Curriculum Standards · Hawaii
Hawaii Health Education Standards — Curriculum Alignment
Aligned with all Hawaiʻi's Health Education Standards (NHES, Grades 9-12)
National Health Education Standards in Hawaiʻi (HIDOE): https://hawaiipublicschools.org/DOE%20Forms/
Health%20and%20Nutrition/HealthStandards.pdf
National Health Education Standards in Hawaiʻi — High School (Grades 9-12)::
Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.
Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health
behaviors.
Standard 3: Students will demonstrate the ability to access valid information, products, and services to enhance health.
Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or
reduce health risks.
Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.
Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.
Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.
e Hawaiʻi State Board of Education adopted the National Health Education Standards (2nd ed.) as Hawaiʻi's health education
standards in December 2019 (HIDOE edition updated August 2022; fully implemented SY 2023-24), superseding HCPS III Health.
HIDOE pairs the standards with eight Priori Health Topics — mental and emotional health, personal health and wellness, healthy
eating and physical activi, safe, violence prevention, tobacco use prevention, alcohol and other drug use prevention, and sexual health
and responsibili — that provide the content context for the Grades 9-12 performance indicators mapped below.
omprehending Concepts — Students will comprehend concepts related to health promotion and disease prevention to en
| Topic | Hawaii Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 1. Comprehending Concepts | NHES.1.12.1: Predict how healthy behaviors can affect health status. | Begin a Term: Day 1 (Personal Timeline/Future Letter). Mental Health: Day 9-10 (Post-traumatic growth). Stress: Day 5-6 (Risk/Protective Factors). Nutrition: Day 7-8 (Blood sugar/Heart health). Diseases: Day 5 (Lifestyle/Chronic prevention). End a Term: Day 1 (Scenario 24-25). |
| NHES.1.12.2: Describe the interrelationships of emotional, intellectual, physical, and social health. | Begin a Term: Day 1 (Core Scholar), Day 2 (Reflective Identity). Mental Health: Day 1-2 (5 Dimensions). Stress: Day 3-4 (Foggy brain/Headaches). Body Systems: Day 1 (Gut-brain disruption). End a Term: Day 2 (Living System). | |
| NHES.1.12.3: Analyze how environment and personal health are interrelated. | Begin a Term: Day 2 (Social Determinants). Self-Esteem: Day 1 (Environment changes). Nutrition: Day 3-4 (Food Deserts). Diseases: Day 5 (ZIP code). Environmental Health: Day 1 (Workplace Hazard reports). End a Term: Day 1 (SDOH Scenario 6). | |
| NHES.1.12.4: Analyze how genetics and family history can affect personal health. | Mental Health: Day 1-2 (Biopsychosocial). Diseases: Day 4 (Risk assessment), Day 5 (Family History). Alcohol: Day 4 (Family addiction roles). | |
| NHES.1.12.5: Propose ways to reduce or prevent injuries and health problems. | Dangerous Decisions: Day 1 (Risk Management Plan), Day 3 (Distracted driving CDC data). Violence: Day 5 (Protective Factors). First Aid: Day 1 (Immediate measures). End a Term: Day 1 (Scene Safety Scenario). | |
| NHES.1.12.6: Analyze the relationship between access to health care and health status. | Mental Health: Day 5-6 (Minor access laws). Stress: Day 3-4 (Systemic barriers). Diversity: Day 2 (Social Determinants/Barriers). Nutrition: Day 9-10 (Economic access). Diseases: Day 5 (ZIP code). Sex Education: Day 9-10 (Confidentiality/Minor access laws). | |
| NHES.1.12.7: Compare and contrast the benefits of and barriers to practicing a variety of healthy behaviors. | Stress: Day 9-10 (Habit building). Nutrition: Day 3-4 (Cultural honoring), Day 5-6 (Identifying barriers), Day 7-8 (Packing snacks). | |
| NHES.1.12.8: Analyze personal susceptibility to injury, illness, or death if engaging in unhealthy behaviors. | Stress: Day 1-2 (Vulnerability Survey). Dangerous Decisions: Day 1 (Risky choice impact), Day 2 (Tolerance/Dependence). Diseases: Day 4 (Risk assessment). End a Term: Day 1 (Scenario 24-25). | |
