Curriculum Standards · Tennessee
Tennessee Health Education Standards — Curriculum Alignment
Aligned with all Tennessee's Lifetime Wellness Standards for Grades 9-12
Tennessee Lifetime Wellness Standards (Grades 9-12): https://www.tn.gov/content/dam/tn/education/standards/pe/HE_Sds_9-12-
Nov_2024_FINAL_for_July_2026.pdf
Tennessee Lifetime Wellness Standards Grades 9-12 (High School)::
Personal Wellness (PW): standards HS.PW.1-12
Mental, Emotional, and Social Health (MESH): standards HS.MESH.1-10
First Aid and Safety (FAS) — First Aid Procedures: standards HS.FAS.1-2
First Aid and Safety (FAS) — Vehicle Driver and Occupant Safety: standards HS.VOS.1-2
First Aid and Safety (FAS) — Technology Safety: standards HS.TS.1-4
Human Growth and Development (HGD): standards HS.HGD.1-15
Substance Use and Abuse (SUA): standards HS.SUA.1-11
Tennessee Lifetime Wellness Subcomponents::
Personal Wellness: Nutrition, Fitness, Disease Prevention. Mental, Emotional, and Social Health: Emotional Health, Mental
Health, Social Health. First Aid and Safety: First Aid Procedures, Vehicle Driver and Occupant Safety, Technology Safety.
Human Growth and Development: Relationships, Sexuality. Substance Use and Abuse: Appropriate Use, Health Risks, Risk
Reduction.
e Tennessee Lifetime Wellness Standards Grades 9-12 were approved by the Tennessee State Board of Education in November 2024 and
are effective July 1, 2026, replacing the 2016 Lifetime Wellness standards. Lifetime Wellness is Tennessee's combined health-and-wellness
high school graduation requirement. e document is organized into five components divided into named subcomponents; within the
First Aid and Safe component, the Vehicle Driver and Occupant Safe subcomponent is coded HS.VOS and the Technology Safe
subcomponent is coded HS.TS. Each subcomponent's non-coded "Component Extension" entries are enrichment ideas, not standards.
Personal Wellness
| Topic | Tennessee Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 1. Nutrition | HS.PW.1: Identify the relationship between healthy eating and total wellness. | Nutrition: Day 1-2 (Macro/Micro functions, Hunger cues), Day 7-8 (Energy check, Blood sugar/Heart health). |
| HS.PW.2: Evaluate personal nutritional and energy needs. | Nutrition: Day 5-6 (Recommended serving sizes analysis), Day 9-10 (SMART Power Plate meal/Plan design), Day 10 (Food log/MyFitnessPal expenditure tracking). | |
| HS.PW.3: Examine the relationship between diet and disease. (e.g., metabolic syndrome, hypertension, hyperlipidemia). | Nutrition: Day 5-6 (Sugar/Trans fats), Day 7-8 (Blood sugar/Heart health). Diseases: Day 5 (Lifestyle/Chronic prevention). | |
| 2. Fitness | HS.PW.7: Construct fitness goals (i.e., S.M.A.R.T.). | Begin a Term: Day 1 (Health Mission Statement). Self-Esteem: Day 1 (Fitness/wellness plan). Nutrition: Day 9-10 (SMART goal plan). |
| 3. Disease Prevention | HS.PW.8: Explain the importance of preventative health care and how it contributes to overall wellness. | Body Systems: Day 2 (Immune/Vaccine stats). Diseases: Day 4 (Risk assessment), Day 5 (Lifestyle/Chronic prevention). Sex Education: Day 5-6 (Self-exam guides/Cancer prevention). |
| HS.PW.9: Identify and explain signs, symptoms, screenings, treatment, and prevention of chronic or non-infectious diseases (e.g. cardiovascular disease, cancer, diabetes). | Nutrition: Day 7-8 (Blood sugar/Heart health). Diseases: Day 4 (NCD comparison), Day 5 (Family History). End a Term: Day 1 (MC Questions 11-12). | |
| HS.PW.10: Identify and explain signs, symptoms, screenings, treatment, and prevention of infectious diseases (e.g. influenza, COVID, strep, hepatitis, measles, STIs, etc.). | Body Systems: Day 2 (Immune/Vaccine stats). Diseases: Day 4 (STI Stigma challenge). Sex Education: Day 7-8 (STI transmission). | |
