Curriculum Standards · South Carolina
South Carolina Health Education Standards — Curriculum Alignment
Aligned with all South Carolina's Standards for High School Health and Safety Education
South Carolina Standards for Health and Safety Education (2017): https://ed.sc.gov/instruction/standards/health-education/
standards/
2017 South Carolina Academic Standards for Health and Safety Education — High School (end of grade 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.
Key Concepts::
Alcohol, Tobacco, and Other Drugs; Growth, Development, and Sexual Health and Responsibility; Injury Prevention and
Safety; Mental, Emotional, and Social Health; Nutrition and Physical Activity; Personal and Community Health
e 2017 South Carolina Academic Standards for Health and Safe Education were approved by the South Carolina State Board of
Education on August 8, 2017 (second/final reading), and remain the current adopted standards. ey are built on the 2007 National
Health Education Standards (NHES). High School performance indicators are coded [Key Concept]-HS.[Standard].[Indicator]; symbols
preserved from the source: ++ marks content that must be taught separately to male and female students (S.C. Code §59-32-30(F)), and *
marks wording drawn verbatim from the National Health and Safe Performance Standards. Indicator code "I-HS.4 1" is printed with a
space (not a period) in the official PDF and is reproduced here as printed (logically I-HS.4.1).
rd 1: "Students will comprehend concepts related to health promotion and disease prevention to enhance health" (NHES,
| Topic | South Carolina Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| Alcohol, Tobacco, and Other Drugs | D-HS.1.1: Discuss the benefits of avoiding alcohol, tobacco, and other drugs (ATOD). | Dangerous Decisions: Day 1 (Risky Choices). Alcohol: Day 4 (Future you letter). Tobacco: Day 2 (Tobacco-free advocacy). |
| D-HS.1.2: Examine the impact of ATOD use and abuse on the individual, his or her family, and society as a whole. | Dangerous Decisions: Day 1 (Risky choice impact), Day 2 (Substance impact). Alcohol: Day 4 (Family addiction roles). Drugs: Day 2 (Industry marketing impact), Day 4 (Systemic inequities/Stigma). End a Term: Day 1 (MC 1-3). | |
| D-HS.1.3: Describe the cycle of ATOD addiction as it relates to individuals and families. | Dangerous Decisions: Day 2 (Tolerance/Dependence). Alcohol: Day 3 (AUD chronic nature), Day 4 (Hero/Scapegoat/Mascot roles). Drugs: Day 2 (Tolerance). | |
| Growth, Development, and Sexual Health and Responsibility | G-HS.1.1: Describe physical, social, and emotional changes that occur during adolescence. | Body Systems: Day 3 (Hormonal shifts). Sex Education: Day 5-6 (Physical/Social shifts, Development/Lifespan literacy). |
| G-HS.1.2: Examine health behaviors that are specifically related to the male and female reproductive systems (e.g., self-examination). | Body Systems: Day 3 (Reproductive wellness plan, UTIs/Hygiene). Sex Education: Day 5-6 (Self-exam guides/Cancer prevention). | |
| G-HS.1.3: Describe the benefits of abstinence.++ | Sex Education: Day 9-10 (Abstinence proactive choice, 45% of teens statistic). | |
| G-HS.1.4: Identify the benefits, effectiveness, risks, and methods of pregnancy-prevention.++ | Sex Education: Day 7-8 (Contraceptive effectiveness/PrEP, Condom Demo/Steps). | |
| G-HS.1.5: Explain signs, symptoms, methods of treatment, and prevention of sexually transmitted infections and diseases (STIs/STDs), human immunodeficiency virus (HIV), and acquired immunodeficiency disease (AIDS). | Diseases: Day 4 (STI Stigma challenge). Sex Education: Day 5-6 (CDC guides), Day 7-8 (STI transmission, Contraceptive effectiveness/PrEP). | |
| G-HS.1.6: Describe the scientific processes of fertilization, pregnancy, fetal development, and childbirth. | Body Systems: Day 3 (Sperm/Egg production). Sex Education: Day 7-8 (Fertilization). | |
