Curriculum Standards · Kentucky
Kentucky Health Education Standards — Curriculum Alignment
Aligned with all Kentucky Academic Standards for High School Health Education (2025)
Kentucky Academic Standards for Health Education (2025): https://www.education.ky.gov/curriculum/standards/kyacadstand/
Documents/Kentucky_Academic_Standards_for_Health_Education_2025.pdf
Kentucky Academic Standards for Health Education — High School (Grades 9-12) Standards::
Standard 1: Use functional health information to support health and well-being of self and others.
Standard 2: Analyze influences that affect health and well-being, including but not limited to family, peers, culture, media
and technology.
Standard 3: Access valid and reliable resources to support health and well-being of self and others.
Standard 4: Use interpersonal communication skills to support health and well-being of self and others.
Standard 5: Use a decision-making process to support health and well-being of self and others.
Standard 6: Use a goal-setting process to support health and well-being of self and others.
Standard 7: Demonstrate practices and behaviors to support health and well-being of self and others.
Standard 8: Advocate to promote health and well-being of self and others.
Adopted June 2025 by the Kentucky Board of Education (704 KAR 8:030), superseding the 2019 Kentucky Academic Standards for Health
Education. High school performance indicators are coded [Standard].12.[Indicator #] (e.g., 1.12.1); this alignment covers all 65 Grades
9-12 performance indicators.
Standard 1: Use functional health information to support health and well-being of self and others.
| Topic | Kentucky Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 1.12.1: Analyze ways to build upon strengths and assets to support individual and collective health and well-being. | Begin a Term: Day 1 (Core Scholar, Rewrite your story). Empathy: Day 2 (Strength assessment). Self-Esteem: Day 2 (Strength log, Internal validation). Stress: Day 5-6 (Risk/Protective Factors). Violence: Day 5 (Protective Factors). | |
| 1.12.2: Analyze the relationships between various dimensions of wellness as related to health outcomes. | Mental Health: Day 1-2 (5 Dimensions, Biopsychosocial). Body Systems: Day 1 (Internal Balance). End a Term: Day 1 (Homeostasis), Day 2 (Living System). | |
| 1.12.3: Evaluate behaviors that reduce or prevent illnesses and injuries. | Dangerous Decisions: Day 1 (Risky Choices), Day 3 (Distracted driving CDC data). Nutrition: Day 7-8 (Blood sugar/Heart health). Body Systems: Day 2 (Immune/Vaccine stats). Diseases: Day 4 (Risk assessment), Day 5 (Lifestyle/Chronic prevention). | |
| 1.12.4: Evaluate practices and behaviors that support health and well-being, including how to manage health conditions. | Mental Health: Day 3-4 (Adaptive coping), Day 9-10 (Wellness Plan). Stress: Day 9-10 (Habit building). Nutrition: Day 5-6 (Allergies/EpiPen). Diseases: Day 5 (Family History). First Aid: Day 4 (Seizures/Asthma). | |
| 1.12.5: Examine connections between individual health literacy, organizational health literacy and health outcomes. | Diseases: Day 4 (Media Literacy). Community Health: Day 5 (Health Literacy). | |
| 1.12.6: Analyze how individual, interpersonal, community, societal and environmental factors are interrelated and impact health outcomes. | Begin a Term: Day 2 (Social Determinants). Stress: Day 9-10 (Poverty/Discrimination). Diversity: Day 2 (Social Determinants/Barriers). Diseases: Day 4 (Social conditions), Day 5 (ZIP code). End a Term: Day 1 (SDOH Scenario 6). | |
