Curriculum Standards · Indiana
Indiana Health Education Standards — Curriculum Alignment
Aligned with all Indiana's Academic Standards for High School Health & Wellness (2023)
Indiana Academic Standards — Health & Wellness (2023): https://media.doe.in.gov/standards/indiana-academic-standards-grades-
k-12-health.pdf
2023 Indiana Academic Standards: Health & Wellness — 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 risk.
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 demonstrate the ability to practice strategies and skills to enhance personal health and reduce health
risks.
Standard 8: Students will demonstrate the ability to advocate for personal, family and community health.
e Indiana Academic Standards for Grades K-12 Health and Wellness were adopted in 2023 by the Indiana Department of Education,
superseding the 2017 Health & Wellness standards. Grades 9-12 indicators (HS.1.1 through HS.8.8) are organized under eight standards
aligned to the National Health Education Standards. Standards text retrieved verbatim from the official IDOE standards document.
Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.
| Topic | Indiana Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 1. Healthy Behaviors | HS.1.1: Predict how behaviors can impact personal health. | Begin a Term: Day 1 (Healthy year vision). Mental Health: Day 1-2 (Wellness spectrum). Stress: Day 1-2 (Pressure outcomes). Dangerous Decisions: Day 1 (Risky choice impact), Day 2 (Substance impact). Nutrition: Day 7-8 (Blood sugar/Heart health). Diseases: Day 5 (Lifestyle/Chronic prevention). End a Term: Day 1 (Scenario 24-25). |
| 2. Dimensions of Health | HS.1.2: Cite evidence that demonstrates the interrelationships of emotional, intellectual, physical, and social health across the lifespan. | Begin a Term: Day 1 (Core Scholar). Mental Health: Day 1-2 (5 Dimensions). Stress: Day 3-4 (Foggy brain/Headaches). Nutrition: Day 7-8 (Academic pressure). Body Systems: Day 1 (Gut-brain disruption). Sex Education: Day 5-6 (Development/Lifespan literacy). End a Term: Day 2 (Living System). |
| 3. Personal Health | HS.1.3: Analyze how the environment could impact overall health. | Begin a Term: Day 2 (Social Determinants). Self-Esteem: Day 1 (Environment changes). Stress: Day 9-10 (Poverty/Discrimination). Diversity: Day 2 (Social Determinants/Barriers). Nutrition: Day 3-4 (Food Deserts), Day 9-10 (Economic access). Diseases: Day 5 (ZIP code). Environmental Health: Day 1 (Workplace Hazard reports). End a Term: Day 1 (SDOH Scenario 6). |
| 4. Preventing Injury | HS.1.4: 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). |
| 5. Accessing Health Care | HS.1.5: Analyze the relationship between access to health care and personal health. | Mental Health: Day 5-6 (Minor access laws). Stress: Day 3-4 (Systemic barriers). Diseases: Day 4 (Social conditions). Alcohol: Day 2 (Minor in Possession/Treatment access). Drugs: Day 4 (Systemic inequities/Stigma). Sex Education: Day 9-10 (Confidentiality/Minor access laws). |
| 6. Family History & Personal Health | HS.1.6: Analyze how genetics and family history can affect personal health. | Mental Health: Day 1-2 (Biopsychosocial). Diseases: Day 5 (Family History). Alcohol: Day 4 (Family addiction roles). |
| 7. Practicing Healthy Behaviors | HS.1.7: Analyze the benefits of and barriers to practicing a variety of healthy behaviors. | Self-Esteem: Day 5 (Small steps). Mental Health: Day 3-4 (Adaptive coping). Stress: Day 9-10 (Habit building). Nutrition: Day 5-6 (Identifying barriers), Day 7-8 (Packing snacks). |
| 8. Unhealthy Behavior Outcomes | HS.1.8: Analyze personal susceptibility to injury, illness or death if engaging in unhealthy behaviors. | Stress: Day 1-2 (Vulnerability Survey). Dangerous Decisions: Day 1 (Risky driving), Day 2 (Water safety/blackouts), Day 3 (Distracted driving CDC data). Diseases: Day 4 (Risk assessment). Drugs: Day 3 (Memory/Breathing impact). Tobacco: Day 1 (Prefrontal cortex effects). End a Term: Day 1 (MC 1-3). |