| NHES.1.12.9: Analyze the potential severity of injury or illness if engaging in unhealthy behaviors. | Dangerous Decisions: Day 2 (Substance impact), Day 3 (Distracted driving CDC data). Alcohol: Day 3 (AUD chronic nature). Drugs: Day 3 (Memory/Breathing impact). Tobacco: Day 1 (Prefrontal cortex effects). End a Term: Day 1 (MC 1-3). |
yzing Influences — Students will analyze the influence of family, peers, culture, media, technology, and other factors on h
| Topic | Hawaii Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 2. Analyzing Influences | NHES.2.12.1: Analyze how the family influences the health of individuals. | Self-Esteem: Day 1 (Media/Family), Day 2 (Early Experiences). Conflict: Day 1 (Uptown upbringing). Alcohol: Day 4 (Family addiction roles). End a Term: Day 2 (Generational cycles). |
| NHES.2.12.2: Analyze how the culture supports and challenges health beliefs, practices, and behaviors. | Begin a Term: Day 1 (Belief formation). Empathy: Day 2 (Culture/Technology). Diversity: Day 2 (Cultural humility). Violence: Day 5 (Bystander culture/Gender roles). Nutrition: Day 3-4 (Cultural honoring). | |
| NHES.2.12.3: Analyze how peers influence healthy and unhealthy behaviors. | Self-Esteem: Day 2 (Peer Influence), Day 4 (Conforming pressures). Dangerous Decisions: Day 1 (Peer Pressure), Day 3 (Groupthink). | |
| NHES.2.12.4: Evaluate how the school and community can affect personal health practice and behaviors. | Mental Health: Day 9-10 (School climate). Stress: Day 1-2 (Wellness centers). Diversity: Day 2 (Belonging). Nutrition: Day 9-10 (School food rules/Federal law analysis). | |
| NHES.2.12.5: Evaluate the effect of media on personal and family health. | Self-Esteem: Day 1 (Media/Family), Day 4 (Instagram/TikTok). Mental Health: Day 1-2 (Social Media Trap). Nutrition: Day 5-6 (Influencer claims). Diseases: Day 4 (Media Literacy). Tobacco: Day 1 (Vape ad decoding). | |
| NHES.2.12.6: Evaluate the impact of technology on personal, family, and community health. | Empathy: Day 1 (Technology desensitization). Mental Health: Day 7-8 (Digital influence). Dangerous Decisions: Day 3 (Digital safety). Violence: Day 4 (Technology influences). Sex Education: Day 1-2 (Sexting consequences). | |
| NHES.2.12.7: Analyze how the perceptions of norms influence healthy and unhealthy behaviors. | Mental Health: Day 7-8 (Online validation influence). Conflict: Day 2 (Digital norms). Nutrition: Day 1-2 (Diet Culture). Body Systems: Day 3 (Gender identity norms). Sex Education: Day 5-6 (Comparison culture). | |
| NHES.2.12.8: Analyze the influence of personal values and beliefs on individual health practices and behaviors. | Begin a Term: Day 1 (Belief formation). Self-Esteem: Day 5 (Values foundation). Diversity: Day 1 (Identity). Sex Education: Day 9-10 (Values check). | |
| NHES.2.12.9: Analyze how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors. | Mental Health: Day 5-6 (Numbing pain). Stress: Day 1-2 (Escape/Numb out). Dangerous Decisions: Day 2 (Tolerance/Dependence). Drugs: Day 2 (Tolerance). | |
| NHES.2.12.10: Analyze how public health policies and government regulations can influence health promotion and disease prevention. | Dangerous Decisions: Day 2 (Good Samaritan laws). Nutrition: Day 9-10 (School food rules/Federal law analysis). Alcohol: Day 2 (BAC limits). Drugs: Day 3 (Possession/Misuse consequences). End a Term: Day 1 (Legal consequences MC 7). |
: Accessing Resources — Students will demonstrate the ability to access valid information, products, and services to enha
| Topic | Hawaii Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 3. Accessing Resources | NHES.3.12.1: Evaluate the validity of health information, products, and services. | Mental Health: Day 5-6 (Numbing myths). Nutrition: Day 3-4 (Evaluating resources), Day 5-6 (Registered Dietitians vs Influencers). Diseases: Day 5 (Research domains). Tobacco: Day 1 (Vape ad decoding). End a Term: Day 1 (Online Data Scenario). |
| NHES.3.12.2: Use resources from home, school, and community that provide valid health information. | Begin a Term: Day 2 (School counselors/nurses). Mental Health: Day 1-2 (Counselors/Support groups). Stress: Day 3-4 (Valid points of help), Day 9-10 (Circle of Support Map). Sex Education: Day 5-6 (CDC guides). | |