| 1.12.7: Analyze the benefits of and barriers to practicing a variety of health behaviors. | Mental Health: Day 9-10 (Active seeking). Stress: Day 3-4 (Systemic barriers). Nutrition: Day 5-6 (Identifying barriers), Day 7-8 (Packing snacks). | |
| 1.12.8: Examine how self-efficacy, perceived susceptibility and perceived severity affect health behaviors. | Stress: Day 1-2 (Vulnerability Survey). Diseases: Day 4 (Risk assessment), Day 5 (Family History). First Aid: Day 1 (Willingness to act, Skill level assessment). | |
| 1.12.9: Analyze the relationship between access to health care and overall health and well-being. | Mental Health: Day 5-6 (Minor access laws). Diseases: Day 5 (ZIP code). Alcohol: Day 2 (Minor in Possession/Treatment access). Sex Education: Day 9-10 (Confidentiality/Minor access laws). | |
| 1.12.10: Summarize the relationship between the menstrual cycle and conception. | Body Systems: Day 3 (Sperm/Egg production, Hormonal shifts). Sex Education: Day 5-6 (Structures/Functions), Day 7-8 (Fertilization). | |
| 1.12.11: Justify abstinence as the most effective method of protection from HIV, other STDs and pregnancy. | Sex Education: Day 7-8 (Contraceptive effectiveness/PrEP), Day 9-10 (Abstinence proactive choice, 45% of teens statistic). | |
| 1.12.12: Explain why individuals have the right to refuse physical and sexual contact. | Begin a Term: Day 2 (Practicing consent). Sex Education: Day 1-2 (Boundaries), Day 3-4 (Clear "No" strategies), Day 9-10 (Ownership/Rights). | |
| 1.12.13: Evaluate the social, cultural and personal factors that influence an individual's right to express or remove consent. | Mental Health: Day 7-8 (Digital influence). Sex Education: Day 3-4 (Coercion distinction), Day 7-8 (Yes/No/Maybe map). | |
| 1.12.14: Summarize the signs, symptoms, transmission and prevention of sexually transmitted diseases (STDs). | Diseases: Day 4 (STI Stigma challenge). Sex Education: Day 7-8 (STI transmission, Testing bookmarks). | |
| 1.12.15: Analyze various contraceptive methods to reduce the risk of pregnancy, HIV and other STDs. | Sex Education: Day 7-8 (Contraceptive effectiveness/PrEP, Condom Demo/Steps). | |
| 1.12.16: Analyze the short- and long-term health benefits of avoiding or discontinuing the use of nicotine, including financial costs. | Dangerous Decisions: Day 2 (Substance impact). Tobacco: Day 1 (Prefrontal cortex effects, Vape ad decoding), Day 2 (Tobacco-free advocacy). | |
| 1.12.17: Analyze the short- and long-term health benefits of avoiding or discontinuing the use of alcohol and other drugs, including financial costs. | Dangerous Decisions: Day 2 (Tolerance/Dependence). Alcohol: Day 3 (AUD chronic nature, Criminal records), Day 4 (Future you letter). Drugs: Day 2 (Tolerance), Day 3 (Memory/Breathing impact). | |
| 1.12.18: Summarize personal strategies for minimizing potential harm from sun exposure. | Diseases: Day 5 (Lifestyle/Chronic prevention). First Aid: Day 3 (Degree of burns), Day 4 (Heat stroke). | |
| 1.12.19: Explain accepted procedures for emergency and lifesaving care, including CPR. | First Aid: Day 1 (3 Ps), Day 2 (Hands-only CPR/AED sequence, ABCDE), Day 4 (Poison Control). Alcohol: Day 1-4 (Overdose/Poisoning response). Drugs: Day 3 (Narcan administration). |
2: Analyze influences that affect health and well-being, including but not limited to family, peers, culture, media and tec
| Topic | Kentucky Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 2.12.1: Evaluate the interrelationships and impacts of various influences and health behaviors on health and well-being. | Begin a Term: Day 1 (Belief formation). Empathy: Day 2 (Culture/Technology). Self-Esteem: Day 1 (Media/Family), Day 2 (Peer Influence). Dangerous Decisions: Day 1 (Peer Pressure), Day 3 (Groupthink). Nutrition: Day 1-2 (Diet Culture). | |
