Curriculum Standards · Washington
Washington Health Education Standards — Curriculum Alignment
Aligned with all Washington State Health Education Standards (High School)
Washington State Health Education Standards: https://ospi.k12.wa.us/student-success/resources-subject-area/health-and-physical-
education/health-and-pe-learning-standards
Washington State Health Education High School Standards::
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 and 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.
Washington State Health Education K-12 Core Ideas::
Wellness, Safety, Nutrition, Sexual Health, Social Emotional Health, Substance Use and Abuse
Adopted March 2016 by the Washington Office of Superintendent of Public Instruction (OSPI) as part of the Washington State K-12
Learning Standards for Health and Physical Education. Includes the two high school outcomes added by the July 2024 Washington K-12
Learning Standards for Health Education Addendum: Fentanyl/Opioid Use and Abuse (House Bill 1956). Confirmed current as of July
2026.
Wellness
| Topic | Washington Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 1. Dimensions of Health | H1.W1.HS: Analyze personal dimensions of health and design a plan to balance health. | Begin a Term: Day 1 (Core Scholar), Day 2 (Reflective Identity). Empathy: Day 1 (Survey), Day 2 (Venn Diagram), Day 4 (Boundaries), Day 5 (Final Word). Self-Esteem: Day 1 (Survey), Day 2 (Early Experiences), Day 3 (Voice), Day 4 (Mirror/Mask), Day 5 (Anchor). Mental Health: Day 1-2 (5 Dimensions), Day 3-4 (Toolbox), Day 7-8 (Digital Balance), Day 9-10 (Wellness Plan). Stress: Day 1-2 (Survey), Day 3-4 (Reflection), Day 5-6 (Safety Plan), Day 7-8 (Grief Map), Day 9-10 (Support Map). Conflict: Day 1 (Background), Day 2 (Communication Balance). Diversity: Day 1 (Identity), Day 2 (Belonging), Day 3 (Ground/Rise). Dangerous Decisions: Day 1 (Risky Choices), Day 2 (Substance impact), Day 3 (Digital safety). Violence: Day 4 (Ripple effects), Day 5 (Protective Factors). Body Systems: Day 1 (Internal Balance), Day 2 (Stress impact). End a Term: Day 1 (Homeostasis), Day 2 (Living System). |
| 2. Disease Prevention | H2.W2.HSa: Analyze prevention, lifestyle factors, and treatment of communicable and noncommunicable 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). |
| H2.W2.HSb: Assess personal risk factors and predict future health status. | Begin a Term: Day 1 (Personal Timeline/Future Letter). Mental Health: Day 9-10 (Post-traumatic growth). Stress: Day 1-2 (Vulnerability Survey), Day 5-6 (Risk/Protective Factors). Diversity: Day 2 (Social Determinants/Barriers). Diseases: Day 4 (Risk assessment), Day 5 (Family History). End a Term: Day 1 (Scenario 24-25). | |
| 3. Analyzing Influences | H2.W3.HS: Analyze how a variety of factors impact personal and community health. | Begin a Term: Day 1 (Belief formation), Day 2 (Social Determinants). Empathy: Day 2 (Culture/Technology), Day 3 (Stereotypes). Self-Esteem: Day 1 (Media/Family), Day 2 (Peer Influence), Day 4 (Instagram/TikTok). Mental Health: Day 1-2 (Biopsychosocial), Day 3-4 (Gender/Race), Day 7-8 (Digital validation), Day 9-10 (School climate). Stress: Day 1-2 (Racism/Sexism), Day 3-4 (Systemic barriers), Day 5-6 (Stigma), Day 7-8 (Societal acknowledgment), Day 9-10 (Poverty/Discrimination). Conflict: Day 1 (Uptown upbringing), Day 2 (Digital norms). Diversity: Day 1 (Systemic privilege), Day 2 (Implicit bias), Day 3 (Narratives). Dangerous Decisions: Day 1 (Peer Pressure), Day 2 (Inequality), Day 3 (Groupthink). Violence: Day 4 (Toxic masculinity). Nutrition: Day 1-2 (Diet Culture), Day 3-4 (Food Deserts), Day 5-6 (Healthwashing), Day 7-8 (Academic pressure), Day 9-10 (Economic access). Diseases: Day 4 (Social conditions), Day 5 (ZIP code). Environmental Health: Day 1-3 (Environmental Racism/Systemic Redlining). End a Term: Day 1 (SDOH Scenario 6), Day 2 (Generational cycles). |
| 4. Access Valid Information | H3.W4.HS: Create a resource that outlines where and how students can access valid and reliable health information, products, and services. | Stress: Day 1-2 (Wellness Advocacy Project). Conflict: Day 1-2 (Guidebooks/PSAs). Diversity: Day 3 (Media for Equity). Violence: Day 5 (Crisis lines). Diseases: Day 4 (Media Literacy), Day 5 (Research domains). First Aid: Day 1 (911 Script), Day 2 (AED Locator), Day 3 (Kit research), Day 4 (Poison Control), Day 5 (Red Cross supplies). Environmental Health: Day 1-3 (Planet Guide/Scientific Data). Community Health: Day 4 (Public Health Systems), Day 5 (Health Literacy). End a Term: Day 1 (Online Data Scenario). |
| 5. Communication | H4.W5.HS: Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others. | Begin a Term: Day 2 (Agreements). Empathy: Day 1 (Respectful dialogue), Day 2 (Active Listening), Day 4 (Saying No), Day 5 (Kindness conversations). Self-Esteem: Day 5 (People-pleasing boundaries). Conflict: Day 1 (Assertiveness/I-statements), Day 2 (Accountability/Repair). Diversity: Day 1 (Ground rules), Day 2 (Honest dialogue), Day 3 (Affirming language). Stress: Day 7-8 (Parent-Teen Communicator). First Aid: Day 2 (Bystander delegation), Day 5 (Emergency leadership). End a Term: Day 1 (Scenario 7-8). |
| 6. Decision-Making | H5.W6.HS: Predict potential short- and long-term outcomes of a personal health-related decision. | Begin a Term: Day 1 (Healthy year vision), Day 2 (Vortex of Impact). Empathy: Day 5 (Empathy Lab). Self-Esteem: Day 1 (Internal dialogue), Day 3 (Voice choice), Day 4 (Authenticity shift), Day 5 (Boundary setting). Mental Health: Day 1-2 (Care choices), Day 3-4 (Adaptive coping), Day 5-6 (Seeking support), Day 9-10 (Active seeking). Stress: Day 1-2 (Pressure outcomes), Day 3-4 (Help-seeking), Day 5-6 (Warning sign response), Day 7-8 (Processing grief), Day 9-10 (Habit building). Conflict: Day 1 (Visual Storytelling), Day 2 (Assertive outcomes). Diversity: Day 1 (Identity outcomes), Day 2 (Cultural humility), Day 3 (Dismissive decisions). Dangerous Decisions: Day 1 (STOP-THINK-CHOOSE), Day 2 (Substance quiz), Day 3 (Pre-decision challenge). Violence: Day 5 (Intervention choice). Nutrition: Day 1-2 (Hunger cues), Day 3-4 (Intentional choice), Day 5-6 (Influencer claims), Day 7-8 (Energy check). Body Systems: Day 1 (Homeostasis quiz), Day 2 (Lifestyle efficiency). First Aid: Day 1 (Skill level assessment), Day 2 (Life/Death operations), Day 4 (Crisis decisions). End a Term: Day 1 (Scenario 9/26), Day 2 (Waves of impact). |