dard 2: Students will analyze the influence of family, peers, culture, media, technology and other factors on health behav
| Topic | Indiana Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 1. Family Influence on Health | HS.2.1: Analyze how the family influences the health or individuals across the lifespan. | Begin a Term: Day 1 (Belief formation). Self-Esteem: Day 1 (Media/Family), Day 2 (Early Experiences). Mental Health: Day 1-2 (Biopsychosocial). Alcohol: Day 4 (Family addiction roles). End a Term: Day 2 (Generational cycles). |
| 2. School and Community Impact | HS.2.2: Evaluate how the school and community can impact personal health practice and behaviors. | Mental Health: Day 9-10 (School climate). Stress: Day 1-2 (Wellness centers). Diversity: Day 2 (Social Determinants/Barriers). Nutrition: Day 9-10 (School food rules/Federal law analysis). |
| 3. Media Influence on Health Behaviors | HS.2.3: Evaluate the effect of media and social media on health behaviors. | Self-Esteem: Day 1 (Media/Family), Day 4 (Instagram/TikTok). Mental Health: Day 1-2 (Social Media Trap). Violence: Day 4 (Toxic masculinity/Media Literacy). Nutrition: Day 5-6 (Influencer claims). Diseases: Day 4 (Media Literacy). Tobacco: Day 1 (Vape ad decoding). Sex Education: Day 5-6 (Comparison culture). |
| 4. Peer Influence on Health Behaviors | HS.2.4: Analyze how peers can influence healthy and unhealthy behaviors. | Self-Esteem: Day 2 (Peer Influence), Day 4 (Conforming pressures). Mental Health: Day 7-8 (Online validation influence). Dangerous Decisions: Day 1 (Peer Pressure), Day 3 (Groupthink). |
| 5. Cultural Influence on Health Behaviors | HS.2.5: Analyze how culture influences health behaviors. | Stress: Day 7-8 (Societal acknowledgment). Diversity: Day 1 (Identity), Day 2 (Cultural humility), Day 3 (Narratives). Violence: Day 5 (Bystander culture/Gender roles). Nutrition: Day 1-2 (Diet Culture), Day 3-4 (Cultural honoring). |
| 6. Technology Influence on Health Behaviors | HS.2.6: Evaluate the impact of technology on personal, family, and community health. | Empathy: Day 1 (Technology desensitization). Mental Health: Day 7-8 (Digital Balance). Conflict: Day 2 (Digital norms). Dangerous Decisions: Day 3 (Digital safety). Violence: Day 4 (Technology influences). End a Term: Day 1 (Online Data Scenario). |
| 7. Norms Perception Influence on Health Behaviors | HS.2.7: Analyze how the perceptions of norms influence health behaviors. | Mental Health: Day 7-8 (Digital validation). Dangerous Decisions: Day 3 (PSA - challenging "cool" risk). Violence: Day 5 (Bystander culture/Gender roles). Nutrition: Day 3-4 (Thinness narrative harm). Sex Education: Day 9-10 (45% of teens statistic). |
| 8. Personal Values Influence on Health Behaviors | HS.2.8: 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). Nutrition: Day 3-4 (Intentional choice). Sex Education: Day 9-10 (Values check). |
| 9. Health Risk Behaviors | HS.2.9: Analyze how some health risk behaviors can increase the likelihood of engaging in additional unhealthy behaviors. | Mental Health: Day 5-6 (Numbing pain). Stress: Day 1-2 (Escape/Numb out), Day 7-8 (Grief avoidance). Dangerous Decisions: Day 1 (Risky choice impact), Day 2 (Tolerance/Dependence). Drugs: Day 2 (Tolerance). |
| 10. School/Public Health Policy Influence on Health Behaviors | HS.2.10: Analyze how public health policies and government regulations can influence health practices and behaviors. | 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). |
Standard 3: Students will demonstrate the ability to access valid information, products and services to enhance health.