| 2.12.2: Evaluate how social determinants of health influence health behaviors, health outcomes and health equity. | Begin a Term: Day 2 (Social Determinants). Stress: Day 9-10 (Poverty/Discrimination). Diversity: Day 2 (Social Determinants/Barriers). Diseases: Day 5 (ZIP code). End a Term: Day 1 (SDOH Scenario 6). | |
| 2.12.3: Evaluate how individual, interpersonal, community, societal and environmental influences and factors affect health equity. | Mental Health: Day 3-4 (Gender/Race). Stress: Day 1-2 (Racism/Sexism). Diversity: Day 1 (Systemic privilege), Day 2 (Advocating for Equity). Nutrition: Day 3-4 (Food Deserts), Day 9-10 (Economic access). Drugs: Day 4 (Systemic inequities/Stigma). | |
| 2.12.4: Formulate strategies to manage influences that impact health and well-being. | Self-Esteem: Day 4 (Self-acceptance plan). Mental Health: Day 7-8 (Online Hygiene Plan, Digital Balance). Dangerous Decisions: Day 3 (Pre-decision challenge). | |
| 2.12.5: Use resources to manage influences that impact health and well-being. | Mental Health: Day 1-2 (Counselors/Support groups). Stress: Day 1-2 (Wellness centers). Nutrition: Day 5-6 (Registered Dietitians vs Influencers). Sex Education: Day 1-2 (Counselors). | |
| 2.12.6: Evaluate how technology and social media influence the health of self and others. | Empathy: Day 1 (Technology desensitization). Self-Esteem: Day 4 (Instagram/TikTok). Mental Health: Day 1-2 (Social Media Trap), Day 7-8 (Digital Personas, Digital validation). Violence: Day 4 (Technology influences). Sex Education: Day 5-6 (Comparison culture). |
Standard 3: Access valid and reliable resources to support health and well-being of self and others.
| Topic | Kentucky Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 3.12.1: Analyze the accessibility of trusted adults, health professionals, other individuals and resources to promote health and well-being. | Begin a Term: Day 2 (School counselors/nurses). Mental Health: Day 1-2 (Counselors/Support groups), Day 5-6 (Crisis Text Line), Day 9-10 (Therapists/Peer support). Stress: Day 3-4 (Valid points of help), Day 9-10 (Circle of Support Map). Sex Education: Day 1-2 (Counselors). | |
| 3.12.2: Analyze supports and barriers to accessing valid and reliable health information, products, services and other resources. | Mental Health: Day 5-6 (Minor access laws). Stress: Day 3-4 (Systemic barriers, Help-seeking). Nutrition: Day 3-4 (Food Deserts). Sex Education: Day 9-10 (Confidentiality/Minor access laws). | |
| 3.12.3: Evaluate the validity and reliability of health information, products, services and other resources. | Nutrition: Day 3-4 (Evaluating resources), Day 5-6 (Registered Dietitians vs Influencers, Influencer claims). Diseases: Day 4 (Media Literacy), Day 5 (Research domains). Tobacco: Day 1 (Vape ad decoding). | |
| 3.12.4: Use valid and reliable sources of health information, products, services and other resources. | Stress: Day 5-6 (988). Dangerous Decisions: Day 3 (Distracted driving CDC data). First Aid: Day 2 (AED Locator), Day 3 (Kit research), Day 4 (Poison Control), Day 5 (Red Cross supplies). Sex Education: Day 5-6 (CDC guides), Day 9-10 (Planned Parenthood). | |
| 3.12.5: Apply strategies to manage misinformation and disinformation. | Mental Health: Day 5-6 (Numbing myths). Nutrition: Day 5-6 (Healthwashing, Influencer claims). Diseases: Day 4 (Media Literacy). Community Health: Day 5 (Health Literacy). |
Standard 4: Use interpersonal communication skills to support health and well-being of self and others.
