Curriculum Standards · South Dakota
South Dakota Health Education Standards — Curriculum Alignment
Aligned with all the South Dakota Health Education Standards (Grades 9-12, 2026)
South Dakota Health Education Standards (2026): https://doe.sd.gov/contentstandards/documents/26-HealthEdStandards.pdf
South Dakota Health Education Standards (2026) — 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 health information about products and services that enhance
health.
Standard 4: Students will demonstrate interpersonal-communication skills to enhance health and avoid or reduce health risk.
Standard 5: Students will demonstrate decision-making skills to enhance health.
Standard 6: Students will demonstrate goal-setting skills to enhance health.
Standard 7: Students will demonstrate health-enhancing behaviors and avoid or reduce health risk.
Standard 8: Students will demonstrate the ability to advocate for personal, family and community health.
e South Dakota Health Education Standards were adopted May 4, 2026 by the South Dakota Board of Education Standards,
superseding the 2018 standards. e 2026 standards are a skills-based framework modeled on the National Health Education Standards;
health content-area selection is le to local education agencies. Alignment below covers the complete Grades 9-12 performance indicators
(44 indicators across the eight standards).
Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.
| Topic | South Dakota Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| Core Concepts | 1.12.1: Predict how healthy behaviors can affect health status. | Begin a Term: Day 1 (Personal Timeline/Future Letter). Dangerous Decisions: Day 1 (Risky choice impact). Nutrition: Day 7-8 (Blood sugar/Heart health). Body Systems: Day 2 (Lifestyle efficiency). Diseases: Day 5 (Lifestyle/Chronic prevention). |
| 1.12.2: Describe the interrelationships of emotional, cognitive, physical, and social health in adolescence. | Mental Health: Day 1-2 (5 Dimensions), Day 1-2 (Biopsychosocial). Stress: Day 3-4 (Foggy brain/Headaches). Body Systems: Day 1 (Gut-brain disruption). End a Term: Day 1 (Homeostasis). | |
| 1.12.3: Analyze how social and physical environments affect personal health. | Begin a Term: Day 2 (Social Determinants). Self-Esteem: Day 1 (Environment changes). Nutrition: Day 3-4 (Food Deserts). Diseases: Day 5 (ZIP code). Environmental Health: Day 1 (Workplace Hazard reports). | |
| 1.12.4: Research how genetics and family history can affect personal health. | Mental Health: Day 1-2 (Biopsychosocial). Diseases: Day 5 (Family History). | |
| 1.12.5: Propose ways to reduce or prevent injuries and health problems. | Dangerous Decisions: Day 1 (Risk Management Plan), Day 2 (Water safety/blackouts), Day 3 (Distracted driving CDC data). First Aid: Day 1 (3 Ps). End a Term: Day 1 (Scene Safety Scenario). | |
| 1.12.6: Investigate the relationship between access to health care and health status. | Mental Health: Day 5-6 (Minor access laws). Diversity: Day 2 (Social Determinants/Barriers). Nutrition: Day 9-10 (Economic access). Diseases: Day 5 (ZIP code). Alcohol: Day 2 (Minor in Possession/Treatment access). | |
| 1.12.7: Propose strategies for promoting the benefits of and overcoming barriers to practicing a variety of health-enhancing behaviors. | Stress: Day 3-4 (Systemic barriers), Day 5-6 (Stigma). Nutrition: Day 5-6 (Identifying barriers), Day 7-8 (Packing snacks). Sex Education: Day 9-10 (Abstinence proactive choice). | |
| 1.12.8: Evaluate personal susceptibility to injury, illness, or death if engaging in unhealthy behaviors. | Stress: Day 1-2 (Vulnerability Survey). Dangerous Decisions: Day 2 (Substance impact). Diseases: Day 4 (Risk assessment). Drugs: Day 3 (Memory/Breathing impact). | |
