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K–12 Standards

Grades 9-12: Leaders in Health Advocacy

Other Alabama Health Education sets

Students will comprehend concepts related to health promotion and disease prevention to enhance health.

  •  

    Health Promotion

    1. 1

      Research national, state and local data from the Centers for Disease Control and Prevention and the Youth Risk Behavior Survey for prioritizing prevention activities for the school and community.HA.1.1

      1. a

        Interpret the Youth Risk Behavior Survey data on the six priority adolescent risk behaviors. HA.1.1.a

      2. b

        Recognize the adolescent risk behaviors of high incidence among Alabama’s students.HA.1.1.b

Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

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    nfluences

    1. 1

      Analyze how health risk behaviors in the local school and community are influenced by family, peers and other factors. Examples: availability of alcohol and drugs; trends in adolescent sexual behavior; availability of fast food; access to fitness and recreational fHA.2.1

Students will demonstrate the ability to access valid information, products, and services to enhance health.

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    Access to Information

    1. 1

      Gather information and interpret data for planning prevention activities. HA.3.1

      1. a

        Identify concerns, beliefs, and areas of misinformation among peers.HA.3.1.a

      2. b

        Design program goals based on addressing misinformation, beliefs, and concerns among peers.HA.3.1.b

      3. c

        Utilize a focus group to change their school climateHA.3.1.c

Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

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    Interpersonal Communication

    1. 1

      Execute communication and leadership skills to empower other students to be physically, socially, behaviorally, emotionally, and intellectually succesHA.4.1

      1. a

        Examine the varied roles and responsibilities of student leaders.HA.4.1.a

      2. b

        Design program goals based on YRBS data and focus group results.HA.4.1.b

      3. c

        Research various leadership and peer training programs and opportunities.HA.4.1.c

      4. d

        Apply peer helping training skills in assigned schools settings.HA.4.1.d

      5. e

        Demonstrate leadership skills by advocating for health-related changes in the school or community.HA.4.1.e

Students will demonstrate the ability to use decision-making skills to enhance health.

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    Decision -Making

    1. 1

      Identify decision-making skills used in situations that put adolescents and teens at risk. Examples: recording a fight and posting it on a social media; seeing a friend smoking marijuana or drinking alcohol; hearing a friend talk about shoplifting; hearing plans about a weekend party that will include drugs and/or alcohol; pressure to have sexual relatioHA.5.1

      1. a

        Identify consequences of making poor decisions to join in or ignore risky situations.HA.5.1.a

      2. b

        Recognize the differences between situations in which one has control vs. a lack of control.HA.5.1.b

      3. c

        Review the importance of successfully managing decision-making skills when confronted with uncomfortable, risky, or dangerous situationHA.5.1.c

    2. 2

      Develop and implement a school-wide plan or campaign to encourage good decision-making skills.HA.5.2

Students will demonstrate the ability to use goal-setting skills to enhance health.

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    Goal -Setting

    1. 1

      Conduct a school-wide survey to assess the use of personal health practices.HA.6.1

    2. 2

      Compile survey results to develop a school-wide campaign to advocate the use of beneficial personal health practices. HA.6.2

    3. 3

      Implement strategies to address weak areas and critical needs based on survey results. HA.6.3

Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks

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    Self-Management

    1. 1

      Analyze the role of individual responsibility for enhancing health. HA.7.1

    2. 2

      Demonstrate a variety of healthy practices and behaviors that will maintain or improve the health of self and peers.HA.7.2

    3. 3

      Identify a variety of behaviors to avoid or reduce health risks to self and others. HA.7.3

      1. a

        Plan a school or community campaign designed to encourage health-enhancing behaviors. HA.7.3.a

Students will demonstrate the ability to advocate for personal, family, and community health.

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    Advocacy

    1. 1

      Use school-wide survey data to develop positive messages concerning health topics, including exercise, adequate sleep, and healthy eatiHA.8.1

    2. 2

      Lead or participate in community-wide health-related events. Examples: Relay for Life, 5K run, Longest Day activities (Alzheimer’s Association)HA.8.2

    3. 3

      Communicate to peer or community groups on health-related topics. HA.8.3

Frequently asked questions

What grade levels do these standards cover?
Grade 9, Grade 10, Grade 12, and Grade 11
Where can I read the official document?
Alabama Course of Study Health Education

Keep exploring

Keep exploring Health Education standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.