Curriculum Standards · New Hampshire
New Hampshire Health Education Standards — Curriculum Alignment
Aligned with the New Hampshire's Health and Wellness Education Requirements and
Curriculum Guidelines (High School)
NH Ed 306 & Health Education Curriculum Guidelines: https://gc.nh.gov/rules/state_agencies/ed300.html | https://
www.education.nh.gov/sites/g/files/ehbemt326/files/inline-documents/2020/standards-health.pdf
New Hampshire High School Health and Wellness Education Requirements:
Health Education Standard 1 (Concepts–CC): Students will comprehend concepts related to health promotion and disease
prevention.
Health Education Standard 2 (Accessing Information–AI): Students will demonstrate the ability to access valid health
information and health-promoting products and services.
Health Education Standard 3 (Self Management–SM): Students will demonstrate the ability to practice health-enhancing
behaviors and reduce health risks.
Health Education Standard 4 (Analyzing Internal and External Influences–INF): Students will analyze the influence of
culture, media, technology and other factors on health.
Health Education Standard 5 (Interpersonal Communications–IC): Students will demonstrate the ability to use interpersonal
communication skills to enhance health.
Health Education Standard 6 (Decision Making–DM): Students will demonstrate the ability to use goal-setting and decision-
making skills to enhance health.
Health Education Standard 6 (Goal Setting–GS): Students will demonstrate the ability to use goal-setting and decision-making
skills to enhance health.
Health Education Standard 7 (Advocacy–AV): Students will demonstrate the ability to advocate for personal, family and
community health.
New Hampshire's Nine Health Education Content Areas:
AOD–Alcohol and Other Drug Use Prevention; INJ–Injury Prevention; NUT–Nutrition; PA–Physical Activity; FLS–Family Life
and Sexuality; TOB–Tobacco Use Prevention; MH–Mental Health; PCH–Personal and Consumer Health; CEH–Community
and Environmental Health
NH Ed 306.31 — Health and Wellness Education Program (High School)
| Topic | New Hampshire Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| Program Mandate | Ed 306.31(a): The local school board shall ensure a developmentally appropriate health and wellness education program for each school consistent with local competencies and curriculum pursuant to Ed 306.21 and Ed 306.22. | Begin a Term: Day 1 (Health Mission Statement), Day 2 (Agreements). Mental Health: Day 1-2 (5 Dimensions). End a Term: Day 2 (Learning stays within you). |
| Alignment to the 2003 Curriculum Guidelines | Ed 306.31(b): Each school's health and wellness education program shall have competencies and curriculum aligned to "Health Education Curriculum Guidelines," 2003 edition, as referenced in Appendix II. | Alcohol: Day 1 (Depressant). Drugs: Day 1 (Stimulants/Opioids). First Aid: Day 2 (Hands-only CPR/AED sequence). Nutrition: Day 1-2 (Macro/Micro functions). Sex Education: Day 1-2 (Boundaries). Tobacco: Day 1 (Stimulant). Mental Health: Day 1-2 (5 Dimensions). Body Systems: Day 2 (Lifestyle efficiency). Environmental Health: Day 1 (Workplace Hazard reports). |
| Assessment Practices | Ed 306.31(c): School districts shall adhere to assessment practices consistent with Ed 306.19. | End a Term: Day 1 (MC 1-3), Day 1 (Scenario 15). Nutrition: Day 9-10 (SMART goal plan). |
| High School Program of Studies | Ed 306.22(e)(5): The local school board shall require a program of studies with learning opportunities offered to high school students in the following areas: [...] (5) Health and wellness education; | Begin a Term: Day 1 (Healthy year vision). End a Term: Day 1 (MC 1-3), Day 2 (Living System). |