| G-HS.1.7: Discuss responsible prenatal, perinatal, and postnatal care. | Sex Education: Day 7-8 (Postpartum care). | |
| G-HS.1.8: Identify the benefits of adoption. | Sex Education: Day 7-8 (Adoption option). | |
| Injury Prevention and Safety | I-HS.1.1: List common first aid procedures for a given scenario (e.g., cardiopulmonary resuscitation (CPR), automated external defibrillator (AED). | First Aid: Day 1 (3 Ps), Day 2 (Hands-only CPR/AED sequence), Day 5 (Bleeding/Simulations). |
| I-HS.1.2: Describe laws and regulations related to safety and personal injury (e.g., bullying, cyberbullying, dating violence, gang activity, distracted driving, social media, sexting). | Dangerous Decisions: Day 1 (Law Table Item 7), Day 3 (Sexting laws). Mental Health: Day 7-8 (Cyberbullying/Digital footprints). Violence: Day 4 (Doxxing). End a Term: Day 1 (Digital content legalities). | |
| I-HS.1.3: Discuss South Carolina laws relating to the sexual conduct of minors, including consent, criminal sexual conduct, and human trafficking. | Begin a Term: Day 2 (Practicing consent). Sex Education: Day 3-4 (Coercion distinction), Day 9-10 (Confidentiality/Minor access laws). | |
| I-HS.1.4: Discuss ways to reduce the risk of intentional and unintentional injuries in the home, school, community, workplace, and roadways (e.g., distracted driving). | Dangerous Decisions: Day 1 (Risky driving), Day 3 (Distracted driving CDC data). Environmental Health: Day 1 (Workplace Hazard reports). First Aid: Day 1 (Immediate measures). End a Term: Day 1 (Scene Safety Scenario). | |
| Mental, Emotional, and Social Health | M-HS.1.1: Define the term crisis, including the stages of loss and grief, signs and risks of depression and anxiety, self-destructive behaviors, and suicide. | Mental Health: Day 5-6 (Hopelessness, Crisis plan). Stress: Day 3-4 (Sadness vs Clinical Depression), Day 5-6 (Risk/Protective Factors), Day 7-8 (Grief Map, Processing grief). End a Term: Day 1 (MC 38). |
| M-HS.1.2: Identify resiliency, including stress-reduction skills and positive coping strategies. | Mental Health: Day 3-4 (Mental Health Toolbox), Day 9-10 (Post-traumatic growth). Stress: Day 1-2 (Reduction strategy), Day 9-10 (Toolkit). Self-Esteem: Day 5 (Small steps). | |
| Nutrition and Physical Activity | N-HS.1.1: Explain how the current federal Dietary Guidelines for Americans are useful in planning a menu of healthy foods and beverages. | Nutrition: Day 1-2 (Macro/Micro functions), Day 9-10 (SMART Power Plate meal/Plan design). |
| N-HS.1.2: Explain the benefits of practicing a moderate to active lifestyle. | Nutrition: Day 7-8 (Blood sugar/Heart health), Day 10 (Food log/MyFitnessPal expenditure tracking). | |
| N-HS.1.3: Describe the importance of healthy eating and physical activity in maintaining good health, including oral health. | Nutrition: Day 3-4 (Thinness narrative harm), Day 7-8 (Antioxidants/Fiber), Day 9-10 (Nutrient preservation). | |
| Personal and Community Health | P-HS.1.1: Differentiate between health promotion and risk behaviors. | Begin a Term: Day 1 (Healthy year vision). Mental Health: Day 1-2 (Wellness spectrum). Dangerous Decisions: Day 1 (Risky choice impact). |
| P-HS.1.2: Interpret personal susceptibility to injury, illness, or death on the basis of genetics, family history, and health behaviors. | Begin a Term: Day 1 (Personal Timeline/Future Letter). Stress: Day 1-2 (Vulnerability Survey). Diseases: Day 4 (Risk assessment), Day 5 (Family History). End a Term: Day 1 (Scenario 24-25). | |
| P-HS.1.3: Examine strategies for the prevention and treatment of chronic and communicable diseases. | Diseases: Day 4 (NCD comparison), Day 5 (Lifestyle/Chronic prevention). Body Systems: Day 2 (Immune/Vaccine stats). End a Term: Day 1 (MC Questions 11-12). | |