| 1.12.9: Analyze the potential seriousness of injury or illness if engaging in unhealthy behaviors. | Diseases: Day 5 (Physiological impact). First Aid: Day 2 (Bleeding/Cardiac), Day 3 (Degree of burns). End a Term: Day 1 (Synthetic Opioids MC 4). |
dard 2: Students will analyze the influence of family, peers, culture, media, technology and other factors on health behav
| Topic | South Dakota Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| Analyzing Influences | 2.12.1: Analyze health factors in the family that influence the health and wellness of individuals. | Self-Esteem: Day 1 (Media/Family). Stress: Day 7-8 (Parent-Teen Communicator). Alcohol: Day 4 (Family addiction roles). End a Term: Day 2 (Generational cycles). |
| 2.12.2: Analyze how culture supports and challenges health beliefs, practices, and behaviors. | Empathy: Day 2 (Culture/Technology). Conflict: Day 1 (Uptown upbringing). Diversity: Day 2 (Cultural humility). Nutrition: Day 3-4 (Cultural honoring). | |
| 2.12.3: Demonstrate how peers influence healthy and unhealthy behaviors | Self-Esteem: Day 2 (Peer Influence). Dangerous Decisions: Day 1 (Peer Pressure), Day 3 (Groupthink). Sex Education: Day 3-4 (Coercion distinction). | |
| 2.12.4: Compare and contrast how the school and community can influence personal health practice and behaviors. | Mental Health: Day 9-10 (School climate). Stress: Day 1-2 (Wellness centers). Nutrition: Day 9-10 (School food rules/Federal law analysis). | |
| 2.12.5: Critique the influence of media on personal and family health. | Self-Esteem: Day 4 (Instagram/TikTok). Mental Health: Day 1-2 (Social Media Trap). Nutrition: Day 1-2 (Diet Culture). Tobacco: Day 1 (Vape ad decoding). | |
| 2.12.6: Evaluate the impact of technology on personal, family, and community health. | Empathy: Day 1 (Technology desensitization). Mental Health: Day 7-8 (Digital Personas), Day 7-8 (Digital Balance). Violence: Day 4 (Technology influences). | |
| 2.12.7: Describe how personal perceptions of norms influence healthy and unhealthy behaviors. | Mental Health: Day 7-8 (Online validation influence). Conflict: Day 2 (Digital norms). Dangerous Decisions: Day 3 (PSA - challenging "cool" risk). Sex Education: Day 9-10 (45% of teens statistic). | |
| 2.12.8: Analyze the influence of personal values and beliefs on individual health practices and behaviors. | Begin a Term: Day 1 (Belief formation). Self-Esteem: Day 5 (Values foundation). Sex Education: Day 9-10 (Values check). | |
| 2.12.9: Articulate how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors. | Mental Health: Day 5-6 (Numbing pain). Stress: Day 1-2 (Escape/Numb out). Dangerous Decisions: Day 2 (Tolerance/Dependence). Drugs: Day 2 (Tolerance). | |
| 2.12.10: Investigate how public health policies and government regulations can influence health promotion and disease prevention. | Dangerous Decisions: Day 2 (Good Samaritan laws). Nutrition: Day 9-10 (School food rules/Federal law analysis). Alcohol: Day 2 (BAC limits). Sex Education: Day 9-10 (Confidentiality/Minor access laws). |
ard 3: Students will demonstrate the ability to access valid health information about products and services that enhance h
| Topic | South Dakota Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| Accessing Information | 3.12.1: Compare and contrast 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), Day 5-6 (Influencer claims). Diseases: Day 4 (Media Literacy). Tobacco: Day 1 (Vape ad decoding). |
| 3.12.2: Utilize resources from home, school, and community that provide valid health information. | Begin a Term: Day 2 (School counselors/nurses). Mental Health: Day 1-2 (Counselors/Support groups), Day 5-6 (Crisis Text Line). Stress: Day 3-4 (Valid points of help). Violence: Day 5 (Crisis lines). Sex Education: Day 5-6 (CDC guides). | |