| Required Course Offerings | Ed 306.22(q)(5)g.: The following required courses in program areas shall be offered by each high school: [...] g. Health and wellness education; | Begin a Term: Day 1 (Core Scholar), Day 2 (Check-ins). End a Term: Day 1 (Signal learning). |
| Graduation Competencies — Health and Wellness | Ed 306.23(f)(3)g.: Graduation requirements shall: [...] (3) Require students to demonstrate and apply competencies in the following learning areas: [...] g. In health and wellness and physical education: 1. Researching and comprehending concepts related to health promotion and disease prevention; and 2. Setting goals, advocating for, and pursuing positive health outcomes for oneself and others; | Mental Health: Day 1-2 (5 Dimensions), Day 9-10 (Personal Mental Health Plan). Diseases: Day 5 (Research domains), Day 5 (Lifestyle/Chronic prevention). Nutrition: Day 3-4 (Evaluating resources), Day 9-10 (SMART goal plan). Stress: Day 1-2 (Wellness Advocacy Project). Empathy: Day 5 (Empathy growth goal). Tobacco: Day 2 (Tobacco-free advocacy). |
| Graduation Credit — Table 306-1 | Ed 306.23(g), Table 306-1: The 20 credits required for graduation shall be distributed as specified in Table 306-1 below: Table 306-1 Required Subjects and Credits for High School Graduation — "Health education: ½ credit" | Begin a Term: Day 1 (Health Mission Statement), Day 2 (Vortex of Impact). End a Term: Day 1 (MC 1-3), Day 2 (Waves of impact). |
| Graduation Credit — Table 306-2 (Students Entering High School in 2026-27) | Ed 306.23(h), Table 306-2: Beginning in the 2026-2027 school year for those students entering high school, the following credits in Table 306-2 shall be the minimum required for high school graduation: Table 306-2 Required Credits for High School Graduation — "Health and wellness education: ½ credit" | Begin a Term: Day 1 (Personal Timeline/Future Letter), Day 2 (Reflective Identity). End a Term: Day 1 (MC 38), Day 2 (MBTI Exploration). |
Alcohol and Other Drugs — High School (AOD)
| Topic | New Hampshire Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 1. Short-Term and Long-Term Benefits and Risks of Medicinal Drugs | AOD 1: Students need to know: 1.1 differences between dependence and addiction; 1.2 importance of taking medicines as described (dosage, duration, need for food); 1.3 necessity of using caution in taking multiple medicines | Dangerous Decisions: Day 2 (Tolerance/Dependence). Drugs: Day 2 (Industry marketing impact), Day 3 (Possession/Misuse consequences). Alcohol: Day 3 (AUD chronic nature). |
| 2. Short-term and Long-term Effects of AOD Use | AOD 2: Students need to know: 2.1 differences between dependence and addiction; 2.2 physical, social and emotional effects of AOD use; 2.3 effects of binge drinking; 2.4 effects of inhalant use; 2.5 effects of marijuana use; 2.6 effects of steroid use; 2.7 effects of use of other illicit drugs; 2.8 relationship between AOD use and transportation injuries; 2.9 relationship between AOD use and violence and other injuries; 2.10 relationship between AOD use and sexual behavior; 2.11 relationship between AOD use and mental health; 2.12 benefits of not using AOD (physical, social, emotional, legal, financial, vocational) | Dangerous Decisions: Day 1 (Risky driving), Day 2 (Alcohol, Nicotine, Cannabis, Opioids), Day 2 (Numbing). Alcohol: Day 1 (Ethanol depressant), Day 2 (BAC limits), Day 3 (AUD chronic nature). Drugs: Day 1 (Dopamine interference), Day 3 (Memory/Breathing impact). |
| 3. Positive and Negative Influences on AOD Use | AOD 3: Students need to know: 3.1 strategies to identify pressures to use; 3.2 internal influences; 3.3 family influences; 3.4 peer influences; 3.5 cultural influences; 3.6 legal/policy factors; 3.7 influences on different levels of AOD use | Dangerous Decisions: Day 1 (Peer Pressure), Day 3 (Groupthink). Alcohol: Day 2 (Minor in Possession/Treatment access), Day 4 (Family addiction roles). Drugs: Day 2 (Industry marketing impact). |