| P-HS.1.4: Explain ways that the environment and personal health are interrelated. | Self-Esteem: Day 1 (Environment changes). Stress: Day 9-10 (Poverty/Discrimination). Diversity: Day 2 (Social Determinants/Barriers). 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). |
"Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors" (
| Topic | South Carolina Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| Alcohol, Tobacco, and Other Drugs | D-HS.2.1: Discuss the laws related to ATOD that can affect the ability to give or perceive the provision of consent to sexual activities. | Alcohol: Day 2 (Minor in Possession/Treatment access). Sex Education: Day 3-4 (Coercion distinction), Day 9-10 (Confidentiality/Minor access laws). |
| D-HS.2.2: Evaluate personal, family, economic, legal, and societal issues that influence ATOD use, including motor vehicle accidents. | Dangerous Decisions: Day 1 (Legal outcomes, Peer Pressure), Day 2 (Inequality). Alcohol: Day 2 (BAC limits), Day 3 (Criminal records). Drugs: Day 4 (Systemic inequities/Stigma). | |
| D-HS.2.3: Examine ways that media messages and marketing techniques influence the use of ATOD, including e-cigarettes. | Dangerous Decisions: Day 3 (PSA - challenging "cool" risk). Drugs: Day 2 (Industry marketing impact). Tobacco: Day 1 (Vape ad decoding). | |
| Growth, Development, and Sexual Health and Responsibility | G-HS.2.1: Analyze the effects of family, peers, the media, and other factors on attitudes and behaviors regarding relationships and sexuality. | Self-Esteem: Day 1 (Media/Family). Mental Health: Day 7-8 (Digital influence). Sex Education: Day 1-2 (Body image), Day 3-4 (Trust/Equality/Boundaries). |
| G-HS.2.2: Compare and contrast the potentially positive and negative roles of technology and social media in relationships. | Mental Health: Day 7-8 (Digital Personas, Digital influence). Conflict: Day 2 (Digital norms). Sex Education: Day 1-2 (Sexting consequences). | |
| G-HS.2.3: Discuss the influence of friends, family, media, society, and culture on the expression of gender, self-concept, and body image. | Begin a Term: Day 1 (Intersectionality). Empathy: Day 3 (Implicit Bias). Self-Esteem: Day 4 (Internalized beauty, Instagram/TikTok). Diversity: Day 3 (LGBTQ+ Affirmation). Body Systems: Day 3 (Gender identity norms). Sex Education: Day 5-6 (Comparison culture). | |
| G-HS.2.4: Describe the impact of STIs/STDs, HIV, and AIDS on individuals, families, and society. | Diseases: Day 4 (STI Stigma challenge). Sex Education: Day 7-8 (STI transmission). | |
| G-HS.2.5: Describe the impact of adolescent pregnancy on individuals, families, and communities. | Sex Education: Day 7-8 (Parenting/Financial effects). | |
| G-HS.2.6: Examine the laws related to sexting. | Dangerous Decisions: Day 3 (Sexting laws, Sexting/Digital footprint leaks). Mental Health: Day 7-8 (Cyberbullying/Digital footprints). End a Term: Day 1 (Digital content legalities). | |
| G-HS.2.7: Examine the laws related to bullying, cyberbullying, sexual harassment, sexual abuse, sexual assault, rape, and dating violence. | Dangerous Decisions: Day 1 (Law Table Item 7). Mental Health: Day 7-8 (Cyberbullying/Digital footprints). Violence: Day 4 (Technology influences, Doxxing prevention). | |
| Injury Prevention and Safety | I-HS.2.1: Analyze the external influences and societal messages in schools, families and communities (e.g., attitudes about bullying, cyberbullying, sexual harassment, sexual abuse, sexual assault, rape, dating violence, and sexting). | Empathy: Day 1 (Technology desensitization). Mental Health: Day 7-8 (Online validation influence). Violence: Day 4 (Technology influences, Toxic masculinity). Dangerous Decisions: Day 3 (Sexting/Digital footprint leaks). |
| I-HS.2.2: Analyze the influence of peers and the media on the way an individual operates a motor vehicle and observes safety precautions, including distracted driving. | Dangerous Decisions: Day 1 (Peer Pressure, Risky driving), Day 3 (Distracted driving CDC data). | |
