Curriculum Standards · West Virginia
West Virginia Health Education Standards — Curriculum Alignment
Aligned with the West Virginia College- and Career-Readiness Standards for High School
Wellness Education (2025)
West Virginia College- and Career-Readiness Standards for Wellness Education (Policy 2520.5, 2025): https://apps.sos.wv.gov/
adlaw/csr/readfile.aspx?DocId=58188&Format=PDF
West Virginia College- and Career-Readiness Standards for Wellness Education (Policy 2520.5) — High School Health
Education: the 8 Clusters:
Health Promotion and Disease Prevention
Culture, Media, and Technology
Health Information and Services
Communication
Decision Making
Goal Setting Standards
Health Behaviors
Advocacy
West Virginia Board of Education Poli 2520.5 (Title 126, Series 44E — 126CSR44E), effective July 12, 2025, supersedes the 2018
wellness-education standards, with compliance required for school year 2026-2027. West Virginia wellness education is an integrated
structure combining Health Education (HE.1-HE.43, organized under the 8 clusters above) and Physical Education (PE.1-PE.22); PE-
printed with the high school health standards (W. Va. Code §18-2-9, §18-2-40(a), and §18-34-1, "Laken's Law") are included as a statuto
section.
Health Promotion and Disease Prevention
| Topic | West Virginia Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| Dimensions of Total Wellness | HE.1: Analyze the relationships among the dimensions of total wellness. | Begin a Term: Day 1 (Core Scholar), Day 2 (Reflective Identity). Mental Health: Day 1-2 (5 Dimensions), Day 9-10 (Wellness Plan). Stress: Day 1-2 (Eustress vs Distress). Body Systems: Day 1 (Internal Balance), Day 2 (Stress impact). End a Term: Day 1 (Homeostasis), Day 2 (Living System). |
| Environmental Factors | HE.2: Analyze how environmental factors impact health outcomes and affect growth and development. (e.g. pollution, food production, public health issues, culture, community.) | Begin a Term: Day 2 (Social Determinants). Nutrition: Day 3-4 (Food Deserts), Day 9-10 (Economic access). Diseases: Day 4 (Social conditions), Day 5 (ZIP code). Environmental Health: Day 1 (Climate change impacts). End a Term: Day 1 (SDOH Scenario 6). |
| Public Health & Policy | HE.3: Analyze and interpret ways public health and social policies, along with government regulations, influence health promotion and disease prevention (e.g., local, state, federal, and world health organizations). | Dangerous Decisions: Day 2 (Good Samaritan laws). Nutrition: Day 9-10 (School food rules/Federal law analysis). Alcohol: Day 2 (BAC limits). Community Health: Day 4 (Public Health Systems). End a Term: Day 1 (Legal consequences MC 7). |
| Communicable & Non-Communicable Disease | HE.4: Differentiate between the causes of communicable and non-communicable diseases and identify/apply skills to prevent them (e.g. STDs/STIs, HIV/AIDS, bacteria/viral infections, universal precaution). | Body Systems: Day 2 (Immune/Vaccine stats). Diseases: Day 4 (NCD comparison), Day 5 (Lifestyle/Chronic prevention). Sex Education: Day 7-8 (STI transmission). End a Term: Day 1 (MC Questions 11-12). |
| Genetics & Family History | HE.5: Analyze the impact of genetics and family history on personal health (e.g. genetic disease/disorders, body composition, mental/emotional health). | Mental Health: Day 1-2 (Biopsychosocial). Diseases: Day 5 (Family History). End a Term: Day 1 (Scenario 24-25). |
| Risk Factors | HE.6: Explore risk factors that impact total wellness. (e.g. sedentary lifestyle, sexual activity, substance use, dieting). | Stress: Day 1-2 (Vulnerability Survey), Day 5-6 (Risk/Protective Factors). Dangerous Decisions: Day 1 (Risky Choices), Day 2 (Substance impact). Nutrition: Day 1-2 (Diet Culture). Diseases: Day 4 (Risk assessment). Sex Education: Day 7-8 (Decision Scenario). |