| 7. Goal-Setting | H6.W7.HS: Implement strategies to achieve a personal health goal. | Begin a Term: Day 1 (Health Mission Statement). Empathy: Day 3 (Active Listening goal), Day 5 (Empathy growth goal). Self-Esteem: Day 2 (Strength log), Day 3 (Boundary practice), Day 4 (Self-acceptance plan), Day 5 (Small steps). Mental Health: Day 5-6 (Support goal), Day 9-10 (Personal Mental Health Plan). Stress: Day 1-2 (Reduction strategy), Day 3-4 (Action timeline), Day 7-8 (Healing acts), Day 9-10 (Toolkit implementation). Conflict: Day 1 (Regulaton strategy), Day 2 (Relationship wellness). Diversity: Day 1 (Voice impact), Day 2 (Inclusion strategy), Day 3 (Listening goal). Dangerous Decisions: Day 1 (Risk Management Plan). Nutrition: Day 1-2 (Hydration swap), Day 3-4 (Mindful eating), Day 5-6 (Balance survey), Day 7-8 (Fuel-up goal), Day 9-10 (SMART goal plan). Body Systems: Day 1 (Homeostasis challenge), Day 3 (Reproductive wellness plan). End a Term: Day 1 (Live it Forward challenge). |
Safety
| Topic | Washington Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 1. Injury Prevention | H5.Sa1.HS: Analyze impact of decisions related to bicycle, pedestrian, traffic, water, and recreation safety. | Dangerous Decisions: Day 1 (Risky driving), Day 2 (Water safety/blackouts), Day 3 (Distracted driving CDC data). End a Term: Day 1 (Scene Safety Scenario). |
| H1.Sa1.HS: Describe how to prevent occupational injuries. | Environmental Health: Day 1 (Workplace Hazard reports). First Aid: Day 1 (Immediate measures), Day 2 (Bleeding/Cardiac), Day 3 (Degree of burns), Day 4 (Heat stroke). | |
| H2.Sa1.HS: Compare how family, peers, culture, media, technology, and other factors influence safety and injury prevention practices and behaviors. | Conflict: Day 1 (Conflict styles), Day 2 (Power imbalances). First Aid: Day 1 (Willingness to act), Day 5 (Bystander identity). | |
| 2. First Aid | H7.Sa2.HSa: Apply basic first aid skills. | First Aid: Day 1 (3 Ps), Day 2 (ABCDE), Day 3 (R.I.C.E./FAST), Day 4 (Seizures/Asthma), Day 5 (Bleeding/Simulations). Nutrition: Day 5-6 (Allergies/EpiPen). |
| H7.Sa2.HSb: Demonstrate CPR and AED procedures. | First Aid: Day 2 (Hands-only CPR/AED sequence). Alcohol: Day 1-4 (Overdose/Poisoning response). Drugs: Day 3 (Narcan administration). | |
| 3. Violence Prevention | H2.Sa3.HS: Evaluate societal influences on violence. | Violence: Day 4 (Toxic masculinity/Media Literacy), Day 5 (Bystander culture/Gender roles). |
| H7.Sa3.HS: Demonstrate effective peer resistance, negotiation, and collaboration skills to avoid potentially violent situations. | Conflict: Day 1 (Negotiation), Day 2 (Accountability/Repair). Violence: Day 4 (Refusal/Advocacy), Day 5 (NVC - Nonviolent Communication). Dangerous Decisions: Day 3 (Refusal/Negotiation skills). | |
| H8.Sa3.HS: Advocate for violence prevention. | Empathy: Day 5 (40% reduction project). Dangerous Decisions: Day 3 (PSA - challenging "cool" risk). Violence: Day 4 (Breaking Silence), Day 5 (Challenging victim-blaming). | |
| H1.Sa3.HS: Analyze potential dangers of sharing personal information through electronic media. | Empathy: Day 3 (Cyberbullying). Mental Health: Day 1-2 (Social Media Trap), Day 7-8 (Digital Personas). Dangerous Decisions: Day 1 (Law Table Item 7), Day 3 (Sexting/Digital footprint leaks). Violence: Day 4 (Doxxing). Sex Education: Day 1-2 (Sexting consequences). End a Term: Day 1 (Scenario 11). |
Nutrition
| Topic | Washington Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 1. Food Groups and Nutrients | H1.N1.HS: Predict impact of consuming adequate or inadequate amounts of nutrients. | Nutrition: Day 1-2 (Macro/Micro functions), Day 3-4 (Omega-3s), Day 5-6 (Sugar/Trans fats), Day 7-8 (Antioxidants/Fiber), Day 9-10 (Steaming/Grilling vs Frying). |