| 4. Healthful Choices about AOD Use | AOD 4: Students need to know: 4.1 how to accept personal responsibility for choices about alcohol and other non-medicinal drug use; 4.2 strategies to support personal commitment not to use | Dangerous Decisions: Day 1 (STOP-THINK-CHOOSE), Day 3 (Pre-decision challenge). Alcohol: Day 4 (Future you letter). |
| 5. Communicating Healthful Choices about AOD Use | AOD 5: Students need to know: 5.1 ways to refuse alcohol and other non-medicinal drug use; 5.2 how to get help for self and others; 5.3 ways to deal with pressure to use; 5.4 ways to encourage others not to use; 5.5 techniques to refuse to ride with someone who has been using AOD | Dangerous Decisions: Day 1 (Risky driving), Day 3 (Refusal/Negotiation skills). Alcohol: Day 1-4 (Overdose/Poisoning response), Day 4 (Safe community advocacy). Drugs: Day 3 (Narcan administration). |
| 1. First Aid | INJ 1: Students need to know: 1.1 universal precautions (infection control procedures); 1.2 steps for CPR; 1.3 techniques for the Heimlich maneuver; 1.4 first aid steps for severe injuries, e.g., bleeding, broken bones | First Aid: Day 1 (3 Ps), Day 2 (Hands-only CPR/AED sequence), Day 3 (R.I.C.E./FAST), Day 5 (Bleeding/Simulations). End a Term: Day 1 (Scene Safety Scenario). |
| 2. Transportation Safety | INJ 2: Students need to know: 2.1 how to use protective equipment for transportation safety; 2.2 consequences of driving under influence of alcohol or other drugs; 2.3 strategies for not riding with an impaired driver; 2.4 road emergency safety practices | Dangerous Decisions: Day 1 (Risky driving), Day 3 (Distracted driving CDC data). Alcohol: Day 2 (BAC limits). First Aid: Day 1 (911 Script). |
| 3. Violence Prevention | INJ 3: Students need to know: 3.1 ways to avoid threatening situations; 3.2 causes of conflict; 3.3 conflict resolution techniques; 3.4 how to avoid fighting/bullying; 3.5 the importance of not carrying a weapon; 3.6 how to prevent dating violence; 3.7 how to prevent sexual assault; 3.8 how to recognize sexual harassment; 3.9 influence of AOD in conflict situations; 3.10 nonviolent ways to calm charged situations | Conflict: Day 1 (Conflict styles), Day 2 (Power imbalances). Violence: Day 4 (Toxic masculinity/Media Literacy), Day 5 (Nonviolent Communication), Day 5 (Bystander/Confidential reporting). Sex Education: Day 3-4 (Coercion distinction). |
| 4. Use of Protective Equipment | INJ 4: Students need to know: 4.1 use of protective equipment for sports and leisure activities; 4.2 use of protective equipment at home, school and work | Environmental Health: Day 1 (Workplace Hazard reports). |
| 5. Suicide Prevention | INJ 5: Students need to know: 5.1 signs of depression and mental illness; 5.2 how to get help for self and others; 5.3 influence of alcohol and other drug use on depression | Mental Health: Day 5-6 (Hopelessness). Stress: Day 3-4 (Sadness vs Clinical Depression), Day 5-6 (988), Day 5-6 (Warning sign response). Dangerous Decisions: Day 2 (Numbing). First Aid: Day 4 (ALGEE model). |
| 6. Work Safety | INJ 6: Students need to know: 6.1 use of protective equipment in occupational settings; 6.2 strategies for worksite safety; 6.3 strategies to avoid problems related to alcohol and other drugs | Environmental Health: Day 1 (Workplace Hazard reports). Alcohol: Day 3 (Treatment points). |
Nutrition — High School (NUT)