| Mental, Emotional, and Social Health | M-HS.2.1: Categorize ways that family, peers, culture, and the media influence the mental, emotional, and social health of individuals (e.g., anxiety, depression, and suicidal behavior). | Self-Esteem: Day 2 (Peer Influence). Mental Health: Day 1-2 (Biopsychosocial, Social Media Trap), Day 3-4 (Gender/Race), Day 7-8 (Digital validation). Stress: Day 1-2 (Racism/Sexism). |
| M-HS.2.2: Analyze how resiliency impacts depression, anxiety, suicidal behavior, and crises. | Mental Health: Day 9-10 (Post-traumatic growth). Stress: Day 5-6 (Risk/Protective Factors), Day 9-10 (Vicarious trauma). Self-Esteem: Day 5 (Anchor). | |
| M-HS.2.3: Examine characteristics of healthy and unhealthy relationships and the impact of external influences. | Mental Health: Day 7-8 (Jealousy/Control). Conflict: Day 2 (Relationship wellness). Sex Education: Day 3-4 (Gaslighting vs respect, Trust/Equality/Boundaries). | |
| Nutrition and Physical Activity | N-HS.2.1: Analyze ways that emotions and feelings influence food choices, eating behaviors, and physical activities of individuals. | Nutrition: Day 1-2 (Hunger cues), Day 3-4 (Mindful eating), Day 7-8 (Energy check). |
| N-HS.2.2: Examine ways that the media, and advertising and marketing practices affect food choices, eating behaviors, and physical activity levels of individuals. | Nutrition: Day 1-2 (Diet Culture), Day 5-6 (Healthwashing, Influencer claims, Registered Dietitians vs Influencers). | |
| N-HS.2.3: Debate the influence of school policies on food choices, eating behaviors and physical activities. | Nutrition: Day 9-10 (School food rules/Federal law analysis, School Lunch Advocacy). | |
| N-HS.2.4: Investigate ways that unhealthy eating behaviors and an inactive lifestyle contribute to chronic disease. | Nutrition: Day 3-4 (Thinness narrative harm), Day 7-8 (Blood sugar/Heart health). Diseases: Day 5 (Lifestyle/Chronic prevention). | |
| Personal and Community Health | P-HS.2.1: Analyze the influence of family, peers, culture, the media and technology on health behaviors. | Begin a Term: Day 1 (Belief formation). Self-Esteem: Day 1 (Media/Family), Day 2 (Peer Influence). Mental Health: Day 1-2 (Biopsychosocial). Dangerous Decisions: Day 1 (Peer Pressure). |
| P-HS.2.2: Assess ways that school, community, and culture support and/or challenge health beliefs, practices, and behaviors. | Begin a Term: Day 2 (Social Determinants). Mental Health: Day 9-10 (School climate). Diversity: Day 1 (Systemic privilege), Day 2 (Advocating for Equity). | |
| P-HS.2.3: Explore ways that environmental factors can affect the health of the community. | 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). | |
| P-HS.2.4: Investigate ways that research and medical care influence the prevention and treatment of health problems. | Diseases: Day 4 (Media Literacy), Day 5 (Research domains). Body Systems: Day 2 (Immune/Vaccine stats). Drugs: Day 4 (Medication-Assisted Treatment). | |
| P-HS.2.5: Compare the connection between personal health and access to healthcare, including oral health care. | Mental Health: Day 5-6 (Minor access laws). Stress: Day 3-4 (Systemic barriers). Diseases: Day 4 (Social conditions). Sex Education: Day 9-10 (Confidentiality/Minor access laws). | |
| P-HS.2.6: Examine ways that public health policies, government regulations, and socioeconomic issues affect health promotion and disease prevention. | Nutrition: Day 9-10 (School food rules/Federal law analysis). Diseases: Day 4 (Social conditions), Day 5 (ZIP code). Alcohol: Day 2 (Minor in Possession/Treatment access). |
rd 3: "Students will demonstrate the ability to access valid information, products, and services to enhance health" (NHES,