| NHES.3.12.3: Determine the accessibility of products and services that enhance health. | Diversity: Day 2 (Social Determinants/Barriers). Nutrition: Day 9-10 (Economic access). First Aid: Day 2 (AED Locator). Alcohol: Day 2 (Minor in Possession/Treatment access). Sex Education: Day 7-8 (Testing bookmarks). | |
| NHES.3.12.4: Determine when professional health services may be required. | Mental Health: Day 5-6 (Seeking support). Stress: Day 3-4 (Sadness vs Clinical Depression). Nutrition: Day 3-4 (NEDA/Professional medical care). First Aid: Day 4 (Poison Control). | |
| NHES.3.12.5: Access valid and reliable health products and services. | Stress: Day 5-6 (988). Violence: Day 5 (Crisis lines). Nutrition: Day 3-4 (ED therapy). First Aid: Day 5 (Red Cross supplies). Sex Education: Day 9-10 (Planned Parenthood). |
mmunication — Students will demonstrate the ability to use interpersonal communication skills to enhance health and
| Topic | Hawaii Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 4. Interpersonal Communication | NHES.4.12.1: Use skills for communicating effectively with family, peers, and others to enhance health. | Empathy: Day 1 (Empathetic writing), Day 2 (Active Listening). Mental Health: Day 1-2 (Judgment-free listening), Day 3-4 (Reacting vs Responding). Stress: Day 3-4 ("I" statements), Day 7-8 (Parent-Teen Communicator). Conflict: Day 2 (Clarifying needs). |
| NHES.4.12.2: Demonstrate refusal, negotiation, and collaboration skills to enhance health and avoid or reduce health risks. | Empathy: Day 4 (Saying No). Conflict: Day 1 (Negotiation). Dangerous Decisions: Day 3 (Refusal/Negotiation skills). Violence: Day 4 (Refusal/Advocacy). Sex Education: Day 3-4 (Clear "No" strategies). | |
| NHES.4.12.3: Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others. | Begin a Term: Day 2 (Agreements). Conflict: Day 1 (Assertiveness/I-statements), Day 2 (Accountability/Repair). Diversity: Day 2 (Honest dialogue). Violence: Day 5 (NVC - Nonviolent Communication). | |
| NHES.4.12.4: Demonstrate how to ask for and offer assistance to enhance the health of self and others. | Mental Health: Day 5-6 (Listening/Thanking them), Day 9-10 (Offering empathy). Stress: Day 5-6 (Active listening/Refusing secrets), Day 7-8 (Help prompts). First Aid: Day 2 (Bystander delegation). |
Standard 5: Decision-Making — Students will demonstrate the ability to use decision-making skills to enhance health.
| Topic | Hawaii Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 5. Decision-Making | NHES.5.12.1: Examine barriers that can hinder healthy decision-making. | Self-Esteem: Day 3 (Negativity bias). Stress: Day 3-4 (Systemic barriers). Dangerous Decisions: Day 1 (Decision fatigue), Day 3 (Groupthink). Nutrition: Day 5-6 (Identifying barriers). |
| NHES.5.12.2: Determine the value of applying a thoughtful decision-making process in health-related situations. | Dangerous Decisions: Day 1 (STOP-THINK-CHOOSE), Day 3 (Pre-decision challenge). First Aid: Day 4 (Crisis decisions). Sex Education: Day 7-8 (Decision Scenario). | |
| NHES.5.12.3: Justify when individual or collaborative decision making is appropriate. | Stress: Day 5-6 (Active listening/Refusing secrets). Violence: Day 5 (Intervention choice). First Aid: Day 2 (Bystander delegation), Day 5 (Emergency leadership). | |
| NHES.5.12.4: Generate alternatives to health-related issues or problems. | Mental Health: Day 3-4 (Adaptive coping). Stress: Day 9-10 (Problem-solving). Dangerous Decisions: Day 2 (Coping). Nutrition: Day 1-2 (Hydration swap). | |
| NHES.5.12.5: Predict the potential short-term and long-term impact of each alternative on self and others. | Begin a Term: Day 1 (Healthy year vision), Day 2 (Vortex of Impact). Stress: Day 1-2 (Pressure outcomes). Dangerous Decisions: Day 1 (Risky choice impact). Alcohol: Day 4 (Future you letter). End a Term: Day 2 (Waves of impact). | |
| NHES.5.12.6: Defend the healthy choice when making decisions. | Self-Esteem: Day 3 (Voice choice). Conflict: Day 2 (Assertive outcomes). Sex Education: Day 9-10 (Abstinence proactive choice). | |
| NHES.5.12.7: Evaluate the effectiveness of health-related decisions. | Nutrition: Day 7-8 (Energy check). Body Systems: Day 2 (Lifestyle efficiency). End a Term: Day 1 (Scenario 9/26). |
Standard 6: Goal-Setting — Students will demonstrate the ability to use goal-setting skills to enhance health.