| H3.N1.HS: Evaluate resources for accessing valid and reliable information, products, and services for healthy eating. | Nutrition: Day 3-4 (Evaluating resources), Day 5-6 (Registered Dietitians vs Influencers). | |
| H8.N1.HS: Collaborate with others to advocate for healthy eating at home, in school, or in the community. | Nutrition: Day 3-4 (PSA Project), Day 9-10 (School Lunch Advocacy). | |
| 2. Beverages | H2.N2.HS: Analyze the impact of school rules and community and federal laws on beverage availability and choice. | Nutrition: Day 9-10 (School food rules/Federal law analysis). |
| 3. Label Literacy | H5.N3.HS: Cite evidence from Nutrition Facts labels useful for making informed and healthy choices. | Nutrition: Day 5-6 (Hidden Sugar Challenge). End a Term: Day 1 (MC Question 27). |
| H3.N3.HS: Analyze trends in portion size as compared to recommended serving sizes. | Nutrition: Day 5-6 (Recommended serving sizes analysis). | |
| 4. Caloric Intake and Expenditure | H7.N4.HS: Demonstrate how to balance caloric intake with caloric expenditure to maintain, gain, or reduce weight in a healthy manner. | Nutrition: Day 10 (Food log/MyFitnessPal expenditure tracking). |
| 5. Disease Prevention | H1.N5.HS: Analyze and describe the relationship between nutritional choices, physical activity, and chronic diseases. | Nutrition: Day 3-4 (Thinness narrative harm), Day 7-8 (Blood sugar/Heart health), Day 9-10 (Nutrient preservation). |
| 6. Nutritional Planning | H7.N6.HS: Design, monitor, and adjust a personal nutrition plan, considering cost, availability, access, nutritional value, balance, freshness, and culture. | Nutrition: Day 9-10 (SMART Power Plate meal/Plan design). |
| H6.N6.HS: Apply strategies to overcome barriers to achieving a personal goal to improve healthy eating behaviors. | Nutrition: Day 3-4 (Cultural honoring), Day 5-6 (Identifying barriers), Day 7-8 (Packing snacks). |
Sexual Health
| Topic | Washington Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 1. Anatomy, Reproduction, and Pregnancy | H1.Se1.HSa: Summarize fertilization, fetal development, and childbirth. | Body Systems: Day 3 (Sperm/Egg production). Sex Education: Day 5-6 (Structures/Functions), Day 7-8 (Fertilization). |
| H5.Se1.HS: Explain the role hormones play in sexual behavior and decision-making. | Body Systems: Day 3 (Testosterone/Estrogen). End a Term: Day 1 (Scenario 4). | |
| H1.Se1.HSb: Describe emotional, social, physical, and financial effects of being a teen or young adult parent. | Sex Education: Day 7-8 (Parenting/Financial effects). | |
| H1.Se1.HSc: Describe behaviors that impact reproductive health. | Body Systems: Day 3 (UTIs/Hygiene). Sex Education: Day 7-8 (STI transmission). | |
| H7.Se1.HS: Describe steps of testicular self-exam and the importance of breast self-awareness. | Sex Education: Day 5-6 (Self-exam guides/Cancer prevention). | |
| 2. Puberty and Development | H1.Se2.HSa: Explain the physical, social, mental, and emotional changes associated with being a young adult. | Body Systems: Day 3 (Hormonal shifts). Sex Education: Day 5-6 (Physical/Social shifts). |
| H1.Se2.HSb: Describe how sexuality and sexual expression change throughout the life span. | Sex Education: Day 5-6 (Development/Lifespan literacy). | |