| Topic | South Carolina Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| Alcohol, Tobacco, and Other Drugs | D-HS.3.1: Access valid information and resources to assist in dealing with ATOD issues for self and others. | Dangerous Decisions: Day 2 (911/Narcan). Alcohol: Day 3 (Treatment points). Drugs: Day 3 (Harm reduction leadership), Day 4 (Medication-Assisted Treatment). |
| Growth, Development, and Sexual Health and Responsibility | G-HS.3.1: Access local resources for promoting reproductive health (e.g., obstetrician, gynecologist, urologist, state and county health departments). | Sex Education: Day 1-2 (Counselors), Day 5-6 (CDC guides), Day 7-8 (Testing bookmarks), Day 9-10 (Planned Parenthood). |
| G-HS.3.2: Research local resources to help a survivor recover from sexual violence or abuse. | Violence: Day 5 (Bystander/Confidential reporting, Crisis lines). Sex Education: Day 1-2 (Counselors). | |
| G-HS.3.3: Identify valid resources for help if they or someone they know is experiencing bullying, cyberbullying, sexual harassment, sexual abuse, sexual assault, rape, domestic violence, and dating violence. | Violence: Day 5 (Crisis lines, Bystander/Confidential reporting). Mental Health: Day 5-6 (Crisis Text Line). | |
| Mental, Emotional, and Social Health | M-HS.3.1: Access valid mental, emotional, and social health information and services for self and others. | 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). |
| M-HS.3.2: Explore valid resources for crisis-management and resiliency, including suicide intervention and prevention for self and others (e.g., hotlines, therapists). | Mental Health: Day 5-6 (Crisis Text Line). Stress: Day 5-6 (988), Day 9-10 (Circle of Support Map). First Aid: Day 4 (ALGEE model). | |
| Nutrition and Physical Activity | N-HS.3.1: Research valid information to explore local access to healthy foods. | Nutrition: Day 3-4 (Evaluating resources, Food Deserts), Day 5-6 (Identifying barriers). |
| N-HS.3.2: Explain valid information and local options regarding physical activity. | Nutrition: Day 9-10 (SMART goal plan), Day 10 (Food log/MyFitnessPal expenditure tracking). | |
| N-HS.3.3: Access community programs and services that help others gain access to affordable healthy foods. | Nutrition: Day 9-10 (School Lunch Advocacy, Economic access). | |
| Personal and Community Health | P-HS.3.1: Access local health care services, including oral health. | Mental Health: Day 5-6 (Minor access laws). Stress: Day 3-4 (Valid points of help). Sex Education: Day 9-10 (Confidentiality/Minor access laws). |
nts will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health r
| Topic | South Carolina Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| Growth, Development, and Sexual Health and Responsibility | G-HS.4.1: Model effective verbal and nonverbal communication skills in peer and dating relationships, including effective strategies to avoid or end an unhealthy relationship. | Empathy: Day 2 (Active Listening). Conflict: Day 1 (Assertiveness/I-statements). Mental Health: Day 7-8 (Jealousy/Control). Sex Education: Day 3-4 (Clear "No" strategies, Gaslighting vs respect). |
| G-HS.4.2: Demonstrate refusal and negotiation skills to promote abstinence and to reduce health-risk behaviors. | Empathy: Day 4 (Saying No). Dangerous Decisions: Day 3 (Refusal/Negotiation skills). Sex Education: Day 1-2 (Boundaries), Day 9-10 (Abstinence proactive choice). | |
| G-HS.4.3: Evaluate ways to communicate with parents, family members, peers, and other safe adults about sexual health and responsibilities. | Stress: Day 7-8 (Parent-Teen Communicator). Sex Education: Day 1-2 (Counselors), Day 7-8 (Yes/No/Maybe map). | |