| Topic | New Hampshire Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 1. Healthful Eating | NUT 1: Students need to know: 1.1 benefits of healthful eating (short-term and long-term benefits and risks); 1.2 variety and proportion of foods (consistent with Food Guide Pyramid); 1.3 benefits of consuming more water, fruits, vegetables, grains and calcium-rich foods; 1.4 benefits of decreasing fat intake; 1.5 benefits of moderating sugar intake; 1.6 how to assess personal nutritional needs, preferences and practices; 1.7 strategies for overcoming barriers to healthful eating; 1.8 how to prepare healthful meals for self and others | Nutrition: Day 1-2 (Macro/Micro functions), Day 1-2 (Hydration swap), Day 3-4 (Mindful eating), Day 5-6 (Identifying barriers), Day 7-8 (Blood sugar/Heart health), Day 9-10 (SMART Power Plate meal/Plan design). |
| 2. Accessing Nutrition Information and Products | NUT 2: Students need to know: 2.1 how to analyze food nutrition labels; 2.2 how to use the Food Guide Pyramid; 2.3 Dietary Guidelines; 2.4 validity of claims of nutritional supplements and weight loss products | Nutrition: Day 3-4 (Evaluating resources), Day 5-6 (Recommended serving sizes analysis), Day 5-6 (Hidden Sugar Challenge), Day 5-6 (Influencer claims). |
| 3. Influences on Food Choices | NUT 3: Students need to know: 3.1 how to analyze personal likes and dislikes; 3.2 family influences; 3.3 peer influences; 3.4 cultural influences; 3.5 how marketing, packaging and advertising influence food choices; 3.6 how mood and emotions affect food choices | Nutrition: Day 1-2 (Diet Culture), Day 3-4 (Cultural honoring), Day 5-6 (Healthwashing), Day 7-8 (Academic pressure). |
| 4. Balancing Food Intake and Physical Activity | NUT 4: Students need to know: 4.1 how to assess food intake to determine energy intake; 4.2 energy expended during exercise/activity; 4.3 healthful weight management practices | Nutrition: Day 1-2 (Hunger cues), Day 7-8 (Energy check), Day 10 (Food log/MyFitnessPal expenditure tracking). |
| 5. Food Safety | NUT 5: Students need to know: 5.1 importance of cleanliness; 5.2 safe food preparation, serving and storage; 5.3 reasons for food safety | Nutrition: Day 9-10 (Steaming/Grilling vs Frying), Day 9-10 (Food safety practices). |
Physical Activity — High School (PA)
| Topic | New Hampshire Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 1. Healthful Physical Activity | PA 1: Students need to know: 1.1 benefits and risks of physical activity; 1.2 exercise needs: frequency, intensity, duration and type; 1.3 types of exercise: cardiorespiratory, muscular strength and endurance, and flexibility; 1.4 physiological responses to physical activity (energy expenditure, heart rate, respiratory rate, resting heart rate); 1.5 components of health-related fitness; 1.6 personal physical activity levels; 1.7 how to develop plans that include types and amounts of activity and focus on health-related physical fitness; 1.8 strategies for overcoming barriers to physical activity; 1.9 strategies for protection from cold, heat and sun during activity, e.g., hydration, sunscreen; 1.10 the importance of healthful eating and physical activity; 1.11 relationship between healthful physical activity and body composition | Nutrition: Day 1-2 (Hydration swap), Day 1-2 (Performance Fitness Lab), Day 7-8 (Fuel-up goal), Day 10 (Food log/MyFitnessPal expenditure tracking). Body Systems: Day 2 (Lifestyle efficiency). |
| 3. Prevention of Sports and Exercise Injuries | PA 3: Students need to know: 3.1 benefits of using protective equipment, proper warm-up and cool down; 3.2 techniques to prevent the spread of blood-borne pathogens; 3.3 the importance of sports and exercise rules in preventing injury; 3.4 how to inspect equipment/supplies and report hazards | First Aid: Day 1 (3 Ps), Day 3 (R.I.C.E./FAST). Environmental Health: Day 1 (Workplace Hazard reports). |
| 4. Effects of Drugs on Fitness | PA 4: Students need to know: 4.1 effects of tobacco, alcohol and other drugs on performance; 4.2 how to evaluate claims of performance-enhancing drugs and nutritional supplements | Alcohol: Day 1 (Depressant). Drugs: Day 1 (Dopamine interference). Tobacco: Day 1 (Prefrontal cortex effects). Nutrition: Day 5-6 (Influencer claims). |