| 3. Self-Identity | H2.Se3.HS: Evaluate how culture, media, society, and other people influence our perceptions of gender roles, sexuality, relationships, and sexual orientation. | Begin a Term: Day 1 (Intersectionality). Empathy: Day 3 (Implicit Bias). Self-Esteem: Day 4 (Internalized beauty). Diversity: Day 1 (Media for Equity), Day 3 (LGBTQ+ Affirmation). Body Systems: Day 3 (Gender identity norms). |
| 4. Prevention | H1.Se4.HSa: Evaluate the effectiveness of abstinence, condoms, and other contraceptives in preventing pregnancy and STDs/HIV. | Sex Education: Day 7-8 (Contraceptive effectiveness/PrEP), Day 9-10 (Abstinence proactive choice). |
| H7.Se4.HS: Demonstrate steps to using a condom correctly. | Sex Education: Day 7-8 (Condom Demo/Steps). | |
| H3.Se4.HS: Identify local youth-friendly sexual health services. | Sex Education: Day 1-2 (Counselors), Day 5-6 (CDC guides), Day 7-8 (Testing bookmarks), Day 9-10 (Planned Parenthood). | |
| H1.Se4.HSb: Understand that people can choose abstinence at different times in their lives. | Sex Education: Day 9-10 (45% of teens statistic). | |
| H8.Se4.HS: Advocate for STD testing and treatment for sexually active youth. | Diseases: Day 4 (STI Stigma challenge). Sex Education: Day 7-8 (Confidential testing advocacy). | |
| H5.Se4.HS: Use a decision-making model to make a sexual health-related decision. | Sex Education: Day 7-8 (Decision Scenario), Day 9-10 (Values check). | |
| 5. Healthy Relationships | H1.Se5.HSa: Differentiate between affection, love, commitment, and sexual attraction. | Sex Education: Day 3-4 (Trust/Equality/Boundaries). |
| H1.Se5.HSb: Compare and contrast characteristics of healthy and unhealthy romantic and sexual relationships. | Mental Health: Day 7-8 (Jealousy/Control). Sex Education: Day 3-4 (Gaslighting vs respect). | |
| H4.Se5.HS: Demonstrate effective ways to communicate with a partner about healthy sexual decisions and consent. | Begin a Term: Day 2 (Practicing consent). Sex Education: Day 1-2 (Boundaries), Day 3-4 (Clear "No" strategies), Day 7-8 (Yes/No/Maybe map). | |
| H2.Se5.HS: Analyze factors that can affect the ability to give or recognize consent to sexual activity. | Mental Health: Day 7-8 (Digital influence). Sex Education: Day 3-4 (Coercion distinction). | |
| H3.Se5.HS: Identify ways to access accurate information and resources for survivors of sexual offenses. | Violence: Day 5 (Bystander/Confidential reporting). | |
| 6. Washington State Laws | H3.Se6.HS: Describe laws related to accessing sexual health care services. | Sex Education: Day 9-10 (Confidentiality/Minor access laws). |
| H7.Se6.HS: Understand importance of personal and social responsibility for sexual decisions. | Sex Education: Day 9-10 (Ownership/Rights). | |
| H1.Se6.HSa: Examine laws and consequences related to sexual offenses, including when a minor is involved. | Dangerous Decisions: Day 3 (Sexting laws). End a Term: Day 1 (Digital content legalities). | |
| H1.Se6.HSb: Identify laws and concerns related to sending or posting sexually explicit pictures or messages. | Mental Health: Day 7-8 (Cyberbullying/Digital footprints). |
Social Emotional Health
