National Health Education Standards: Achieving Excellence
HEALTH EDUCATION STANDARD 1 – Students will comprehend concepts related to health
promotion and disease prevention to enhance health.
Rationale
The acquisition of basic health concepts and functional health knowledge provides a foundation for promoting
health-enhancing behaviors among youth. This standard includes essential concepts that are based on
established health behavior theories and models. Concepts that focus on both health promotion and risk
reduction are included in the performance indicators.
Performance Indicators
Pre-K-2 3-5 6-8 9-12
1.2.1. Identify that
healthy behaviors affect
personal health.
1.5.1. Describe the
relationship between
healthy behaviors and
personal health.
1.8.1. Analyze the
relationship between
healthy behaviors and
personal health.
1.12.1. predict how
healthy behaviors can
affect health status.
1.2.2. Recognize that
there are multiple
dimensions of health.
1.5.2. Identify examples
of emotional, intellectual,
physical, and social
health.
1.8.2. Describe the
interrelationships of
emotional, intellectual,
physical, and social
health in adolescence.
1.12.2. Describe the
interrelationships of
emotional, intellectual,
physical, and social
health.
1.2.3. Describe ways to
prevent communicable
diseases.
1.5.3. Describe ways in
which a safe and healthy
school and community
environment can promote
personal health.
1.8.3. Analyze how the
environment affects
personal health.
1.12.3. Analyze how
environment and personal
health are interrelated.
1.8.4. Describe how
family history can affect
personal health.
1.12.4. Analyze how
genetics and family
history can impact
personal health.
1.2.4. List ways to
prevent common
childhood injuries.
1.5.4. Describe ways to
prevent common
childhood injuries and
health problems.
1.8.5. Describe ways to
reduce or prevent injuries
and other adolescent
health problems.
1.12.5. Propose ways to
reduce or prevent injuries
and health problems.
1.2.5. Describe why it is
important to seek health
care.
1.5.5. Describe when it is
important to seek health
care.
1.8.6. Explain how
appropriate health care
can promote personal
health.
1.12.6. Analyze the
relationship between
access to health care and
health status.
1.8.7. Describe the
benefits of and barriers to
practicing healthy
behaviors.
1.12.7. Compare and
contrast the benefits of
and barriers to practicing
a variety of healthy
behaviors.
1.8.8. Examine the
likelihood of injury or
illness if engaging in
unhealthy behaviors.
1.12.8. Analyze personal
susceptibility to injury,
illness or death if
engaging in unhealthy
behaviors.
1.8.9. Examine the
potential seriousness of
injury or illness if
engaging in unhealthy
behaviors.
1.12.9. Analyze the
potential severity of injury
or illness if engaging in
unhealthy behaviors.
National Health Education Standards: Achieving Excellence
HEALTH EDUCATION STANDARD 2 – Students will Analyze the influence of family, peers, culture,
media, technology and other factors on health behaviors.
Rationale
Health is affected by a variety of positive and negative influences within society. This standard focuses on
identifying and understanding the diverse internal and external factors that influence health practices and
behaviors among youth including personal values, beliefs and perceived norms.
Performance Indicators
Pre-K-23-56-89-12
2.2.1. Identify how the
family influences personal
health practices and
behaviors.
2.5.1. Describe how the
family influences personal
health practices and
behaviors.
2.8.1. Examine how the
family influences the
health of adolescents.
2.12.1. Analyze how
family influences the
health of individuals.
2.5.2. Identify the
influence of culture on
health practices and
behaviors.
2.8.2. Describe the
influence of culture on
health beliefs, practices
and behaviors.
2.12.2. Analyze how the
culture supports and
challenges health beliefs,
practices and behaviors.
2.5.3. Identify how peers
can influence healthy and
unhealthy behaviors.
2.8.3. Describe how peers
influence healthy and
unhealthy behaviors.
2.12.3. Analyze how peers
influence healthy and
unhealthy behaviors.
2.2.2. Identify what the
school can do to support
personal health practices
and behaviors.
2.5.4. Describe how the
school and community can
support personal health
practices and behaviors.
2.8.4. Analyze how the
school and community can
affect personal health
practices and behaviors.
2.12.4. Evaluate how the
school and community can
impact personal health
practice and behaviors.
2.2.3. Describe how the
media can influence health
behaviors.
2.5.5. Explain how media
influences thoughts,
feelings, and health
behaviors.
2.8.5. Analyze how
messages from media
influence health
behaviors.
2.12.5. Evaluate the effect
of media on personal and
family health.
2.5.6. Describe ways that
technology can influence
personal health.
2.8.6. Analyze the
influence of technology on
personal and family
health.
2.12.6. Evaluate the
impact of technology on
personal, family and
community health.
2.8.7. Explain how the
perceptions of norms
influence healthy and
unhealthy behaviors.
2.12.7. Analyze 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.
2.12.8. Analyze 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.
2.12.9. Analyze 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.
2.12.10. Analyze how
public health policies and
government regulations
can influence health
promotion and disease
prevention.