| Behaviors & Body Systems | HE.7: Analyze how personal health behaviors/choices affect the function of body systems in preventing illness, disease, and premature death (e.g. lifestyle choices, chronic disease). | Nutrition: Day 7-8 (Blood sugar/Heart health). Body Systems: Day 1 (Homeostasis quiz), Day 2 (Lifestyle efficiency). Diseases: Day 5 (Physiological impact). End a Term: Day 1 (MC 1-3). |
Culture, Media, and Technology
| Topic | West Virginia Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| Media Impact | HE.8: Evaluate how media of all forms can impact personal, family, community, and national health (e.g. validation of sources, technology's impact on modern communication). | Self-Esteem: Day 1 (Media/Family), Day 4 (Instagram/TikTok). Mental Health: Day 1-2 (Social Media Trap). Violence: Day 4 (Toxic masculinity/Media Literacy). Nutrition: Day 5-6 (Healthwashing). Diseases: Day 4 (Media Literacy). Tobacco: Day 1 (Vape ad decoding). |
| Technology Influences | HE.9: Debate the potential influences of technology on personal, family, and community health (e.g. smartphone technology, apps, fitness trackers). | Empathy: Day 1 (Technology desensitization), Day 2 (Culture/Technology). Mental Health: Day 7-8 (Digital Balance). Dangerous Decisions: Day 3 (Digital safety). Violence: Day 4 (Technology influences). Nutrition: Day 10 (Food log/MyFitnessPal expenditure tracking). |
| Community Factors | HE.10: Identify factors in the community that influence health (e.g. such as schools, resources, socioeconomic factors, geography, values, culture). | Begin a Term: Day 2 (Social Determinants). Mental Health: Day 9-10 (School climate). Stress: Day 3-4 (Systemic barriers), Day 9-10 (Poverty/Discrimination). Diversity: Day 2 (Social Determinants/Barriers). Nutrition: Day 3-4 (Food Deserts). Diseases: Day 5 (ZIP code). End a Term: Day 1 (SDOH Scenario 6). |
| Peer Influence | HE.11: Analyze the impact peer influences have on healthy and unhealthy behaviors. | Self-Esteem: Day 2 (Peer Influence), Day 4 (Conforming pressures). Mental Health: Day 7-8 (Online validation influence). Dangerous Decisions: Day 1 (Peer Pressure), Day 3 (Groupthink). Violence: Day 5 (Bystander culture/Gender roles). |
| Identity & Relationships | HE.12: Analyze how friends, family, media, society, and culture influence the expression of identity, relationships, and personal traits. | Begin a Term: Day 1 (Intersectionality). Empathy: Day 3 (Stereotypes). Self-Esteem: Day 4 (Internalized beauty). Diversity: Day 1 (Identity), Day 3 (Representation). Body Systems: Day 3 (Gender identity norms). Sex Education: Day 5-6 (Comparison culture). |
Health Information and Services
| Topic | West Virginia Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| Health Information & Misinformation | HE.13: Analyze and interpret health information/data to promote healthy decision making and manage misinformation and disinformation. (e.g. quackery, food labels, websites, media, social media platforms). | Mental Health: Day 5-6 (Numbing myths). Nutrition: Day 3-4 (Evaluating resources), Day 5-6 (Registered Dietitians vs Influencers). Diseases: Day 4 (Media Literacy), Day 5 (Research domains). Tobacco: Day 1 (Vape ad decoding). End a Term: Day 1 (Online Data Scenario). |
| Locating Health Care Services | HE.14: Use information systems to locate and utilize health care services that provide optimal health care. | Mental Health: Day 5-6 (Crisis Text Line), Day 9-10 (Therapists/Peer support). Stress: Day 3-4 (Valid points of help). Violence: Day 5 (Crisis lines). First Aid: Day 2 (AED Locator), Day 4 (Poison Control). Sex Education: Day 7-8 (Testing bookmarks), Day 9-10 (Planned Parenthood). |
| Substance Use Prevention Resources | HE.15: Identify available state and community resources and organizations that work to prevent and reduce youth substance use. | Dangerous Decisions: Day 2 (911/Narcan). Alcohol: Day 2 (Minor in Possession/Treatment access), Day 3 (Treatment points). Drugs: Day 3 (Harm reduction leadership), Day 4 (Medication-Assisted Treatment). |
Communication