| Topic | Washington Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 1. Self-Esteem | H1.So1.HSa: Assess self-esteem and determine its impact on personal dimensions of health. | Begin a Term: Day 1 (Rewrite your story). Empathy: Day 2 (Strength assessment), Day 5 (Self-worth foundation). Self-Esteem: Day 1 (Self-Esteem Survey), Day 2 (Internal validation), Day 3 (Perfectionism/Shame), Day 4 (Authenticity Survey), Day 5 (Values foundation). Diversity: Day 1 (Circle activity), Day 2 (Impact of Microaggressions), Day 3 (Representation). Sex Education: Day 1-2 (Body image), Day 5-6 (Comparison culture). End a Term: Day 1 (MC 29-30), Day 2 (MBTI Exploration). |
| H1.So1.HSb: Understand changes in self-esteem can occur as people mature. | Begin a Term: Day 1 (Future letter 1/5/10yr). Self-Esteem: Day 1 (Environment changes), Day 2 (Reshaped over time), Day 3 (Society's expectations), Day 4 (Conforming pressures). Stress: Day 3-4 (Letter to Future Self). End a Term: Day 2 (Learning stays within you). | |
| 2. Body Image and Eating Disorders | H3.So2.HS: Explain why people with eating disorders need support services. | Nutrition: Day 3-4 (Clinical complexity of Anorexia/Bulimia). |
| H1.So2.HS: Identify supportive services for people with eating disorders. | Nutrition: Day 3-4 (NEDA/Professional medical care). | |
| H8.So2.HS: Describe how to support someone who has symptoms of an eating disorder. | Self-Esteem: Day 4 (Advocacy for Authenticity). Nutrition: Day 3-4 (Supporting Diego). | |
| 3. Stress Management | H1.So3.HS: Identify physical and psychological responses to stressors. | Begin a Term: Day 2 (Fight/Flight/Freeze). Empathy: Day 1 (Emotional exhaustion), Day 2 (Tense posture). Self-Esteem: Day 3 (Negativity bias), Day 4 (Tension of performance), Day 5 (Burnout/Stretched thin). Mental Health: Day 1-2 (Concentration issues), Day 3-4 (Fawn/Burnout), Day 5-6 (Hopelessness), Day 7-8 (Motivation loss), Day 9-10 (Identifying burnout). Stress: Day 1-2 (Automatic reactions), Day 3-4 (Foggy brain/Headaches), Day 5-6 (Sudden calm), Day 7-8 (Numbness/Disconnected), Day 9-10 (Vicarious trauma). Conflict: Day 1 (Clenched fists). Dangerous Decisions: Day 1 (Decision fatigue), Day 2 (Numbing), Day 3 (Heartbreak). Body Systems: Day 1 (Gut-brain disruption). First Aid: Day 4 (Panic attacks/Shock). Environmental Health: Day 1-3 (Climate Anxiety/Solastalgia). End a Term: Day 1 (MC 38). |
| H7.So3.HS: Develop a personal stress management plan. | Begin a Term: Day 1 (Reflection), Day 2 (Check-ins). Empathy: Day 4 (Action Plan). Self-Esteem: Day 1 (Gratitude Rock), Day 2 (Nature Walk), Day 3 (Breathing/Visualization), Day 5 (Self-expression). Mental Health: Day 1-2 (Stress-Relief Jar), Day 3-4 (Mental Health Toolbox), Day 5-6 (Crisis plan), Day 7-8 (Online Hygiene Plan), Day 9-10 (Support Plan). Stress: Day 1-2 (Mindfulness through Media), Day 5-6 (Temperature Reset), Day 7-8 (Echo Release), Day 9-10 (Toolkit). Conflict: Day 1 (Safe Space Shield). Diversity: Day 3 (Ground/Rise). Dangerous Decisions: Day 2 (Texture walk). Environmental Health: Day 3 (Nature Therapy). | |
| 4. Expressing Emotions | H8.So4.HS: Advocate for ways to manage or resolve interpersonal conflict. | Begin a Term: Day 2 (Correcting harmful jokes). Empathy: Day 1 (Project Empathy), Day 2 (Equitable communication), Day 3 (Emotional energy advocacy), Day 4 (Marginalized voices), Day 5 (Kindness project). Conflict: Day 1 (Culture of Peace), Day 2 (Community accountability). |