| Topic | Kentucky Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 4.12.1: Apply effective verbal and non-verbal communication skills across multiple modes and formats of communication to support health and well-being of self and others. | Empathy: Day 1 (Empathetic writing), Day 2 (Active Listening, Tense posture, Emotional vocabulary). Mental Health: Day 1-2 (Judgment-free listening). Stress: Day 3-4 ("I" statements). Conflict: Day 1 (Converting accusations). | |
| 4.12.2: Apply communication skills and strategies within a variety of interpersonal contexts. | Empathy: Day 2 (Equitable communication). Stress: Day 7-8 (Parent-Teen Communicator, Skills-lab "I" statements). Conflict: Day 2 (Clarifying needs, Communication Balance). Diversity: Day 2 (Honest dialogue). | |
| 4.12.3: Demonstrate how to ask for and offer assistance to support the health of self and others. | Mental Health: Day 5-6 (Seeking support, Listening/Thanking them). Stress: Day 3-4 (Help-seeking), Day 5-6 (Active listening/Refusing secrets), Day 7-8 (Help prompts). First Aid: Day 2 (Bystander delegation). | |
| 4.12.4: Use effective communication skills to set and express boundaries as well as grant or withdraw consent in a variety of situations. | Begin a Term: Day 2 (Practicing consent). Empathy: Day 4 (Boundaries). Self-Esteem: Day 3 (Boundary practice), Day 5 (Boundary setting). Sex Education: Day 1-2 (Boundaries), Day 7-8 (Yes/No/Maybe map). | |
| 4.12.5: Apply refusal skills and strategies in a variety of situations. | Empathy: Day 4 (Saying No). Self-Esteem: Day 5 (People-pleasing boundaries). Dangerous Decisions: Day 3 (Refusal/Negotiation skills). Violence: Day 4 (Refusal/Advocacy). Sex Education: Day 3-4 (Clear "No" strategies). | |
| 4.12.6: Apply skills and strategies to prevent, manage or resolve conflict. | Begin a Term: Day 2 (Agreements). Conflict: Day 1 (Assertiveness/I-statements, Conflict styles), Day 2 (Accountability/Repair). Violence: Day 5 (NVC - Nonviolent Communication). | |
| 4.12.7: Demonstrate collaboration skills in a variety of situations. | Empathy: Day 5 (Kindness project). Mental Health: Day 5-6 (Planning an initiative). Nutrition: Day 3-4 (PSA Project), Day 9-10 (School Lunch Advocacy). First Aid: Day 2 (Bystander delegation), Day 5 (Emergency leadership). | |
| 4.12.8: Demonstrate negotiation skills in a variety of situations. | Conflict: Day 1 (Negotiation). Dangerous Decisions: Day 3 (Refusal/Negotiation skills). | |
| 4.12.9: Adapt strategies to communicate with others with different perspectives and values in various contexts. | Empathy: Day 1 (Respectful dialogue), Day 3 (Challenging generalizations). Conflict: Day 1 (Culture of Peace). Diversity: Day 1 (Ground rules), Day 2 (Cultural humility, Honest dialogue), Day 3 (Affirming language). | |
| 4.12.10: Communicate with empathy and compassion. | Empathy: Day 1 (Empathetic writing, Project Empathy), Day 4 (Mindful empathy), Day 5 (Kindness conversations). Mental Health: Day 9-10 (Offering empathy). |
Standard 5: Use a decision-making process to support health and well-being of self and others.
| Topic | Kentucky Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 5.12.1: Analyze how health-related decisions may affect personal and community health and well-being from a variety of perspectives. | Begin a Term: Day 2 (Vortex of Impact). Dangerous Decisions: Day 1 (Risky choice impact). Violence: Day 4 (Ripple effects). Alcohol: Day 4 (Family addiction roles). End a Term: Day 2 (Waves of impact). | |
| 5.12.2: Determine when and why health-related situations require the application of a thoughtful decision-making process. | Dangerous Decisions: Day 1 (Decision fatigue, STOP-THINK-CHOOSE), Day 3 (Pre-decision challenge). First Aid: Day 4 (Crisis decisions). Sex Education: Day 7-8 (Decision Scenario). | |