| 5. Products and Services for Physical Activity | PA 5: Students need to know: 5.1 how to select products, services and facilities related to physical activity; 5.2 how to validate fitness claims | Nutrition: Day 5-6 (Registered Dietitians vs Influencers), Day 10 (Food log/MyFitnessPal expenditure tracking). |
Family Life and Sexuality — High School (FLS)
| Topic | New Hampshire Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 1. Families and Relationships | FLS 1: Students need to know: 1.1 ways to communicate respect for self and others; 1.2 diversity of relationships, e.g., family, friends, dating, marriage; 1.3 influences of violence, e.g., date rape and other abuse | Begin a Term: Day 2 (Practicing consent). Sex Education: Day 1-2 (Boundaries), Day 3-4 (Trust/Equality/Boundaries). Conflict: Day 2 (Relationship wellness). Violence: Day 4 (Breaking Silence). |
| 2. Sexual Behavior | FLS 2: Students need to know: 2.1 how to make a personal commitment to abstain from sexual intercourse; 2.2 most students are not engaging in sexual intercourse; 2.3 strategies for refusing unwanted or unprotected sex; 2.4 benefits of setting sexual limits, e.g., staying in school, reputation, achieving future goals; 2.5 importance of respecting sexual limits of others; 2.6 strategies for dealing with pressures to cross sexual limits; 2.7 effects of alcohol and other drug use on sexual behavior; 2.8 risks of unintended pregnancy and disease with unprotected sex; 2.9 influences on sexual behavior, e.g., family, peers, religion, media, culture, internal; 2.10 risks of multiple partners; 2.11 situations that may lead to sex; 2.12 how to make a personal commitment to avoid pregnancy, HIV and other STDs | Sex Education: Day 3-4 (Clear "No" strategies), Day 7-8 (Yes/No/Maybe map), Day 7-8 (Decision Scenario), Day 9-10 (45% of teens statistic), Day 9-10 (Abstinence proactive choice), Day 9-10 (Values check). |
| 3. HIV and Other STD Prevention | FLS 3: Students need to know: 3.1 risks of HIV and other STDs; 3.2 effective prevention strategies—abstinence is the most effective; 3.3 common signs and symptoms of HIV and other STDs; 3.4 common routes of transmission of HIV and other STDs; 3.5 relative risks of specific behaviors; 3.6 treatment options; 3.7 valid sources of information and help; 3.8 resources for counseling and testing; 3.9 that HIV and other STDs can be asymptomatic | Diseases: Day 4 (STI Stigma challenge). Sex Education: Day 5-6 (CDC guides), Day 7-8 (STI transmission), Day 7-8 (Testing bookmarks), Day 9-10 (Confidentiality/Minor access laws). |
| 4. Pregnancy Prevention | FLS 4: Students need to know: 4.1 abstinence is most effective method; 4.2 relative effectiveness of contraceptive methods; 4.3 importance of consistent use of contraceptives; 4.4 valid sources to get help; 4.5 effective prevention strategies | Sex Education: Day 7-8 (Contraceptive effectiveness/PrEP), Day 7-8 (Condom Demo/Steps), Day 9-10 (Abstinence proactive choice), Day 9-10 (Planned Parenthood). |
Tobacco — High School (TOB)
| Topic | New Hampshire Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 1. Short-term and Long-term Risks of Tobacco Use | TOB 1: Students need to know: 1.1 addictive effects of nicotine; 1.2 short-term and long-term effects of tobacco use; 1.3 harmful substances in tobacco; 1.4 risks of different types of tobacco products; 1.5 effects of tobacco use on the fetus | Tobacco: Day 1 (Stimulant), Day 1 (Prefrontal cortex effects). Dangerous Decisions: Day 2 (Alcohol, Nicotine, Cannabis, Opioids). |