| Injury Prevention and Safety | I-HS.4 1: Demonstrate communication, negotiation, and collaboration skills to establish and promote healthy boundaries and behaviors to decrease risk of injury (e.g., ATOD use and gang activity). | Conflict: Day 1 (Negotiation), Day 2 (Accountability/Repair). Dangerous Decisions: Day 3 (Refusal/Negotiation skills). Violence: Day 4 (Refusal/Advocacy). |
| Mental, Emotional, and Social Health | M-HS.4.1: Articulate ways to communicate care, consideration, and respect for self and others. | Empathy: Day 2 (Emotional vocabulary), Day 5 (Kindness conversations). Mental Health: Day 9-10 (Offering empathy). Self-Esteem: Day 5 (Self-advocacy). |
| M-HS.4.2: Model skills for assisting someone who is in crisis or is exhibiting suicidal attitudes or behaviors. | Mental Health: Day 5-6 (Listening/Thanking them). Stress: Day 5-6 (Active listening/Refusing secrets, ALGEE), Day 7-8 (Help prompts). First Aid: Day 4 (ALGEE model). | |
| M-HS.4.3: Discuss scenarios that demonstrate resiliency. | Mental Health: Day 9-10 (Post-traumatic growth). Stress: Day 9-10 (Toolkit). Self-Esteem: Day 5 (Anchor). | |
| Personal and Community Health | P-HS.4.1: Consider ways to seek assistance for enhancing personal health and offering assistance to enhance the health of others. | Begin a Term: Day 2 (School counselors/nurses). Mental Health: Day 5-6 (Seeking support). Stress: Day 3-4 (Help-seeking). |
Standard 5: "Students will demonstrate the ability to use decision-making skills to enhance health" (NHES, 2007).
| Topic | South Carolina Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| Alcohol, Tobacco, and Other Drugs | D-HS.5.1: Explain ways that ATOD affects an individual's thinking and decision-making, and increases the risk of violence and other illegal activities (i.e., opioid, prescription drugs, heroin). | Dangerous Decisions: Day 1 (STOP-THINK-CHOOSE), Day 2 (Substance impact). Drugs: Day 1 (Dopamine interference), Day 3 (Memory/Breathing impact). |
| Growth, Development, and Sexual Health and Responsibility | G-HS.5.1: Assess the types of situations when it is necessary to seek help and/or to leave an unhealthy relationship or environment. | Mental Health: Day 7-8 (Jealousy/Control). Self-Esteem: Day 5 (Boundary setting). Sex Education: Day 3-4 (Gaslighting vs respect). |
| Mental, Emotional, and Social Health | M-HS.5.1: Recognize the warning signs of anxiety, depression, and suicidal behavior. | Mental Health: Day 5-6 (Hopelessness). Stress: Day 3-4 (Sadness vs Clinical Depression), Day 5-6 (Warning sign response). End a Term: Day 1 (MC 40). |
| M-HS.5.2: Discuss situations that may require professional mental, emotional, and social health services. | Mental Health: Day 5-6 (Seeking support), Day 9-10 (Therapists/Peer support). Stress: Day 3-4 (Valid points of help). | |
| Nutrition and Physical Activity | N-HS.5.1: Utilize the current federal Dietary Guidelines for Americans to compare and contrast food choices on a variety of menus. | Nutrition: Day 1-2 (Macro/Micro functions), Day 5-6 (Recommended serving sizes analysis). End a Term: Day 1 (MC Question 27). |
| Personal and Community Health | P-HS.5.1: Recognize barriers to healthy decision-making. | Self-Esteem: Day 5 (Burnout/Stretched thin). Nutrition: Day 5-6 (Identifying barriers). Dangerous Decisions: Day 1 (Decision fatigue). |
| P-HS.5.2: Justify when individual or collaborative decision-making is appropriate.* | Dangerous Decisions: Day 1 (STOP-THINK-CHOOSE). Conflict: Day 2 (Community accountability). First Aid: Day 2 (Bystander delegation). | |
| P-HS.5.3: Integrate knowledge of body structure and function to make sound decisions related to personal and community health (e.g., disease prevention, injury prevention, oral health, organ and tissue donation). | Body Systems: Day 1 (Homeostasis quiz), Day 3 (Reproductive wellness plan). Diseases: Day 5 (Lifestyle/Chronic prevention). |
Standard 6: "Students will demonstrate the ability to use goal-setting skills to enhance health" (NHES, 2007).