| HS.PW.11: Analyze the difference between infectious and non-infectious diseases. | Diseases: Day 4 (NCD comparison). End a Term: Day 1 (MC Questions 11-12). | |
| HS.PW.12: Identify and implement the strategies for preventing disease (e.g. personal hygiene, health screenings, vaccination). | Body Systems: Day 2 (Immune/Vaccine stats), Day 3 (UTIs/Hygiene). Diseases: Day 5 (Lifestyle/Chronic prevention). Sex Education: Day 5-6 (Self-exam guides/Cancer prevention). |
Mental, Emotional, and Social Health
| Topic | Tennessee Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 1. Emotional Health | HS.MESH.1: Identify emotions and their effects on the mind and body. | Begin a Term: Day 2 (Fight/Flight/Freeze). Empathy: Day 2 (Emotional vocabulary). Mental Health: Day 3-4 (Naming it to tame it). Stress: Day 1-2 (Automatic reactions), Day 3-4 (Foggy brain/Headaches). Conflict: Day 1 (Clenched fists). |
| HS.MESH.2: Recognize stressors and formulate personal stress management techniques. | Begin a Term: Day 2 (Check-ins). Mental Health: Day 1-2 (Stress-Relief Jar), Day 3-4 (Mental Health Toolbox). Stress: Day 1-2 (Reduction strategy), Day 5-6 (Temperature Reset), Day 9-10 (Toolkit). | |
| HS.MESH.3: Design useful strategies for suicide prevention. | Mental Health: Day 5-6 (Crisis plan). Stress: Day 5-6 (Safety Plan, Warning sign response), Day 7-8 (Help prompts). First Aid: Day 4 (ALGEE model). End a Term: Day 1 (MC 40). | |
| HS.MESH.4: Identify ways to develop self-care behaviors. | Self-Esteem: Day 1 (Gratitude Rock), Day 2 (Nature Walk), Day 3 (Breathing/Visualization). Mental Health: Day 9-10 (Personal Mental Health Plan). Stress: Day 9-10 (Habit building). | |
| HS.MESH.5: Identify and explain adverse childhood experiences. | Self-Esteem: Day 2 (Early Experiences). Mental Health: Day 9-10 (Post-traumatic growth). Violence: Day 4 (Ripple effects). | |
| 2. Mental Health | HS.MESH.6: Examine characteristics of mental health conditions (i.e., anxiety, depression, and eating). | Mental Health: Day 1-2 (Wellness spectrum), Day 9-10 (NAMI stats). Stress: Day 3-4 (Sadness vs Clinical Depression). Nutrition: Day 3-4 (Clinical complexity of Anorexia/Bulimia). Diseases: Day 4 (Disorders as disease). |
| HS.MESH.7: Describe the stages of grief. | Stress: Day 7-8 (Grief Map, Processing grief, Journaling/Art). | |
| HS.MESH.8: Explain when to seek help for mental and emotional health concerns (provide local resources and national 988). | 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), Day 5-6 (988). | |
| 3. Social Health | HS.MESH.9: Identify positive ways of resolving interpersonal conflict. | Empathy: Day 2 (Active Listening). Conflict: Day 1 (Assertiveness/I-statements, Negotiation), Day 2 (Accountability/Repair). Violence: Day 5 (Nonviolent Communication). |
| HS.MESH.10: Demonstrate appropriate refusal skills. (e.g., drugs, relationships, sexual activity). | Empathy: Day 4 (Saying No). Dangerous Decisions: Day 3 (Refusal/Negotiation skills). Violence: Day 4 (Refusal/Advocacy). Sex Education: Day 3-4 (Clear "No" strategies). |
First Aid and Safety: First Aid Procedures
| Topic | Tennessee Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| First Aid Procedures | HS.FAS.1: Identify and demonstrate the skills necessary in responding to medical emergencies (e.g., common injuries, AED, choking). | Nutrition: Day 5-6 (Allergies/EpiPen). First Aid: Day 1 (3 Ps, Immediate measures), Day 2 (ABCDE), Day 3 (R.I.C.E./FAST, Degree of burns), Day 4 (Seizures/Asthma, Poison Control), Day 5 (Bleeding/Simulations). End a Term: Day 1 (Scene Safety Scenario). |
| HS.FAS.2: Demonstrate hands-on CPR. | First Aid: Day 2 (Hands-only CPR/AED sequence, Life/Death operations). |