| Topic | West Virginia Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| Expressing Emotions | HE.16: Describe healthy ways to express emotions, needs, and desires in different situations. (e.g. sportsmanship, relationships, death, dying and grief). | Empathy: Day 1 (Empathetic writing), Day 2 (Emotional vocabulary). Self-Esteem: Day 5 (Self-expression). Mental Health: Day 3-4 (Naming it to tame it). Stress: Day 7-8 (Grief Map). Conflict: Day 1 (Assertiveness/I-statements). |
| Communication Skills | HE.17: Demonstrate a variety of effective communication skills in a variety of situations. (e.g. verbal, non-verbal, listening, writing, technology). | Empathy: Day 1 (Respectful dialogue), Day 2 (Active Listening). Mental Health: Day 1-2 (Judgment-free listening), Day 5-6 (Assertiveness). Stress: Day 3-4 ("I" statements), Day 7-8 (Parent-Teen Communicator). Conflict: Day 1 (Converting accusations), Day 2 (Clarifying needs). Violence: Day 5 (Nonviolent Communication). |
| Avoiding Harmful Situations | HE.18: Identify potentially harmful situations, devise strategies, and develop skills to avoid such situations through refusal, negotiation, and collaboration skills (e.g., violence and abuse situations, peer mediation, conflict resolution, support groups, "I" statements). | Empathy: Day 4 (Saying No). Conflict: Day 1 (Negotiation), Day 2 (Accountability/Repair). Dangerous Decisions: Day 3 (Refusal/Negotiation skills). Violence: Day 4 (Refusal/Advocacy), Day 5 (Intervention choice). Sex Education: Day 3-4 (Clear "No" strategies). End a Term: Day 1 (Scenario 7-8). |
Decision Making
| Topic | West Virginia Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| Decision-Making Process | HE.19: Apply and practice a decision-making process for various life situations (e.g., DECIDE process, SMART goals, goods and services purchases, relationships). | Mental Health: Day 1-2 (Care choices). Dangerous Decisions: Day 1 (STOP-THINK-CHOOSE), Day 3 (Pre-decision challenge). Nutrition: Day 9-10 (SMART goal plan). First Aid: Day 4 (Crisis decisions). Sex Education: Day 7-8 (Decision Scenario). End a Term: Day 1 (Scenario 9/26). |
| Collaborative Decisions | HE.20: Identify and discuss health concerns that require collaborative decision-making (e.g. sex, STDs/STIs, contraception). | Begin a Term: Day 2 (Practicing consent). Sex Education: Day 1-2 (Boundaries), Day 3-4 (Trust/Equality/Boundaries), Day 7-8 (Yes/No/Maybe map), Day 9-10 (Values check). |
| Harmful Decisions & Their Effects | HE.21: Analyze the effects of potentially harmful decisions that impact health and the effect these decisions have on family, community, and self (e.g., alcohol, drugs, nicotine containing substances, STDs/STIs, teen pregnancy/parenting). | Dangerous Decisions: Day 1 (Risky choice impact), Day 2 (Tolerance/Dependence). Alcohol: Day 4 (Family addiction roles). Tobacco: Day 1 (Prefrontal cortex effects). Sex Education: Day 7-8 (Parenting/Financial effects). End a Term: Day 1 (MC 1-3), Day 2 (Waves of impact). |
| Alternatives & Coping Mechanisms | HE.22: Evaluate mechanisms and decision-making processes to formulate alternatives to health-related issues or problems (e.g., refusal skills, defense/coping mechanisms). | Mental Health: Day 3-4 (Adaptive coping). Stress: Day 1-2 (Escape/Numb out). Conflict: Day 1 (Defense mechanisms). Dangerous Decisions: Day 2 (Coping), Day 3 (Refusal/Negotiation skills). |
| Evaluating Health Decisions | HE.23: Evaluate the effectiveness of health-related decisions (e.g., risk behavior inventories, Youth Risk Behavior Survey). | Mental Health: Day 9-10 (NAMI stats). Stress: Day 1-2 (Vulnerability Survey). Dangerous Decisions: Day 3 (Distracted driving CDC data). Diseases: Day 5 (YRBS Real-Life Statistic). Sex Education: Day 9-10 (45% of teens statistic). |
| Personal Boundaries | HE.24: Construct personal boundaries as related to intimacy and sexual behaviors and effective communication skills concerning boundary invasion. | Begin a Term: Day 2 (Practicing consent). Empathy: Day 4 (Boundaries). Self-Esteem: Day 3 (Boundary practice). Sex Education: Day 1-2 (Boundaries), Day 3-4 (Coercion distinction), Day 7-8 (Yes/No/Maybe map). |