| 3.12.3: Evaluate the accessibility of products and services that enhance health. | Mental Health: Day 5-6 (Minor access laws). Nutrition: Day 9-10 (Economic access). Diseases: Day 5 (ZIP code). Alcohol: Day 2 (Minor in Possession/Treatment access). Sex Education: Day 7-8 (Testing bookmarks). | |
| 3.12.4: Identify barriers to accessing health services and professionals. | Mental Health: Day 5-6 (Minor access laws). Stress: Day 3-4 (Systemic barriers), Day 5-6 (Stigma). Diversity: Day 2 (Social Determinants/Barriers). Nutrition: Day 9-10 (Economic access). Diseases: Day 4 (Social conditions). |
andard 4: Students will demonstrate interpersonal communication skills to enhance health and avoid or reduce health ri
| Topic | South Dakota Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| Interpersonal Communication | 4.12.1: Evaluate the application of skills for communicating effectively with family, peers, and others to enhance health. | Empathy: Day 2 (Active Listening), Day 2 (Emotional vocabulary). Mental Health: Day 3-4 (Reacting vs Responding). Stress: Day 3-4 ("I" statements), Day 7-8 (Parent-Teen Communicator). Conflict: Day 2 (Clarifying needs). |
| 4.12.2: Demonstrate and reflect on refusal, negotiation, and collaboration skills to enhance health and avoid or reduce health risks. | Empathy: Day 4 (Saying No). Conflict: Day 1 (Negotiation). Dangerous Decisions: Day 3 (Refusal/Negotiation skills). Violence: Day 4 (Refusal/Advocacy). Sex Education: Day 3-4 (Clear "No" strategies). | |
| 4.12.3: Develop strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others. | Begin a Term: Day 2 (Agreements). Conflict: Day 1 (Conflict styles), Day 1 (Assertiveness/I-statements), Day 2 (Accountability/Repair). Violence: Day 5 (NVC - Nonviolent Communication). | |
| 4.12.4: Demonstrate how to ask for and offer assistance to enhance the health of self and others. | Mental Health: Day 5-6 (Seeking support), Day 5-6 (Listening/Thanking them), Day 9-10 (Offering empathy). Stress: Day 3-4 (Help-seeking), Day 7-8 (Help prompts). First Aid: Day 4 (ALGEE model). |
Standard 5: Students will demonstrate decision-making skills to enhance health.
| Topic | South Dakota Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| Decision Making | 5.12.1: Examine circumstances that can help or hinder healthy decision making. | Stress: Day 5-6 (Risk/Protective Factors), Day 5-6 (Stigma). Dangerous Decisions: Day 1 (Decision fatigue), Day 3 (Groupthink). Nutrition: Day 5-6 (Identifying barriers). |
| 5.12.2: Reflect on the value of applying a decision-making process in health-related situations. | Dangerous Decisions: Day 1 (STOP-THINK-CHOOSE), Day 3 (Pre-decision challenge). Sex Education: Day 7-8 (Decision Scenario). End a Term: Day 1 (Scenario 9/26). | |
| 5.12.3: Justify when individual or collaborative decision making is appropriate. | Stress: Day 3-4 (Help-seeking). Violence: Day 5 (Intervention choice). First Aid: Day 2 (Bystander delegation), Day 5 (Emergency leadership). | |
| 5.12.4: Generate alternatives to health-related issues or problems. | Mental Health: Day 3-4 (Adaptive coping). Stress: Day 9-10 (Problem-solving). Dangerous Decisions: Day 2 (Coping). Nutrition: Day 1-2 (Hydration swap). | |
| 5.12.5: Predict the potential short-term and long-term impact of each alternative on self and others. | Begin a Term: Day 2 (Vortex of Impact). Dangerous Decisions: Day 1 (Risky choice impact). Alcohol: Day 4 (Future you letter). Sex Education: Day 7-8 (Parenting/Financial effects). End a Term: Day 2 (Waves of impact). | |
