a personal health goal. | |
| 6.8.4 | Describe how personal health goals can vary with changing abilities, priorities, and responsibilities. | |
| Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. | ||
| 7.8.1 | Explain the importance of assuming responsibility for personal health behaviors. | |
| 7.8.2 | Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others. | |
| 7.8.3 | Demonstrate behaviors that avoid or reduce health risks to self and others. | |
| Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health. | ||
| 8.8.1 | State a health-enhancing position on a topic and support it with accurate information. | |
| 8.8.2 | Demonstrate how to influence and support others to make positive health choices. | |
| 8.8.3 | Work cooperatively to advocate for healthy individuals, families, and schools. | |
| 8.8.4 | Identify ways in which health messages and communication techniques can be altered for different audiences. | |