National Health Education Standards: Achieving Excellence
HEALTH EDUCATION STANDARD 3 – Students will Demonstrate the ability to access valid
information and products and services to enhance health.
Rationale
Accessing valid health information and health-promoting products and services is critical in the prevention,
early detection, and treatment of health problems. This standard focuses on how to identify and access valid
health resources and to reject unproven sources. Application of the skills of analysis, comparison and evaluation
of health resources empowers students to achieve health literacy.
Performance Indicators
Pre-K-23-56-89-12
3.2.1. Identify trusted
adults and
professionals who can
help promote health.
3.5.1. Identify
characteristics of valid
health information,
products and services.
3.8.1. Analyze the
validity of health
information, products
and services.
3.12.1. Evaluate the
validity of health
information, products
and services.
3.2.2. Identify ways to
locate school and
community health
helpers.
3.5.2. Locate resources
from home, school and
community that
provide valid health
information.
3.8.2. Access valid
health information
from home, school, and
community.
3.12.2. use resources
from home, school and
community that
provide valid health
information.
3.8.3. Determine the
accessibility of
products that enhance
health.
3.12.3. Determine the
accessibility of
products and services
that enhance health.
3.8.4. Describe
situations that may
require professional
health services.
3.12.4. Determine
when professional
health services may be
required.
3.8.5. Locate valid and
reliable health products
and services.
3.12.5. Access valid
and reliable health
products and services.
National Health Education Standards: Achieving Excellence
HEALTH EDUCATION STANDARD 4 – Students will Demonstrate the ability to use interpersonal
communication skills to enhance health and avoid or reduce health risks.
Rationale
Effective communication enhances personal, family, and community health. This standard focuses on how
responsible individuals use verbal and non-verbal skills to develop and maintain healthy personal relationships.
The ability to organize and to convey information and feelings is the basis for strengthening interpersonal
interactions and reducing or avoiding conflict.
Performance Indicators
Pre-K-23-56-89-12
4.2.1. Demonstrate
healthy ways to express
needs, wants and
feelings.
4.5.1. Demonstrate
effective verbal and
non-verbal
communication skills
to enhance health.
4.8.1. apply effective
verbal and nonverbal
communication skills
to enhance health.
4.12.1. utilize skills for
communicating
effectively with family,
peers, and others to
enhance health.
4.2.2. Demonstrate
Listening skills to
enhance health.
4.5.2. Demonstrate
refusal skills to avoid
or reduce health risks.
4.8.2. Demonstrate
refusal and negotiation
skills to avoid or
reduce health risks.
4.12.2. Demonstrate
refusal, negotiation,
and collaboration skills
to enhance health and
avoid or reduce health
risks.
4.2.3. Demonstrate
ways to respond when
in an unwanted,
threatening or
dangerous situation.
4.5.3. Demonstrate
non-violent strategies
to manage or resolve
conflict.
4.8.3. Demonstrate
effective conflict
management or
resolution strategies.
4.12.3. Demonstrate
strategies to prevent,
manage or resolve
interpersonal conflicts
without harming self or
others.
4.2.4. Demonstrate
ways to tell a trusted
adult if threatened or
harmed.
4.5.4. Demonstrate how
to ask for assistance to
enhance personal
health.
4.8.4. Demonstrate how
to ask for assistance to
enhance the health of
self and others.
4.12.4. Demonstrate
how to ask for and
offer assistance to
enhance the health of
self and others.
National Health Education Standards: Achieving Excellence
HEALTH EDUCATION STANDARD 5 – Students will Demonstrate the ability to use decision-making
skills to enhance health.
Rationale
Decision-making skills are needed in order to Identify, implement and sustain health-enhancing behaviors. This
standard includes the essential steps that are needed to make healthy decisions as prescribed in the performance
indicators. When applied to health issues, the decision-making process enables individuals to collaborate with
others to improve quality of life.
Performance Indicators
Pre-K-23-56-89-12
5.8.1. Identify
circumstances that can
help or hinder healthy
decision making.
5.12.1. Examine
barriers that can hinder
healthy decision
making.
5.2.1. Identify
situations when a
health-related decision
is needed.
5.5.1. Identify health-
related situations that
might require a
thoughtful decision.
5.8.2. Determine when
health-related situations
require the application
of a thoughtful decision
making process.
5.12.2. Determine the
value of applying a
thoughtful decision
making process in
health related
situations.
5.2.2. differentiate
between situations
when a health-related
decision can be made
individually or when
assistance is needed.
5.5.2. Analyze when
assistance is needed
when making a health-
related decision.
5.8.3. distinguish when
individual or
collaborative decision
making is appropriate.
5.12.3. Justify when
individual or
collaborative decision
making is appropriate.
5.5.3. List healthy
options to health
related issues or
problems.
5.8.4. Distinguish
between healthy and
unhealthy alternatives
to health- related issues
or problems.