| 2. Influences on Tobacco Use | TOB 2: Students need to know: 2.1 internal influences; 2.2 family influences; 2.3 peer influences; 2.4 advertising strategies; 2.5 how to identify role models; 2.6 media influences; 2.7 legal factors | Tobacco: Day 1 (Vape ad decoding). Dangerous Decisions: Day 1 (Peer Pressure). Drugs: Day 2 (Industry marketing impact). |
| 3. Choosing to Be Tobacco Free | TOB 3: Students need to know: 3.1 how to make a personal commitment not to use; 3.2 strategies to resist pressure to use; 3.3 techniques to communicate personal attitudes about tobacco use; 3.4 how to advocate for a tobacco-free environment; 3.5 most people don't use tobacco; 3.6 alternatives to tobacco use | Tobacco: Day 2 (Tobacco-free advocacy). Dangerous Decisions: Day 3 (Refusal/Negotiation skills), Day 3 (PSA - challenging "cool" risk). |
| 4. Benefits of Being Tobacco Free | TOB 4: Students need to know: 4.1 long-term and short-term health benefits; 4.2 social benefits; 4.3 financial benefits | Tobacco: Day 1 (Prefrontal cortex effects), Day 2 (Tobacco-free advocacy). |
| 5. Cessation | TOB 5: Students need to know: 5.1 barriers to quitting; 5.2 skills needed for quitting; 5.3 resources for getting help | Tobacco: Day 2 (Tobacco-free advocacy), Day 2 (Quit-support tools). |
Mental Health — High School (MH)
| Topic | New Hampshire Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 1. Positive Self-Image | MH 1: Students need to know: 1.1 personal assets and strengths; 1.2 characteristics of positive role models; 1.3 how to develop and demonstrate a sense of belonging; 1.4 how to develop and demonstrate a sense of empowerment; 1.5 how to develop and demonstrate a positive body image | Self-Esteem: Day 1 (Internal dialogue), Day 2 (Strength log), Day 4 (Internalized beauty). Diversity: Day 2 (Belonging). Sex Education: Day 1-2 (Body image). |
| 2. Emotional Health | MH 2: Students need to know: 2.1 strategies for expressing needs, wants and feelings appropriately; 2.2 positive ways to handle emotions, e.g., mood swings, loneliness, hurt feelings, sadness; 2.3 strategies for managing and reducing anger and conflict; 2.4 ways of dealing with frustration; 2.5 how the developmental process affects emotions and behaviors; 2.6 strategies to prepare for adulthood | Begin a Term: Day 1 (Improve expression intention). Empathy: Day 2 (Emotional vocabulary). Mental Health: Day 3-4 (Naming it to tame it), Day 3-4 (Reacting vs Responding). Conflict: Day 1 (Assertiveness/I-statements). Body Systems: Day 3 (Hormonal shifts). |
| 3. Interpersonal Relationships and Communication | MH 3: Students need to know: 3.1 how to build and maintain relationships, including appropriate ways to end relationships; 3.2 skills for effective speaking, e.g., I-statements, eye contact, assertiveness; 3.3 skills for effective listening, e.g., reflective listening; 3.4 characteristics of non-verbal communication; 3.5 ways to show respect for diversity, e.g., mental and physical disabilities, culture, race/ethnicity; 3.6 ways to resist peer pressure; 3.7 appropriate ways to end relationships; 3.8 techniques for negotiation and compromise; 3.9 how to advocate for needs and rights of others; 3.10 how to advocate for healthy social environment; 3.11 how to advocate for fairness | Empathy: Day 2 (Active Listening). Conflict: Day 1 (Negotiation), Day 2 (Clarifying needs). Diversity: Day 3 (Affirming language). Dangerous Decisions: Day 1 (Peer Pressure). Mental Health: Day 9-10 (Positive culture advocacy). |
| 4. Stress Management | MH 4: Students need to know: 4.1 types of stressors, e.g., death, ending relationships, changing schools, rejection; 4.2 coping strategies to reduce stress, including exercise; 4.3 ways to avoid stress | Stress: Day 1-2 (Eustress vs Distress), Day 1-2 (5-4-3-2-1), Day 7-8 (Grief Map), Day 9-10 (Toolkit). Mental Health: Day 1-2 (Stress-Relief Jar). |