| H1.So4.HS: Summarize strategies for coping with difficult emotions, including defense mechanisms. | Begin a Term: Day 1 (Improve expression intention). Empathy: Day 1 (Contagion), Day 4 (Mindful empathy). Self-Esteem: Day 3 (Honest self-talk). Mental Health: Day 1-2 (Mindful breathing), Day 3-4 (Naming it to tame it). Stress: Day 1-2 (5-4-3-2-1), Day 5-6 (988), Day 7-8 (Journaling/Art), Day 9-10 (Problem-solving). Conflict: Day 1 (Defense mechanisms). End a Term: Day 1 (Signal learning). | |
| H4.So4.HS: Demonstrate effective communication skills to express emotions. | Empathy: Day 1 (Empathetic writing), Day 2 (Emotional vocabulary). Self-Esteem: Day 5 (Self-advocacy). Mental Health: Day 1-2 (Judgment-free listening), Day 3-4 (Reacting vs Responding), Day 5-6 (Assertiveness), Day 9-10 (Offering empathy). Stress: Day 3-4 ("I" statements), Day 5-6 (ALGEE), Day 7-8 (Skills-lab "I" statements). Conflict: Day 1 (Converting accusations), Day 2 (Clarifying needs). Violence: Day 5 (Nonviolent Communication). | |
| 5. Harassment, Intimidation, and Bullying | H1.So5.HS: Analyze strategies to prevent and respond to different types of harassment, intimidation, and bullying. | Begin a Term: Day 2 (Diamonds 3 prompt). Empathy: Day 1 (Scenario 3), Day 3 (Challenging generalizations). Mental Health: Day 7-8 (Responding to exclusion). Violence: Day 4 (Doxxing prevention). |
| H2.So5.HS: Compare and contrast the influence of family, peers, culture, media, technology, and other factors on harassment, intimidation, and bullying. | Empathy: Day 1 (Technology desensitization). Mental Health: Day 7-8 (Online validation influence). Violence: Day 4 (Technology influences). | |
| 6. Emotional, Mental, and Behavioral Health | H1.So6.HSa: Compare and contrast emotional and mental and behavioral illness, mental well-being, and concurrent disorders. | Empathy: Day 4 (Compassion vs Codependence). Self-Esteem: Day 2 (Self-esteem vs Depression). Mental Health: Day 1-2 (Wellness spectrum), Day 3-4 (Emotional regulation consequences), Day 9-10 (NAMI stats). Stress: Day 1-2 (Eustress vs Distress), Day 3-4 (Sadness vs Clinical Depression). Diseases: Day 4 (Disorders as disease), Day 5 (Physiological impact). End a Term: Day 1 (MC 39). |
| H1.So6.HSb: Describe how self-harm or suicide impacts other people. | Begin a Term: Day 2 (Vortex of Impact). Mental Health: Day 5-6 (Impact on individual/community). Stress: Day 5-6 (Silence impacts), Day 7-8 (Suicide loss impact). | |
| H1.So6.HSc: Explain how to help someone who is thinking about attempting suicide. | Mental Health: Day 5-6 (Listening/Thanking them). Stress: Day 5-6 (Active listening/Refusing secrets), Day 7-8 (Help prompts). First Aid: Day 4 (ALGEE model). End a Term: Day 1 (MC 40). | |
| H3.So6.HSa: Identify school and community resources that can help a person with emotional and mental and behavioral health concerns. | 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 1-2 (Wellness centers), Day 3-4 (Valid points of help), Day 5-6 (Wellness centers), Day 9-10 (Circle of Support Map). Nutrition: Day 3-4 (ED therapy). | |
| H3.So6.HSb: Describe laws related to minors accessing mental health care. | Mental Health: Day 5-6 (Minor access laws). | |
| H8.So6.HS: Advocate for reducing stigma associated with emotional and mental and behavioral health. | Empathy: Day 1 (Empathy-driven cause). Mental Health: Day 1-2 (Breaking Stigma PSA), Day 5-6 (Planning an initiative), Day 9-10 (Positive culture advocacy). Stress: Day 1-2 (Wellness advocacy project), Day 5-6 (Reducing silence). Diversity: Day 1 (Inclusive support), Day 2 (Advocating for Equity), Day 3 (Identity stigma). End a Term: Day 2 (Breaking cycles of silence). |