Goal Setting Standards
| Topic | West Virginia Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| Assess Health Practices | HE.25: Assess personal health practices and overall health status. | Begin a Term: Day 1 (Reflection). Empathy: Day 1 (Survey). Self-Esteem: Day 1 (Self-Esteem Survey). Stress: Day 1-2 (Survey). Nutrition: Day 5-6 (Balance survey), Day 7-8 (Energy check). First Aid: Day 1 (Skill level assessment). |
| Health Goal Plan | HE.26: Develop a plan to attain a personal health goal that addresses strengths, needs, and risks (e.g., SMART Goals, F.I.T.T.). | Begin a Term: Day 1 (Health Mission Statement). Self-Esteem: Day 4 (Self-acceptance plan). Mental Health: Day 9-10 (Personal Mental Health Plan). Stress: Day 1-2 (Reduction strategy), Day 3-4 (Action timeline). Dangerous Decisions: Day 1 (Risk Management Plan). Nutrition: Day 9-10 (SMART goal plan). |
| Implement & Monitor Progress | HE.27: Implement strategies and monitor progress in achieving a personal health goal. | Empathy: Day 3 (Active Listening goal), Day 5 (Empathy growth goal). Self-Esteem: Day 2 (Strength log), Day 5 (Small steps). Mental Health: Day 5-6 (Support goal). Stress: Day 9-10 (Toolkit implementation). Nutrition: Day 7-8 (Fuel-up goal), Day 10 (Food log/MyFitnessPal expenditure tracking). |
| Personal Health Plan | HE.28: Design a personal health plan. | Mental Health: Day 9-10 (Wellness Plan). Stress: Day 5-6 (Safety Plan). Nutrition: Day 9-10 (SMART Power Plate meal/Plan design). Body Systems: Day 3 (Reproductive wellness plan). End a Term: Day 1 (Live it Forward challenge). |
Health Behaviors
| Topic | West Virginia Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| Nutrition & Physical Activity | HE.29: Recognize and demonstrate the positive effects of nutrition and physical activity on health. | Nutrition: Day 1-2 (Eat to Move lab), Day 7-8 (Blood sugar/Heart health). Diseases: Day 5 (Lifestyle/Chronic prevention). |
| Short- & Long-Term Impacts | HE.30: List examples and explain short- and long-term impacts of health decisions on the individual, family, and community. | Begin a Term: Day 2 (Vortex of Impact). Stress: Day 1-2 (Pressure outcomes). Dangerous Decisions: Day 1 (Risky choice impact). Alcohol: Day 4 (Future you letter). End a Term: Day 2 (Waves of impact). |
| Stress Management | HE.31: Identify signs of stress and common stressors and develop effective stress management techniques. | Begin a Term: Day 2 (Fight/Flight/Freeze). Self-Esteem: Day 3 (Breathing/Visualization). Mental Health: Day 1-2 (Stress-Relief Jar), Day 3-4 (Mental Health Toolbox). Stress: Day 1-2 (Automatic reactions), Day 3-4 (Foggy brain/Headaches), Day 5-6 (Temperature Reset), Day 9-10 (Toolkit). Conflict: Day 1 (Clenched fists). |
| Eating Disorders, Depression, Self-Harm & Suicide | HE.32: Identify causes, warning signs, and prevention strategies for eating disorders, depression, self-harm, and suicide. | Self-Esteem: Day 2 (Self-esteem vs Depression). Mental Health: Day 5-6 (Hopelessness). Stress: Day 3-4 (Sadness vs Clinical Depression), Day 5-6 (Warning sign response), Day 7-8 (Suicide loss impact). Nutrition: Day 3-4 (Clinical complexity of Anorexia/Bulimia). First Aid: Day 4 (ALGEE model). End a Term: Day 1 (MC 40). |
| Injury Prevention & Safety | HE.33: Identify causes, preventions, and treatments for injuries and list responsible actions to create a safe and healthy environment. | Dangerous Decisions: Day 1 (Risky driving), Day 2 (Water safety/blackouts), Day 3 (Distracted driving CDC data). First Aid: Day 1 (Immediate measures), Day 3 (Degree of burns), Day 4 (Heat stroke). Environmental Health: Day 1 (Workplace Hazard reports). End a Term: Day 1 (Scene Safety Scenario). |
| First Aid Skills | HE.34: Demonstrate basic first aid skills. | Nutrition: Day 5-6 (Allergies/EpiPen). First Aid: Day 1 (3 Ps), Day 2 (ABCDE), Day 3 (R.I.C.E./FAST), Day 4 (Seizures/Asthma), Day 5 (Bleeding/Simulations). |