| Topic | Indiana Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 1. Health Information and Services | HS.3.1: 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 4 (Media Literacy), Day 5 (Research domains). Tobacco: Day 1 (Vape ad decoding). |
| 2. Accessing Health Information | HS.3.2: Use resources from home, school, community, and reliable internet sources that provide valid health information for making personal health decisions. | Begin a Term: Day 2 (School counselors/nurses). Mental Health: Day 1-2 (Counselors/Support groups), Day 9-10 (Therapists/Peer support). Stress: Day 3-4 (Valid points of help), Day 5-6 (Wellness centers). Violence: Day 5 (Crisis lines). Sex Education: Day 1-2 (Counselors), Day 5-6 (CDC guides). |
| 3. Professional Health Services | HS.3.3: Determine when professional health services may be required. | Mental Health: Day 5-6 (Crisis Text Line). Stress: Day 3-4 (Sadness vs Clinical Depression). Nutrition: Day 3-4 (NEDA/Professional medical care). First Aid: Day 4 (Poison Control). |
| 4. Locating Reliable Health Products/Services | HS.3.4: Access valid and reliable health products and services that enhance health. | Nutrition: Day 9-10 (Economic access). First Aid: Day 2 (AED Locator), Day 3 (Kit research). Alcohol: Day 2 (Minor in Possession/Treatment access). Sex Education: Day 7-8 (Contraceptive effectiveness/PrEP), Day 9-10 (Planned Parenthood). |
: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce
| Topic | Indiana Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 1. Verbal/Nonverbal Communication Skills | HS.4.1: Apply effective verbal (assertiveness) and nonverbal communication skills in real-life health situations. | Empathy: Day 2 (Tense posture). Mental Health: Day 5-6 (Assertiveness). Stress: Day 3-4 ("I" statements), Day 7-8 (Skills-lab "I" statements). Conflict: Day 1 (Assertiveness/I-statements). |
| 2. Listening Skills | HS.4.2: Employ active listening and response skills to enhance health. | Empathy: Day 2 (Active Listening), Day 3 (Active Listening goal). Mental Health: Day 1-2 (Judgment-free listening), Day 5-6 (Listening/Thanking them). Stress: Day 5-6 (Active listening/Refusing secrets). Diversity: Day 3 (Listening goal). |
| 3. Expressing Needs, Wants, and Feelings | HS.4.3: Identify and apply healthy strategies to manage personal wellbeing. | Self-Esteem: Day 2 (Nature Walk), 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), Day 7-8 (Journaling/Art). |
| 4. Communicating Care, Consideration, and Respect | HS.4.4: Demonstrate ways to communicate care, consideration, and respect of self and others. | Begin a Term: Day 2 (Correcting harmful jokes). Empathy: Day 1 (Respectful dialogue), Day 5 (Kindness conversations). Diversity: Day 1 (Ground rules), Day 3 (Affirming language). Violence: Day 5 (Nonviolent Communication). |
| 5. Health Risk Refusal Skills | HS.4.5: Demonstrate effective refusal skills in real-life health-related situations. | Empathy: Day 4 (Saying No). Dangerous Decisions: Day 3 (Refusal/Negotiation skills). Violence: Day 4 (Refusal/Advocacy). Sex Education: Day 3-4 (Clear "No" strategies), Day 7-8 (Yes/No/Maybe map). |
| 6. Asking for Assistance | HS.4.6: Demonstrate how to ask for and offer assistance to enhance the health of self and others. | Mental Health: Day 5-6 (Seeking support), Day 9-10 (Offering empathy). Stress: Day 3-4 (Help-seeking), Day 5-6 (ALGEE), Day 7-8 (Help prompts). First Aid: Day 2 (Bystander delegation). |
| 7. Managing Conflict | HS.4.7: Implement and evaluate strategies to prevent and manage conflict. | Begin a Term: Day 2 (Agreements). Conflict: Day 1 (Negotiation), Day 2 (Accountability/Repair). Violence: Day 5 (NVC - Nonviolent Communication). End a Term: Day 1 (Scenario 7-8). |
| 8. Overcoming Communication Barriers | HS.4.8: Implement strategies for overcoming health-related communication barriers. | Empathy: Day 2 (Equitable communication). Stress: Day 5-6 (Reducing silence). Conflict: Day 1 (Converting accusations), Day 2 (Power imbalances). Diversity: Day 2 (Honest dialogue). |
| 9. Overcoming Communication Barriers | HS.4.9: Analyze how interpersonal communication impacts and is impacted by relationships. | Mental Health: Day 7-8 (Jealousy/Control). Stress: Day 7-8 (Parent-Teen Communicator). Conflict: Day 2 (Relationship wellness). Sex Education: Day 3-4 (Trust/Equality/Boundaries). |
Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.