| 5. Mental Health Problems | MH 5: Students need to know: 5.1 behaviors and symptoms of depression and other mental illness, e.g., obsessive-compulsive disorder, impulse-control disorders; 5.2 interaction of alcohol and other drugs with mental illness; 5.3 symptoms of eating disorders; 5.4 medication and other treatments for mental illness | Stress: Day 3-4 (Sadness vs Clinical Depression). Mental Health: Day 5-6 (Numbing myths). Diseases: Day 4 (Disorders as disease). Nutrition: Day 3-4 (Clinical complexity of Anorexia/Bulimia), Day 3-4 (ED therapy). |
| 6. Resources and Support | MH 6: Students need to know: 6.1 when to get help; 6.2 why to get help; 6.3 where and how to get help; 6.4 how to identify support systems (formal and informal) | Begin a Term: Day 2 (School counselors/nurses). Mental Health: Day 5-6 (Crisis Text Line), Day 9-10 (Therapists/Peer support). Stress: Day 5-6 (988), Day 9-10 (Circle of Support Map). |
Personal and Consumer Health — High School (PCH)
| Topic | New Hampshire Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 2. Preventing Disease and Infection | PCH 2: Students need to know: 2.1 importance of immunizations; 2.2 risks of antibiotic resistant strains; 2.3 role of genetics in the family history of disease; 2.4 prevention strategies associated with primary health care, e.g., BSE, testicular self-exam, Pap smear; 2.5 effective disease management routines, e.g., diabetes, asthma, allergies | Body Systems: Day 2 (Immune/Vaccine stats). Diseases: Day 5 (Family History), Day 5 (Lifestyle/Chronic prevention). Sex Education: Day 5-6 (Self-exam guides/Cancer prevention). Nutrition: Day 5-6 (Allergies/EpiPen). First Aid: Day 4 (Seizures/Asthma). |
| 3. Selecting and Using Health Care Products and Services | PCH 3: Students need to know: 3.1 how to identify effective acne products; 3.2 similarities and differences among a variety of health care products and services; 3.3 options for health care and services for self; 3.4 options for health care and services for others; 3.5 techniques for comparing health care insurance options | Mental Health: Day 1-2 (Care choices), Day 9-10 (Therapists/Peer support). Nutrition: Day 3-4 (Evaluating resources). Community Health: Day 4 (Healthcare access). |
Community and Environmental Health — High School (CEH)
| Topic | New Hampshire Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 1. Community Health Services | CEH 1: Students need to know: 1.1 how to access environment, school and community health services; 1.2 how to participate in public service activities; 1.3 community health careers; 1.4 how to advocate for health services in the community; 1.5 threats to community health, e.g., tobacco advertising, availability of alcohol and other drugs, unsafe bicycle paths; 1.6 disaster preparedness plans; 1.7 the effects of changing demographics on community services | Community Health: Day 4 (Healthcare access), Day 5 (Community health influences). Mental Health: Day 5-6 (Planning an initiative). Nutrition: Day 3-4 (Food Deserts), Day 9-10 (School Lunch Advocacy). Stress: Day 1-2 (Wellness centers). |
| 2. Environmental Health and Resource Conservation | CEH 2: Students need to know: 2.1 how to identify occupational health hazards; 2.2 community health problems related to the environment; 2.3 that individual behavior affects the environment and the community, e.g., recycling; 2.4 the interrelationship of the health of a community and the global environment; 2.5 global influences on health; 2.6 effects of the environment on the food chain; 2.7 ways to accept social responsibility for the use of natural resources | Environmental Health: Day 1 (Workplace Hazard reports), Day 2 (Environmental Justice), Day 3 (Everyday decisions). Diseases: Day 5 (ZIP code). |
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