Substance Use and Abuse
| Topic | Washington Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 1. Use and Abuse | H1.Su1.HSa: Analyze why individuals choose to use or not use substances. | Mental Health: Day 5-6 (Numbing pain). Stress: Day 1-2 (Escape/Numb out), Day 7-8 (Grief avoidance). Dangerous Decisions: Day 2 (Coping). Alcohol: Day 1 (Ethanol depressant). Drugs: Day 1 (Dopamine interference). |
| H1.Su1.HSb: Differentiate classifications of substances. | Dangerous Decisions: Day 2 (Alcohol, Nicotine, Cannabis, Opioids). Alcohol: Day 1 (Depressant). Drugs: Day 1 (Stimulants/Opioids), Day 3 (Memory/Breathing impact). Tobacco: Day 1 (Stimulant). End a Term: Day 1 (Synthetic Opioids MC 4). | |
| H3.Su1.HSa: Analyze validity of information on substance use. | Mental Health: Day 5-6 (Numbing myths). Tobacco: Day 1 (Vape ad decoding). | |
| H3.Su1.5b: Describe laws related to minors accessing substance abuse treatment. | Alcohol: Day 2 (Minor in Possession/Treatment access). End a Term: Day 1 (Legal consequences MC 7). | |
| 2. Effects | H1.Su2.HSa: Summarize short- and long-term effects of substance abuse on dimensions of health. | Dangerous Decisions: Day 1 (Risky choice impact), Day 2 (Tolerance/Dependence). Alcohol: Day 3 (AUD chronic nature). Drugs: Day 2 (Tolerance). Tobacco: Day 1 (Prefrontal cortex effects). End a Term: Day 1 (MC 1-3). |
| H1.Su2.HSb: Analyze how addiction and dependency impact individuals, families, and society. | Alcohol: Day 4 (Family addiction roles). Drugs: Day 2 (Industry marketing impact), Day 4 (Systemic inequities/Stigma). | |
| H1.Su2.HSc: Analyze data on overdose and fatalities related to fentanyl and other opioids. | Dangerous Decisions: Day 2 (Alcohol, Nicotine, Cannabis, Opioids). Drugs: Day 1 (Fentanyl overdose statistics), Day 2 (Polysubstance risks). End a Term: Day 1 (Synthetic Opioids MC 4). | |
| H7.Su2.HS: Demonstrate how to administer naloxone for treatment of an opioid overdose emergency. | Dangerous Decisions: Day 2 (911/Narcan). Drugs: Day 3 (Narcan administration). | |
| 3. Prevention | H6.Su3.HS: Predict how a drug-free lifestyle will support achievement of short- and long-term goals. | Alcohol: Day 4 (Future you letter). End a Term: Day 1 (Long-term goal mapping). |
| H8.Su3.HS: Design a drug-free message for a community beyond school. | Alcohol: Day 4 (Safe community advocacy). Drugs: Day 3 (Harm reduction leadership). Tobacco: Day 2 (Tobacco-free advocacy). End a Term: Day 1 (Scenario 15). | |
| 4. Treatment | H3.Su4.HS: Analyze valid and reliable information to prevent or treat substance dependency and addiction. | Dangerous Decisions: Day 2 (911/Narcan). Alcohol: Day 3 (Treatment points). Drugs: Day 4 (Medication-Assisted Treatment). |
| H1.Su4.HS: Understand how codependency relates to substance use and abuse. | Alcohol: Day 4 (Hero/Scapegoat/Mascot roles). | |
| 5. Legal Consequences | H1.Su5.HS: Compare and contrast school, local, state, and federal laws related to substance possession and use. | Dangerous Decisions: Day 1 (Legal outcomes), Day 2 (Good Samaritan laws). Alcohol: Day 2 (BAC limits), Day 3 (Criminal records). Drugs: Day 3 (Possession/Misuse consequences). |
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