| Topic | Indiana Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 1. Personal Health Decisions and Influences | HS.5.1: Identify personal health decisions and analyze related internal and external influences. | Self-Esteem: Day 4 (Conforming pressures). Dangerous Decisions: Day 1 (Decision fatigue), Day 3 (Groupthink). Nutrition: Day 1-2 (Hunger cues). Sex Education: Day 9-10 (Values check). |
| 2. Evaluating Health Information | HS.5.2: Gather, synthesize, and evaluate available information to enhance health. | Mental Health: Day 9-10 (NAMI stats). Dangerous Decisions: Day 3 (Distracted driving CDC data). Nutrition: Day 5-6 (Hidden Sugar Challenge). Diseases: Day 5 (Research domains). Sex Education: Day 5-6 (CDC guides). |
| 3. Making Health-Related Decisions | HS.5.3: Analyze health risk of decisions to self and others. | Begin a Term: Day 2 (Vortex of Impact). Stress: Day 1-2 (Pressure outcomes). Dangerous Decisions: Day 1 (Risky choice impact). Sex Education: Day 7-8 (Parenting/Financial effects). End a Term: Day 2 (Waves of impact). |
| 4. Health Decision Connections | HS.5.4: Apply a decision making process to real-life 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). End a Term: Day 1 (Scenario 9/26). |
| 5. Personal Health Responsibility | HS.5.5: Describe how personal health decisions may affect subsequent decisions. | Begin a Term: Day 1 (Future letter 1/5/10yr). Stress: Day 1-2 (Escape/Numb out). Dangerous Decisions: Day 2 (Tolerance/Dependence). Drugs: Day 2 (Tolerance). |
| 6. Personal Health Decisions | HS.5.6: Assume responsibility for personal health decisions. | Self-Esteem: Day 5 (Self-advocacy). Mental Health: Day 9-10 (Wellness Plan). Sex Education: Day 9-10 (Ownership/Rights). End a Term: Day 1 (Live it Forward challenge). |
Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.
| Topic | Indiana Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 1. Setting Health Goals | HS.6.1: Critically analyze and articulate the benefits of planning and setting personal health goals. | Begin a Term: Day 1 (Health Mission Statement). Empathy: Day 3 (Active Listening goal). Stress: Day 1-2 (Reduction strategy). Nutrition: Day 5-6 (Balance survey). |
| 2. Achieving Health Goals | HS.6.2: Develop a personal health goal and a plan to achieve it. | Empathy: Day 4 (Action Plan). Self-Esteem: Day 4 (Self-acceptance plan). Mental Health: Day 9-10 (Personal Mental Health Plan). Dangerous Decisions: Day 1 (Risk Management Plan). Nutrition: Day 9-10 (SMART goal plan). Body Systems: Day 3 (Reproductive wellness plan). |
| 3. Barriers to Health Goals | HS.6.3: Analyze and develop strategies to overcome barriers to achieving the personal health goal. | Self-Esteem: Day 5 (Small steps). Mental Health: Day 5-6 (Support goal). Nutrition: Day 3-4 (Cultural honoring), Day 5-6 (Identifying barriers), Day 7-8 (Packing snacks). |
| 4. Health Goal Adaptability | HS.6.4: Implement and analyze the plan and adjust it, as needed, to achieve the personal health goal. | Empathy: Day 5 (Empathy growth goal). Stress: Day 9-10 (Toolkit implementation). Nutrition: Day 10 (Food log/MyFitnessPal expenditure tracking). End a Term: Day 1 (Long-term goal mapping). |
| 5. Personal Choices and Health Goals | HS.6.5: Identify personal support systems and explain their importance in achieving the personal health goal. | Mental Health: Day 5-6 (Support goal), Day 9-10 (Support Plan). Stress: Day 9-10 (Circle of Support Map). |
| 6. Health Goal Support Systems | HS.6.6: Assess, reflect on, and adjust the plan to reach and maintain the personal health goal. | Mental Health: Day 9-10 (Wellness Plan). Stress: Day 9-10 (Habit building). Nutrition: Day 9-10 (SMART Power Plate meal/Plan design). |
ndard 7: Students demonstrate the ability to practice strategies and skills to enhance personal health and reduce health ri