| 5.12.3: Apply an individual, supported or collaborative decision-making process to maintain or improve health and well-being. | Mental Health: Day 1-2 (Care choices). Dangerous Decisions: Day 1 (STOP-THINK-CHOOSE). First Aid: Day 2 (Life/Death operations). Sex Education: Day 7-8 (Decision Scenario). End a Term: Day 1 (Scenario 9/26). | |
| 5.12.4: Analyze a variety of options based on priorities and potential outcomes when making health-related decisions. | Self-Esteem: Day 3 (Voice choice). Mental Health: Day 3-4 (Adaptive coping). Dangerous Decisions: Day 2 (Substance quiz). Nutrition: Day 3-4 (Intentional choice). Sex Education: Day 9-10 (Values check). | |
| 5.12.5: Analyze the potential impacts of decisions on the health and well-being within individual, interpersonal, community, societal, cultural and environmental levels. | Begin a Term: Day 2 (Vortex of Impact). Stress: Day 1-2 (Pressure outcomes). Diversity: Day 3 (Dismissive decisions). Violence: Day 5 (Intervention choice). End a Term: Day 2 (Waves of impact). | |
| 5.12.6: Develop a plan of action to implement health-related decisions. | Empathy: Day 4 (Action Plan). Self-Esteem: Day 4 (Self-acceptance plan). Mental Health: Day 5-6 (Crisis plan). Stress: Day 3-4 (Action timeline). Dangerous Decisions: Day 1 (Risk Management Plan). | |
| 5.12.7: Evaluate the impacts of supports and barriers that affect decision-making within individual, interpersonal, community, societal, cultural and environmental levels. | Stress: Day 3-4 (Systemic barriers). Diversity: Day 2 (Social Determinants/Barriers). Dangerous Decisions: Day 1 (Peer Pressure), Day 3 (Groupthink). Nutrition: Day 5-6 (Identifying barriers). | |
| 5.12.8: Evaluate the effectiveness of health-related decisions. | Begin a Term: Day 1 (Reflection). Conflict: Day 2 (Assertive outcomes). Nutrition: Day 7-8 (Energy check). End a Term: Day 2 (Waves of impact). |
Standard 6: Use a goal-setting process to support health and well-being of self and others.
| Topic | Kentucky Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 6.12.1: Assess personal health, well-being and factors for engaging in a goal-setting process. | Begin a Term: Day 1 (Health Mission Statement, Healthy year vision). Empathy: Day 1 (Survey). Self-Esteem: Day 1 (Self-Esteem Survey). Stress: Day 1-2 (Survey). Nutrition: Day 5-6 (Balance survey). | |
| 6.12.2: Use an individual, supported, or collaborative goal-setting process as appropriate. | Empathy: Day 3 (Active Listening goal). Mental Health: Day 5-6 (Support goal). Nutrition: Day 9-10 (SMART goal plan). | |
| 6.12.3: Develop a goal and analyze how it supports health and well-being. | Empathy: Day 5 (Empathy growth goal). Stress: Day 1-2 (Reduction strategy). Nutrition: Day 7-8 (Fuel-up goal). Body Systems: Day 1 (Homeostasis challenge), Day 3 (Reproductive wellness plan). | |
| 6.12.4: Implement a plan that addresses supports and barriers to attaining a health-related goal. | Self-Esteem: Day 5 (Small steps). Mental Health: Day 9-10 (Personal Mental Health Plan). Stress: Day 9-10 (Toolkit implementation, Habit building). Nutrition: Day 5-6 (Identifying barriers), Day 7-8 (Packing snacks). | |
| 6.12.5: Monitor progress and adjust the goal or plan as appropriate. | Self-Esteem: Day 2 (Strength log). Nutrition: Day 7-8 (Energy check), Day 9-10 (SMART Power Plate meal/Plan design), Day 10 (Food log/MyFitnessPal expenditure tracking). | |
| 6.12.6: Evaluate the goal-setting process and outcomes on health and well-being. | Begin a Term: Day 1 (Future letter 1/5/10yr). Stress: Day 3-4 (Letter to Future Self). Alcohol: Day 4 (Future you letter). End a Term: Day 1 (Live it Forward challenge, Long-term goal mapping). |
Standard 7: Demonstrate practices and behaviors to support health and well-being of self and others.