| CPR Training | HE.35: Complete training on the proper administration of CPR through hands-on practice that is based on an instructional program established by the American Heart Association, Red Cross, or another program that is nationally recognized and uses the most current national evidence-based CPR guidelines that incorporates psychomotor skills development. | First Aid: Day 2 (Hands-only CPR/AED sequence). |
| Opioid Reversal Agents | HE.36: Explain how to administer the use of life-saving opioid reversal agents (e.g. Naloxone.) | Dangerous Decisions: Day 2 (911/Narcan). Alcohol: Day 1-4 (Overdose/Poisoning response). Drugs: Day 3 (Narcan administration). |
Advocacy
| Topic | West Virginia Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| Opioid & Fentanyl Dangers | HE.37: Present on the dangers of fentanyl, heroin, and other opioid use/abuse, the addictive characteristics of opioids, and explore safer alternatives to treat pain. | Dangerous Decisions: Day 2 (Alcohol, Nicotine, Cannabis, Opioids). Drugs: Day 1 (Stimulants/Opioids), Day 2 (Tolerance), Day 3 (Harm reduction leadership). End a Term: Day 1 (Synthetic Opioids MC 4). |
| Health Messages | HE.38: Use written, audio/visual, and technological communication methods to express health messages. | Mental Health: Day 1-2 (Breaking Stigma PSA). Stress: Day 1-2 (Wellness Advocacy Project). Conflict: Day 1-2 (Guidebooks/PSAs). Dangerous Decisions: Day 3 (PSA - challenging "cool" risk). Nutrition: Day 3-4 (PSA Project). |
| Adapting Messages to Audiences | HE.39: Demonstrate the ability to adapt health messages to characteristics of a particular audience (e.g. peer education, projects, role play). | Empathy: Day 5 (Kindness project). Mental Health: Day 5-6 (Planning an initiative). Stress: Day 7-8 (Parent-Teen Communicator). Diversity: Day 3 (Media for Equity). Nutrition: Day 9-10 (School Lunch Advocacy). Sex Education: Day 7-8 (Testing bookmarks). |
| Health Care Resources | HE.40: Promote the use of personal, family, and community resources in health care situations. (e.g. general practitioners, medical facilities, internet). | Mental Health: Day 1-2 (Counselors/Support groups), Day 9-10 (Therapists/Peer support). Stress: Day 1-2 (Wellness centers). Nutrition: Day 3-4 (NEDA/Professional medical care). First Aid: Day 2 (AED Locator), Day 4 (Poison Control). Sex Education: Day 9-10 (Planned Parenthood). |
| School & Community Services | HE.41: Identify school support staff, community health services, and describe the impact these services have on individual schools and communities (e.g. school nurse, civic organizations, volunteering opportunities). | Begin a Term: Day 2 (School counselors/nurses). Mental Health: Day 5-6 (Crisis Text Line). Stress: Day 5-6 (Wellness centers), Day 9-10 (Circle of Support Map). Sex Education: Day 1-2 (Counselors). Community Health: Day 4 (Public Health Systems). |
| Citizenship & Community Health | HE.42: Interpret the relationship between acts of responsible and productive citizenship and the health, safety, and security of a community. | Empathy: Day 5 (40% reduction project). Conflict: Day 2 (Community accountability). Diversity: Day 2 (Advocating for Equity). Violence: Day 5 (Bystander/Confidential reporting). Alcohol: Day 4 (Safe community advocacy). End a Term: Day 1 (Live it Forward challenge). |
| Youth Risk Behavior Survey | HE.43: Analyze West Virginia's results of the Youth Risk Behavior Survey (YRBS). | Dangerous Decisions: Day 3 (Distracted driving CDC data). Body Systems: Day 1 (YRBS Real-Life Statistic). Diseases: Day 5 (YRBS Real-Life Statistic). |
West Virginia Code and Policy Requirements
| Topic | West Virginia Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| W. Va. Code §18-2-9 | §18-2-9: All public schools must include instruction in any of grades six through twelve in the prevention, transmission and spread of HIV/AIDS and other STDs/STIs. | Diseases: Day 4 (STI Stigma challenge). Sex Education: Day 5-6 (CDC guides), Day 7-8 (STI transmission). End a Term: Day 1 (MC Questions 11-12). |