| Topic | South Carolina Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| Alcohol, Tobacco, and Other Drugs | D-HS.6.1: Predict ways that short and long-term goals can be affected by ATOD use. | Alcohol: Day 4 (Future you letter). End a Term: Day 1 (Long-term goal mapping). |
| Growth, Development, and Sexual Health and Responsibility | G-HS.6.1: Set a specific, measurable, attainable, realistic, and timely (SMART) goal to maintain reproductive health, including self-exams, and annual appointments with health providers. | Body Systems: Day 3 (Reproductive wellness plan). Sex Education: Day 5-6 (Self-exam guides/Cancer prevention). |
| G-HS.6.2: Create a plan for communicating personal boundaries as they relate to intimacy and sexual behavior. | Self-Esteem: Day 5 (Boundary setting). Sex Education: Day 1-2 (Boundaries), Day 7-8 (Yes/No/Maybe map). | |
| Injury Prevention and Safety | I-HS.6.1: Develop coping strategies to avoid, manage, and minimize participation in violent activities, including gang involvement. | Dangerous Decisions: Day 1 (Risk Management Plan). Violence: Day 4 (Breaking Silence), Day 5 (Protective Factors). |
| Mental, Emotional, and Social Health | M-HS.6.1: Review resiliency and develop a personal plan to increase or maintain one's personal resiliency. | Mental Health: Day 9-10 (Personal Mental Health Plan). Stress: Day 9-10 (Toolkit implementation). Self-Esteem: Day 5 (Small steps). |
| Nutrition and Physical Activity | N-HS.6.1: Set a SMART goal to achieve a healthy eating plan by limiting sugar, fat, and salt consumption. | Nutrition: Day 5-6 (Hidden Sugar Challenge, Sugar/Trans fats), Day 9-10 (SMART goal plan). |
| N-HS.6.2: Set a SMART goal to attain the federally recommended levels of physical activity and physical fitness for Americans. | Nutrition: Day 7-8 (Fuel-up goal), Day 10 (Food log/MyFitnessPal expenditure tracking). | |
| Personal and Community Health | P-HS.6.1: Create a long-term personal health plan that is adaptable to changing health needs based on genetics, family history, and personal health behaviors. | Begin a Term: Day 1 (Personal Timeline/Future Letter). Mental Health: Day 9-10 (Wellness Plan). Diseases: Day 5 (Family History). |
d 7: "Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks" (NHE
| Topic | South Carolina Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| Alcohol, Tobacco, and Other Drugs | D-HS.7.1: Practice strategies for dealing with family, peer, and cultural pressure regarding ATOD (e.g., opioid, prescription drugs, heroin). | Dangerous Decisions: Day 1 (Peer Pressure), Day 3 (Refusal/Negotiation skills). Drugs: Day 1 (Stimulants/Opioids). |
| Growth, Development, and Sexual Health and Responsibility | G-HS.7.1: Discuss respect for the boundaries of others as they relate to intimacy and sexual behavior. | Begin a Term: Day 2 (Practicing consent). Sex Education: Day 3-4 (Trust/Equality/Boundaries), Day 7-8 (Yes/No/Maybe map). |
| Injury Prevention and Safety | I-HS.7.1: Perform appropriate first aid and other emergency procedures for a given scenario (e.g., CPR, AED). | First Aid: Day 1 (3 Ps), Day 2 (Hands-only CPR/AED sequence), Day 3 (R.I.C.E./FAST), Day 5 (Bleeding/Simulations). |
| Mental, Emotional, and Social Health | M-HS.7.1: Implement a plan to increase personal resiliency. | Mental Health: Day 9-10 (Personal Mental Health Plan). Stress: Day 9-10 (Toolkit implementation). Self-Esteem: Day 5 (Small steps). |
| M-HS.7.2: Demonstrate strategies to develop and maintain a positive self-image. | Self-Esteem: Day 1 (Gratitude Rock), Day 4 (Self-acceptance plan), Day 5 (Anchor). Empathy: Day 5 (Self-worth foundation). | |
| M-HS.7.3: Demonstrate effective strategies for resolving interpersonal conflicts (e.g., end or avoid unhealthy relationships). | Empathy: Day 2 (Active Listening). Conflict: Day 1 (Assertiveness/I-statements), Day 2 (Accountability/Repair). Mental Health: Day 7-8 (Jealousy/Control). | |