First Aid and Safety: Vehicle Driver and Occupant Safety
| Topic | Tennessee Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| Vehicle Driver and Occupant Safety | HS.VOS.1: Explain the increased potential of injury when employing high risk behaviors while operating and occupying a vehicle. (e.g., distracted driving, impaired driving, seat belt safety, and pedestrians). | Dangerous Decisions: Day 1 (Risky driving), Day 3 (Distracted driving CDC data). Alcohol: Day 2 (BAC limits). End a Term: Day 1 (Scene Safety Scenario). |
| Technology Safety | HS.TS.1: Identify how people utilize technology to build relationships and to abuse and exploit relationships. | Empathy: Day 3 (Cyberbullying). Mental Health: Day 7-8 (Digital Personas, Jealousy/Control). Dangerous Decisions: Day 3 (Grooming/catfishing alerts). Violence: Day 4 (Technology influences). |
| HS.TS.2: Identify the risks associated with sexting. | Mental Health: Day 7-8 (Cyberbullying/Digital footprints). Dangerous Decisions: Day 3 (Sexting laws, Sexting/Digital footprint leaks). Sex Education: Day 1-2 (Sexting consequences). End a Term: Day 1 (Digital content legalities). | |
| HS.TS.3: Define online sexual exploitation. | Dangerous Decisions: Day 1 (Law Table Item 7), Day 3 (Sexting/Digital footprint leaks), Day 3 (Grooming/catfishing alerts). | |
| HS.TS.4: Explain ways to create and maintain a safe, positive online environment. | Empathy: Day 3 (Cyberbullying). Mental Health: Day 7-8 (Online Hygiene Plan, Digital Balance). Dangerous Decisions: Day 3 (Digital safety). Violence: Day 4 (Doxxing prevention). End a Term: Day 1 (Online Data Scenario). |
Human Growth and Development
| Topic | Tennessee Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 1. Relationships | HS.HGD.1: Examine the aspects of positive relationships (e.g., family, dating, friendship, professional, community). | Empathy: Day 4 (Boundaries). Conflict: Day 2 (Relationship wellness). Sex Education: Day 3-4 (Trust/Equality/Boundaries, Gaslighting vs respect). |
| HS.HGD.2: Determine the influence of families, media, cultural traditions, and economic factors on human development. | Begin a Term: Day 1 (Belief formation), Day 2 (Social Determinants). Self-Esteem: Day 1 (Media/Family), Day 2 (Peer Influence). Diversity: Day 2 (Social Determinants/Barriers). Nutrition: Day 9-10 (Economic access). | |
| HS.HGD.3: Define types of abuse where the victim is a child, such as neglect, physical, emotional, and sexual abuse, including abuse that may occur in the home, and human trafficking. | Violence: Day 4 (Ripple effects). Sex Education: Day 7-8 (RAINN/Survivor support). | |
| HS.HGD.4: Evaluate how to reduce the risks of becoming a victim of abuse and the process to report. | Violence: Day 5 (Protective Factors, Bystander/Confidential reporting). Sex Education: Day 3-4 (Clear "No" strategies), Day 7-8 (RAINN/Survivor support). | |
| HS.HGD.5: Explain methods to reduce your risk of becoming a victim of abuse and identify methods for seeking help from a trusted adult and community resources for reporting. | Begin a Term: Day 2 (School counselors/nurses). Violence: Day 5 (Crisis lines). Sex Education: Day 7-8 (RAINN/Survivor support). | |
| 2. Sexuality | HS.HGD.7: Explain basic structures and functions of the reproductive system as they relate to the human life cycle (e.g., conception, birth, childhood, adolescence, adulthood). | Body Systems: Day 3 (Sperm/Egg production, Testosterone/Estrogen). Sex Education: Day 5-6 (Structures/Functions, Development/Lifespan literacy), Day 7-8 (Fertilization). |
| HS.HGD.8: Recognize abstinence from all sexual activity as a positive choice. | Sex Education: Day 3-4 (Clear "No" strategies), Day 9-10 (Abstinence proactive choice, 45% of teens statistic). | |