| 5.12.6: Defend the healthy choice when making decisions. | Self-Esteem: Day 3 (Voice choice). Dangerous Decisions: Day 3 (PSA - challenging "cool" risk). Sex Education: Day 9-10 (Abstinence proactive choice), Day 9-10 (Values check). | |
| 5.12.7: Evaluate the effectiveness of health-related decisions. | Mental Health: Day 1-2 (Care choices). Conflict: Day 2 (Assertive outcomes). Diversity: Day 1 (Identity outcomes). Nutrition: Day 7-8 (Energy check). | |
| Goal Setting | 6.12.1: Assess personal health practices and overall health status. | Empathy: Day 1 (Survey). Self-Esteem: Day 1 (Self-Esteem Survey). Mental Health: Day 9-10 (Identifying burnout). Stress: Day 1-2 (Survey). Nutrition: Day 5-6 (Balance survey). |
| 6.12.2: Develop a plan to attain a personal health goal that addresses strengths, needs, and risks. | 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). | |
| 6.12.3: Implement strategies and monitor progress in achieving a personal health goal. | Empathy: Day 3 (Active Listening goal). Self-Esteem: Day 2 (Strength log). Stress: Day 9-10 (Toolkit implementation), Day 9-10 (Habit building). Nutrition: Day 10 (Food log/MyFitnessPal expenditure tracking). | |
| 6.12.4: Formulate an effective long-term personal health plan. | Begin a Term: Day 1 (Future letter 1/5/10yr), Day 1 (Health Mission Statement). Body Systems: Day 3 (Reproductive wellness plan). End a Term: Day 1 (Long-term goal mapping), Day 1 (Live it Forward challenge). |
Standard 7: Students will demonstrate health-enhancing behaviors and avoid or reduce health risk.
| Topic | South Dakota Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| Self-Management | 7.12.1: Demonstrate a variety of healthy practices and behaviors that will maintain or improve the health of self and others. | Self-Esteem: Day 2 (Nature Walk). Mental Health: Day 1-2 (Mindful breathing), Day 3-4 (Mental Health Toolbox). Stress: Day 1-2 (5-4-3-2-1), Day 5-6 (Temperature Reset). Nutrition: Day 7-8 (Packing snacks). |
| 7.12.2: Recommend a variety of behaviors that avoid or reduce health risks to self and others. | Dangerous Decisions: Day 1 (Risky driving), Day 2 (Water safety/blackouts), Day 3 (Digital safety). First Aid: Day 2 (Hands-only CPR/AED sequence). Sex Education: Day 7-8 (Contraceptive effectiveness/PrEP). |
Standard 8: Students will demonstrate the ability to advocate for personal, family and community health.
| Topic | South Dakota Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| Advocacy | 8.12.1: Advocate the role of individual responsibility in enhancing health. | Begin a Term: Day 1 (Core Scholar). Nutrition: Day 3-4 (Intentional choice). First Aid: Day 1 (Willingness to act). Sex Education: Day 9-10 (Ownership/Rights). End a Term: Day 1 (Live it Forward challenge). |
| 8.12.2: Persuade and support others to make positive health choices. | Empathy: Day 5 (Kindness project). Mental Health: Day 9-10 (Positive culture advocacy). Violence: Day 5 (Challenging victim-blaming). Nutrition: Day 3-4 (Supporting Diego). Tobacco: Day 2 (Tobacco-free advocacy). | |
| 8.12.3: Collaborate to advocate for improving personal, family, and/or community health. | Stress: Day 1-2 (Wellness Advocacy Project). Conflict: Day 1-2 (Guidebooks/PSAs). Nutrition: Day 3-4 (PSA Project), Day 9-10 (School Lunch Advocacy). Alcohol: Day 4 (Safe community advocacy). | |
| 8.12.4: Modify health messages and communication techniques to a specific target audience. | Empathy: Day 1 (Empathy-driven cause). Mental Health: Day 1-2 (Breaking Stigma PSA). Diversity: Day 3 (Media for Equity). Drugs: Day 3 (Harm reduction leadership). |
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