| M-HS.7.4: Establish boundaries that promote safety, respect, awareness, and acceptance. | Empathy: Day 4 (Boundaries). Self-Esteem: Day 3 (Boundary practice), Day 5 (People-pleasing boundaries). Sex Education: Day 1-2 (Boundaries). | |
| Nutrition and Physical Activity | N-HS.7.1: Implement a wellness plan that meets the current federal Dietary Guidelines for Americans and the federal physical activity guidelines for Americans. | Nutrition: Day 9-10 (SMART Power Plate meal/Plan design), Day 10 (Food log/MyFitnessPal expenditure tracking). |
| N-HS.7.2: Examine the relationship between personal nutritional intake and overall physical, oral, and mental health. | Nutrition: Day 1-2 (Macro/Micro functions), Day 7-8 (Blood sugar/Heart health, Academic pressure). | |
| Personal and Community Health | P-HS.7.1: Implement a long-term personal wellness plan to maintain and improve healthy practices and behaviors. | Begin a Term: Day 1 (Health Mission Statement). Mental Health: Day 9-10 (Wellness Plan). Stress: Day 9-10 (Toolkit implementation). |
Standard 8: "Students will demonstrate the ability to advocate for personal, family, and community health" (NHES, 2007).
| Topic | South Carolina Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| Alcohol, Tobacco, and Other Drugs | D-HS.8.1: Encourage positive alternatives to ATOD use. | Alcohol: Day 4 (Safe community advocacy). Drugs: Day 3 (Harm reduction leadership). Tobacco: Day 2 (Tobacco-free advocacy). |
| D-HS.8.2: Promote intervention and outreach for those dealing with ATOD use or abuse (e.g., peers, family members). | Dangerous Decisions: Day 2 (911/Narcan). Alcohol: Day 4 (Safe community advocacy). Drugs: Day 3 (Harm reduction leadership). | |
| Growth, Development, and Sexual Health and Responsibility | G-HS.8.1: Promote access to valid information and community resources that support abstinence and discourage risky sexual behavior. | Sex Education: Day 7-8 (Confidential testing advocacy), Day 9-10 (Abstinence proactive choice, Planned Parenthood). |
| Injury Prevention and Safety | I-HS.8.1: Advocate for disaster preparedness in the home, school, and community. | First Aid: Day 5 (Red Cross supplies, Emergency leadership). Environmental Health: Day 1 (Workplace Hazard reports). |
| I-HS.8.2: Advocate for safe environments that encourage dignified and respectful treatment of everyone. | Empathy: Day 5 (Kindness project). Diversity: Day 1 (Inclusive support), Day 2 (Advocating for Equity). Violence: Day 5 (Challenging victim-blaming). | |
| Mental, Emotional, and Social Health | M-HS.8.1: Promote intervention and outreach for others dealing with unhealthy relationships. | Mental Health: Day 7-8 (Responding to exclusion). Conflict: Day 2 (Community accountability). Violence: Day 5 (Bystander/Confidential reporting). |
| M-HS.8.2: Promote intervention and outreach for those dealing with suicidal intentions or behavioral health problems (e.g., peers, family members). | Mental Health: Day 5-6 (Planning an initiative, Impact on individual/community), Day 9-10 (Positive culture advocacy). Stress: Day 5-6 (Reducing silence). | |
| Nutrition and Physical Activity | N-HS.8.1: Encourage others to choose healthy foods. | Nutrition: Day 3-4 (PSA Project), Day 9-10 (School Lunch Advocacy). |
| N-HS.8.2: Advocate for self and others to increase their level of physical activity. | Nutrition: Day 7-8 (Fuel-up goal), Day 9-10 (School Lunch Advocacy). | |
| Personal and Community Health | P-HS.8.1: Advocate for the promotion and protection of a healthy and safe environment, including community, personal, and family environments. | Diversity: Day 2 (Advocating for Equity). Environmental Health: Day 1 (Workplace Hazard reports). Alcohol: Day 4 (Safe community advocacy). |
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