| Topic | Indiana Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 1. Safety Knowledge Skills | HS.7.1: Conduct a personal assessment of health and safety knowledge and skills. | Empathy: Day 1 (Survey). Self-Esteem: Day 1 (Self-Esteem Survey). Stress: Day 1-2 (Survey). Nutrition: Day 5-6 (Balance survey). First Aid: Day 1 (Skill level assessment). |
| 2. Health and Safety Strengths and Needs | HS.7.2: Analyze the results of the personal assessment to identify personal health and safety strengths and needs. | Empathy: Day 2 (Strength assessment). Self-Esteem: Day 2 (Strength log). Mental Health: Day 9-10 (Identifying burnout). Stress: Day 1-2 (Vulnerability Survey). First Aid: Day 1 (Willingness to act). |
| 3. Health and Safety Strengths and Needs | HS.7.3: Analyze the results of the personal assessment to identify personal health and safety strengths and needs. | Empathy: Day 2 (Strength assessment). Self-Esteem: Day 2 (Strength log). Mental Health: Day 9-10 (Identifying burnout). Stress: Day 1-2 (Vulnerability Survey). First Aid: Day 1 (Willingness to act). |
| 1. Safety Concerns and Assessments | HS.8.1: Conduct a personal, family, or community health or safety assessment and/or review data from current similar health assessments. | Mental Health: Day 9-10 (NAMI stats). Dangerous Decisions: Day 3 (Distracted driving CDC data). Body Systems: Day 2 (Immune/Vaccine stats). Environmental Health: Day 1 (Workplace Hazard reports). Sex Education: Day 9-10 (45% of teens statistic). |
| 2. Standing for Health/Safety Issues | HS.8.2: Analyze data to determine a priority health or safety issue to be able to use and understand. | Empathy: Day 5 (40% reduction project). Mental Health: Day 5-6 (Planning an initiative). Stress: Day 5-6 (Risk/Protective Factors). Nutrition: Day 9-10 (School Lunch Advocacy). |
| 3. Evidence for Health/Safety Issues | HS.8.3: Identify and familiarize yourself with agencies, organizations, and others who advocate for and against the health issue. | Mental Health: Day 5-6 (Crisis Text Line). Stress: Day 5-6 (988). Nutrition: Day 3-4 (NEDA/Professional medical care). First Aid: Day 5 (Red Cross supplies). Drugs: Day 2 (Industry marketing impact). Sex Education: Day 9-10 (Planned Parenthood). |
| 4. Advocating for Health Issues | HS.8.4: Take a clear stand or position on health-enhancing behaviors. | Diversity: Day 2 (Advocating for Equity). Violence: Day 5 (Challenging victim-blaming). Alcohol: Day 4 (Safe community advocacy). Tobacco: Day 2 (Tobacco-free advocacy). Sex Education: Day 9-10 (Abstinence proactive choice). |
| 5. Personal Belief for Health/Safety Issues | HS.8.5: Use communication techniques to educate the individual or group to support or act on the health safety issue. | Mental Health: Day 1-2 (Breaking Stigma PSA). Stress: Day 1-2 (Wellness Advocacy Project). Dangerous Decisions: Day 3 (PSA - challenging "cool" risk). Nutrition: Day 3-4 (Supporting Diego). Drugs: Day 3 (Harm reduction leadership). |
| 6. Communicating Health/Safety Issues | HS.8.6: Identify and create messaging and marketing to a priority audience concerning the health and safety message. | Empathy: Day 1 (Project Empathy). Stress: Day 1-2 (Wellness advocacy project). Diversity: Day 3 (Media for Equity). Nutrition: Day 3-4 (PSA Project). Sex Education: Day 7-8 (Testing bookmarks). |
| 7. Communicating Health/Safety Issues | HS.8.7: Work collaboratively with individuals, agencies, and organizations to advocate for the health of self, families, and communities. | Empathy: Day 5 (Kindness project). Conflict: Day 1-2 (Guidebooks/PSAs). Diversity: Day 2 (Advocating for Equity). Nutrition: Day 9-10 (School Lunch Advocacy). Sex Education: Day 7-8 (Confidential testing advocacy). |
| 8. Communicating Health/Safety Issues | HS.8.8: Evaluate the effectiveness of the advocacy effort and revise and adjust, as needed. | Empathy: Day 5 (40% reduction project). Mental Health: Day 9-10 (Positive culture advocacy). End a Term: Day 2 (Waves of impact). |
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