| HS.HGD.9: Identify preventative methods and potential outcomes of engaging in sexual behaviors (e.g., pregnancy, abstinence, adoption, Hepatitis B, STIs). Compare various contraceptive methods in accordance with state/district policy. | Sex Education: Day 7-8 (Contraceptive effectiveness/PrEP, STI transmission), Day 7-8 (Pregnancy options), Day 9-10 (Abstinence proactive choice). | |
| HS.HGD.10: Research the skills necessary for maintaining reproductive health (e.g., self-examinations, annual doctor visits, prenatal care). | Body Systems: Day 3 (UTIs/Hygiene, Reproductive wellness plan). Sex Education: Day 5-6 (Self-exam guides/Cancer prevention), Day 7-8 (Testing bookmarks). | |
| HS.HGD.15: Identify the benefits of high school graduation, postsecondary enrollment, marriage, and raising a family, and analyze how the completion of these events, in the order listed, can influence personal and societal outcomes. | Begin a Term: Day 1 (Future letter 1/5/10yr). Sex Education: Day 7-8 (Parenting/Financial effects). End a Term: Day 1 (Long-term goal mapping). |
Substance Use and Abuse
| Topic | Tennessee Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 1. Appropriate Use | HS.SUA.1: Describe the proper use of over-the-counter and prescription drugs. | Drugs: Day 2 (Prescription/OTC drug forms). |
| HS.SUA.2: Predict the benefits of a lifestyle free from chemical misuse (e.g., career goals, healthy relationships, life expectancy). | Alcohol: Day 4 (Future you letter). End a Term: Day 1 (Long-term goal mapping). | |
| 2. Health Risks | HS.SUA.3: Summarize the consequences of drug use. (i.e., alcohol, tobacco [e-cigs/vaping], prescription medications, marijuana, etc.). | Dangerous Decisions: Day 2 (Alcohol, Nicotine, Cannabis, Opioids). Alcohol: Day 3 (AUD chronic nature). Drugs: Day 2 (Tolerance). Tobacco: Day 1 (Prefrontal cortex effects). End a Term: Day 1 (MC 1-3). |
| HS.SUA.4: Analyze the role of family, community, and cultural norms in deciding to use drugs. | Dangerous Decisions: Day 1 (Peer Pressure). Alcohol: Day 4 (Family addiction roles). Drugs: Day 2 (Industry marketing impact), Day 4 (Systemic inequities/Stigma). | |
| HS.SUA.5: Articulate the effects of substance misuse and abuse on society (e.g., on school, job, crime, and physical enhancement). | Dangerous Decisions: Day 1 (Legal outcomes). Alcohol: Day 3 (Criminal records). Drugs: Day 3 (Possession/Misuse consequences), Day 4 (Systemic inequities/Stigma). | |
| 3. Risk Reduction | HS.SUA.6: Identify common warning signs of opioid and IV drug abuse. | Dangerous Decisions: Day 2 (Tolerance/Dependence). Drugs: Day 1 (Signs of addiction, Injection route risks), Day 2 (Tolerance). |
| HS.SUA.7: Identify common symptoms of opioid prescription and IV drug overdose. | Dangerous Decisions: Day 2 (911/Narcan). First Aid: Day 4 (Poison Control). Alcohol: Day 1-4 (Overdose/Poisoning response). Drugs: Day 3 (Narcan administration). | |
| HS.SUA.8: Demonstrate how to tell a trusted adult that someone you know may be misusing drugs. | Dangerous Decisions: Day 2 (Good Samaritan laws). Alcohol: Day 4 (Safe community advocacy). Drugs: Day 3 (Harm reduction leadership). | |
| HS.SUA.9: Identify ingredients present in e-cigarettes and vape devices. | Tobacco: Day 1 (Vape aerosol chemistry). | |
| HS.SUA.10: Recognize the myths about the safety of vaping. | Tobacco: Day 1 (Vape ad decoding). | |
| HS.SUA.11: Identify the health risks associated with vaping caused by both the vaping device mechanism and the ingredients. | Tobacco: Day 1 (Prefrontal cortex effects), Day 1 (Vape aerosol chemistry). |
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