| Topic | Hawaii Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 6. Goal-Setting | NHES.6.12.1: Assess personal health practices and overall health status. | Begin a Term: Day 1 (Reflection). Empathy: Day 1 (Survey). Self-Esteem: Day 1 (Self-Esteem Survey). Mental Health: Day 1-2 (Wellness spectrum). Stress: Day 1-2 (Survey). Nutrition: Day 5-6 (Balance survey). |
| NHES.6.12.2: Develop a plan to attain a personal health goal that addresses strengths, needs, and risks. | Begin a Term: Day 1 (Health Mission Statement). Self-Esteem: Day 4 (Self-acceptance plan). Mental Health: Day 9-10 (Personal Mental Health Plan). Stress: Day 1-2 (Reduction strategy). Dangerous Decisions: Day 1 (Risk Management Plan). Nutrition: Day 9-10 (SMART goal plan). | |
| NHES.6.12.3: Implement strategies and monitor progress in achieving a personal health goal. | Empathy: Day 3 (Active Listening goal). Self-Esteem: Day 2 (Strength log), Day 5 (Small steps). Stress: Day 3-4 (Action timeline), Day 9-10 (Toolkit implementation). Nutrition: Day 7-8 (Fuel-up goal), Day 10 (Food log/MyFitnessPal expenditure tracking). | |
| NHES.6.12.4: Formulate an effective long-term personal health plan. | Begin a Term: Day 1 (Future letter 1/5/10yr). Mental Health: Day 9-10 (Wellness Plan). Stress: Day 3-4 (Letter to Future Self). Body Systems: Day 3 (Reproductive wellness plan). End a Term: Day 1 (Long-term goal mapping). |
Self-Management — Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce h
| Topic | Hawaii Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 7. Self-Management | NHES.7.12.1: Analyze the role of individual responsibility in enhancing health. | Begin a Term: Day 1 (Rewrite your story). First Aid: Day 1 (Willingness to act). Sex Education: Day 9-10 (Ownership/Rights). End a Term: Day 2 (Learning stays within you). |
| NHES.7.12.2: Demonstrate a variety of healthy practices and behaviors that will maintain or improve the health of self and others. | Self-Esteem: Day 3 (Breathing/Visualization). Mental Health: Day 1-2 (Mindful breathing), Day 3-4 (Mental Health Toolbox). Stress: Day 1-2 (5-4-3-2-1), Day 5-6 (Temperature Reset). Nutrition: Day 3-4 (Mindful eating). First Aid: Day 2 (Hands-only CPR/AED sequence). | |
| NHES.7.12.3: Demonstrate a variety of behaviors that avoid or reduce health risks to self and others. | Self-Esteem: Day 5 (Boundary setting). Mental Health: Day 7-8 (Online Hygiene Plan). Dangerous Decisions: Day 1 (STOP-THINK-CHOOSE). Alcohol: Day 1-4 (Overdose/Poisoning response). Sex Education: Day 7-8 (Condom Demo/Steps). |
Standard 8: Advocacy — Students will demonstrate the ability to advocate for personal, family, and community health.
| Topic | Hawaii Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 8. Advocacy | NHES.8.12.1: Utilize accurate peer and societal norms to formulate a health-enhancing message. | Mental Health: Day 9-10 (NAMI stats). Dangerous Decisions: Day 3 (PSA - challenging "cool" risk). Nutrition: Day 3-4 (PSA Project). Sex Education: Day 9-10 (45% of teens statistic). |
| NHES.8.12.2: Demonstrate how to influence and support others to make positive health choices. | Empathy: Day 5 (Kindness conversations). Self-Esteem: Day 4 (Advocacy for Authenticity). Nutrition: Day 3-4 (Supporting Diego). Tobacco: Day 2 (Tobacco-free advocacy). | |
| NHES.8.12.3: Work cooperatively as an advocate for improving personal, family, and community health. | Empathy: Day 5 (40% reduction project). Mental Health: Day 5-6 (Planning an initiative). Diversity: Day 2 (Advocating for Equity). Nutrition: Day 9-10 (School Lunch Advocacy). Alcohol: Day 4 (Safe community advocacy). Drugs: Day 3 (Harm reduction leadership). | |
| NHES.8.12.4: Adapt health messages and communication techniques to a specific target audience. | Mental Health: Day 1-2 (Breaking Stigma PSA). Stress: Day 1-2 (Wellness advocacy project). Conflict: Day 1-2 (Guidebooks/PSAs). Diversity: Day 3 (Media for Equity). |
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