| Topic | Kentucky Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 7.12.1: Analyze supports and barriers to engaging in health-related practices and behaviors. | Mental Health: Day 9-10 (School climate). Stress: Day 3-4 (Systemic barriers). Diversity: Day 2 (Social Determinants/Barriers). Nutrition: Day 5-6 (Identifying barriers), Day 7-8 (Academic pressure). | |
| 7.12.2: Evaluate practices, behaviors and other factors supporting individual and collective health and well-being. | Mental Health: Day 9-10 (Wellness Plan). Stress: Day 9-10 (Toolkit). Nutrition: Day 1-2 (Hydration swap). Body Systems: Day 2 (Lifestyle efficiency). Diseases: Day 5 (Lifestyle/Chronic prevention). | |
| 7.12.3: Adapt practices and behaviors to support individual and collective health and well-being. | Self-Esteem: Day 5 (Small steps). Mental Health: Day 3-4 (Adaptive coping), Day 7-8 (Digital Balance). Stress: Day 5-6 (Temperature Reset), Day 9-10 (Habit building). Nutrition: Day 7-8 (Packing snacks). | |
| 7.12.4: Demonstrate a variety of practices and behaviors supporting individual and collective health and well-being. | Self-Esteem: Day 2 (Nature Walk), Day 3 (Breathing/Visualization). Mental Health: Day 1-2 (Mindful breathing). Stress: Day 1-2 (5-4-3-2-1). Nutrition: Day 3-4 (Mindful eating). First Aid: Day 2 (Hands-only CPR/AED sequence), Day 5 (Bleeding/Simulations). |
Standard 8: Advocate to promote health and well-being of self and others.
| Topic | Kentucky Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 8.12.1: Examine a variety of factors that affect health advocacy within individual, interpersonal, community, societal and environmental levels. | Empathy: Day 3 (Emotional energy advocacy). Mental Health: Day 5-6 (Impact on individual/community). Stress: Day 5-6 (Stigma, Reducing silence). Diversity: Day 1 (Voice impact). | |
| 8.12.2: Advocate for health issues either collaboratively or individually to promote health and well-being. | Empathy: Day 1 (Empathy-driven cause). Mental Health: Day 1-2 (Breaking Stigma PSA), Day 5-6 (Planning an initiative). Stress: Day 1-2 (Wellness Advocacy Project). Nutrition: Day 3-4 (PSA Project), Day 9-10 (School Lunch Advocacy). | |
| 8.12.3: Customize advocacy skills and strategies when addressing a variety of audiences and contexts. | Conflict: Day 1-2 (Guidebooks/PSAs). Diversity: Day 3 (Media for Equity). Dangerous Decisions: Day 3 (PSA - challenging "cool" risk). Alcohol: Day 4 (Safe community advocacy). Tobacco: Day 2 (Tobacco-free advocacy). | |
| 8.12.4: Demonstrate self-advocacy skills and strategies to promote health and well-being. | Self-Esteem: Day 4 (Advocacy for Authenticity), Day 5 (Self-advocacy). Mental Health: Day 5-6 (Assertiveness). Sex Education: Day 9-10 (Ownership/Rights). | |
| 8.12.5: Demonstrate advocacy skills and strategies to promote health and well-being within interpersonal, community, societal and environmental levels. | Empathy: Day 5 (40% reduction project). Diversity: Day 2 (Advocating for Equity). Violence: Day 4 (Breaking Silence), Day 5 (Challenging victim-blaming). Drugs: Day 3 (Harm reduction leadership). Environmental Health: Day 1 (Workplace Hazard reports). | |
| 8.12.6: Evaluate the process, outcomes and impact of advocacy efforts within individual, interpersonal, community, societal and environmental levels. | Empathy: Day 5 (Kindness project, 40% reduction project). Mental Health: Day 9-10 (Positive culture advocacy). End a Term: Day 2 (Breaking cycles of silence). | |
| 8.12.7: Analyze the role of collaboration among different people in a community to prevent and solve community health issues. | Mental Health: Day 5-6 (Planning an initiative). Conflict: Day 2 (Community accountability). Nutrition: Day 9-10 (School Lunch Advocacy). First Aid: Day 5 (Emergency leadership). Community Health: Day 4 (Public Health Systems). |
Health Education Today's high school health curriculum is used by 35,000+ teachers reaching 10 million+ students across 3,700+ schools. Every program is built to exceed the National Health Education Standards (NHES) and the most rigorous state frameworks — including Kentucky's.
See the full curriculum →