5.12.4. Generate
alternatives to health-
related issues or
problems.
5.5.4. Predict the
potential outcomes of
each option when
making a health related
decision.
5.8.5. Predict the
potential short-term
impact of each
alternative on self and
others.
5.12.5. Predict the
potential short and
long-term impact of
each alternative on self
and others.
5.5.5. Choose a healthy
option when making a
decision.
5.8.6. Choose healthy
alternatives over
unhealthy alternatives
when making a
decision.
5.12.6. Defend the
healthy choice when
making decisions.
5.5.6. Describe the
outcomes of a health
related decision.
5.8.7. Analyze the
outcomes of a health
related decision.
5.12.7. Evaluate the
effectiveness of health-
related decisions.
National Health Education Standards: Achieving Excellence
HEALTH EDUCATION STANDARD 6 – Students will Demonstrate the ability to use goal-setting skills
to enhance health.
Rationale
Goal-setting skills are essential to help students Identify, adopt and maintain healthy behaviors. This standard
includes the critical steps needed to achieve both short-term and long-term health goals. These skills make it
possible for individuals to have aspirations and plans for the future.
Performance Indicators
Pre-K-23-56-89-12
6.8.1. Assess personal
health practices. 6.12.1. Assess personal
health practices and
overall health status.
6.2.1. Identify a short-
term personal health
goal and take action
toward achieving the
goal.
6.5.1. Set a personal
health goal and track
progress toward its
achievement.
6.8.2. Develop a goal to
adopt, maintain, or
improve a personal
health practice.
6.12.2. Develop a plan
to attain a personal
health goal that
addresses strengths,
needs, and risks.
6.2.2. Identify who can
help when assistance is
needed to achieve a
personal health goal.
6.5.2. Identify
resources to assist in
achieving a personal
health goal.
6.8.3. Apply strategies
and skills needed to
attain a personal health
goal.
6.12.3. Implement
strategies and monitor
progress in achieving a
personal health goal.
6.8.4. Describe how
personal health goals
can vary with changing
abilities, priorities, and
responsibilities.
6.12.4. Formulate an
effective long-term
personal health plan.
National Health Education Standards: Achieving Excellence
HEALTH EDUCATION STANDARD 7 – Students will Demonstrate the ability to practice health-
enhancing behaviors and avoid or reduce health risks.
Rationale
Research confirms that the practice of health enhancing behaviors can contribute to a positive quality of life. In
addition, many diseases and injuries can be prevented by reducing harmful and risk taking behaviors. This
standard promotes the acceptance of personal responsibility for health and encourages the practice of healthy
behaviors.
Performance Indicators
Pre-K-23-56-89-12
7.5.1. Identify
responsible personal
health behaviors.
7.8.1. Explain the
importance of
assuming responsibility
for personal health
behaviors.
7.12.1. Analyze the
role of individual
responsibility in
enhancing health.
7.2.1. Demonstrate
healthy practices and
behaviors to maintain
or improve personal
health.
7.5.2. Demonstrate a
variety of healthy
practices and behaviors
to maintain or improve
personal health.
7.8.2. Demonstrate
healthy practices and
behaviors that will
maintain or improve
the health of self and
others.
7.12.2. Demonstrate a
variety of healthy
practices and behaviors
that will maintain or
improve the health of
self and others.
7.2.2. Demonstrate
behaviors that avoid or
reduce health risks.
7.5.3. Demonstrate a
variety of behaviors
that avoid or reduce
health risks.
7.8.3. Demonstrate
behaviors that avoid or
reduce health risks to
self and others.
7.12.3. Demonstrate a
variety of behaviors
that avoid or reduce
health risks to self and
others.
National Health Education Standards: Achieving Excellence
HEALTH EDUCATION STANDARD 8 – Students will Demonstrate the ability toadvocate for personal,
family and community health.
Rationale
Advocacy skills help students promote healthy norms and healthy behaviors. This standard helps students
develop important skills to target their health enhancing messages and to encourage others to adopt healthy
behaviors.
Performance Indicators
Pre-K-23-56-89-12
8.2.1. Make requests to
promote personal
health.
8.5.1. Express opinions
and give accurate
information about
health issues.
8.8.1. State a health
enhancing position on a
topic and support it
with accurate
information.
8.12.1. Utilize accurate
peer and societal norms
to formulate a health-
enhancing message.
8.2.2. Encourage peers
to make positive health
choices.
8.5.2. Encourage others
to make positive health
choices.
8.8.2. Demonstrate how
to influence and
support others to make
positive health choices.
8.12.2. 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.
8.12.3. Work
cooperatively as an
advocate for improving
personal, family and
community health.
8.8.4. Identify ways
that health messages
and communication
techniques can be
altered for different
audiences.
8.12.4. Adapt health
messages and
communication
techniques to a specific
target audience.
National Health Education Standards PreK-12. Second Edition. American Caner Society. 2007.