| §18-2-9: In the subject of health education in any of the grades six through twelve as considered appropriate by the county board shall include at least sixty minutes of instruction for each student on the dangers of opioid use, the addictive characteristics of opioids, and safer alternatives to treat pain. | Dangerous Decisions: Day 2 (Alcohol, Nicotine, Cannabis, Opioids). Drugs: Day 1 (Stimulants/Opioids), Day 3 (Memory/Breathing impact). End a Term: Day 1 (Synthetic Opioids MC 4). | |
| §18-2-9: County Boards of Education are required to provide at least thirty minutes of instruction on the proper administration of cardiopulmonary resuscitation (CPR) and the psychomotor skills necessary to perform CPR to all students prior to high school graduation. | First Aid: Day 2 (Hands-only CPR/AED sequence). | |
| W. Va. Code §18-2-40(a) | §18-2-40(a): Children in grades 5-12 shall receive information regarding self-harm and eating disorder signs, prevention and treatment. This education shall occur at least once per academic school year. | Self-Esteem: Day 2 (Self-esteem vs Depression). Mental Health: Day 5-6 (Hopelessness). Stress: Day 5-6 (Warning sign response). Nutrition: Day 3-4 (Clinical complexity of Anorexia/Bulimia). |
| §18-2-40(a): Children in grades 5-12 shall receive body age-appropriate safety information at least once per academic school year, with a preference for four times per academic year. | Begin a Term: Day 2 (Practicing consent). Violence: Day 5 (Bystander/Confidential reporting). Sex Education: Day 1-2 (Boundaries), Day 3-4 (Coercion distinction). | |
| W. Va. Code §18-34-1 — Laken's Law | §18-34-1: The Fentanyl Prevention and Awareness Education Act or "Laken's Law" would help prevent overdose deaths in teens and in young adults due to fentanyl and fentanyl components. This shall be accomplished through education of students in grades 6-12 in all public schools and be mandated annually using the following methods: | Dangerous Decisions: Day 2 (911/Narcan). Drugs: Day 3 (Narcan administration). |
| §18-34-1: Students will be taught about fentanyl, heroin, and opioids awareness, prevention, and abuse; | Dangerous Decisions: Day 2 (Alcohol, Nicotine, Cannabis, Opioids). Drugs: Day 1 (Dopamine interference), Day 3 (Memory/Breathing impact). End a Term: Day 1 (Synthetic Opioids MC 4). | |
| §18-34-1: Students will be instructed in the life-saving use of FDA-approved opioid reversal agents; | Dangerous Decisions: Day 2 (911/Narcan). Alcohol: Day 1-4 (Overdose/Poisoning response). Drugs: Day 3 (Narcan administration). | |
| §18-34-1: Students will be instructed on the prevention of the abuse of and addiction to fentanyl; | Dangerous Decisions: Day 1 (STOP-THINK-CHOOSE), Day 3 (Refusal/Negotiation skills). Drugs: Day 2 (Tolerance). | |
| §18-34-1: Students will be instructed on available state and community resources and organizations that work to prevent and reduce youth substance use; and | Alcohol: Day 2 (Minor in Possession/Treatment access), Day 3 (Treatment points). Drugs: Day 3 (Harm reduction leadership), Day 4 (Medication-Assisted Treatment). | |
| §18-34-1: Students will receive health education covering the issues of substance abuse and youth substance abuse in particular. | Dangerous Decisions: Day 2 (Substance quiz). Alcohol: Day 3 (AUD chronic nature). Drugs: Day 2 (Industry marketing impact). Tobacco: Day 1 (Prefrontal cortex effects). |
Physical Education (PE.1–PE.22) — Integrated Wellness Structure
| Topic | West Virginia Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| Responsible Personal and Social Behavior | PE.18: Examine potential risks of physical activity and determine how to minimize those risks. | Dangerous Decisions: Day 2 (Water safety/blackouts). First Aid: Day 3 (R.I.C.E./FAST). |
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