Texas Administrative Code
Title 19 - EDUCATION
Part 2 - TEXAS EDUCATION AGENCY
Chapter 115 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR HEALTH EDUCATION
Subchapter B - MIDDLE SCHOOL
Section 115.26 - Grade 6, Adopted 2020
Universal Citation: 19 TX Admin Code ยง 115.26
Current through Reg. 49, No. 38; September 20, 2024
(a) Introduction.
(1) The goal of health education is to
provide instruction that allows youth to develop and sustain health-promoting
behaviors throughout their lives. The understanding and application of these
standards will allow students the ability to gather, interpret, and understand
health information; achieve health literacy; and adapt to the ever-evolving
science of health. The health education knowledge and skills should be
presented to students in a positive manner to support the development of a
healthy self-concept and responsible decision making. The standards will help
students reinforce, foster, and apply positive character traits.
(2) There are essential skills that repeat
throughout the six strands and embody the interconnection of health literacy.
These skills include decision making, problem solving, goal setting,
maintaining healthy relationships with self and others, seeking help and
support, and recognizing various influences on health such as social,
environmental, media, and genetic. These skills, developed early on and
reinforced throughout a student's education, will foster mastery of health
concepts. Health class educators are encouraged to partner with school
counselors where available to schedule time for them to deliver classroom
guidance lessons to help teach these essential competencies. In addition, areas
in the standards related to abuse, neglect, violence, loss, grief, trauma, and
suicide may directly affect some students in the classroom. Should the educator
recognize signs of discomfort with instruction in these areas, students should
be referred to the appropriate resource, identified ahead of such instruction,
for additional help and support.
(3) Students gain an understanding of health
information and skills through six strands: physical health and hygiene; mental
health and wellness; healthy eating and physical activity; injury and violence
prevention and safety; alcohol, tobacco, and other drugs; and reproductive and
sexual health.
(A) Physical health and
hygiene education helps to prepare students for improved lifelong health
outcomes. Learning about body systems lays the foundation for personal health
and hygiene. Health literacy and preventative behaviors empower students to
make informed choices to support self, family, and community.
(B) The mental health and wellness strand
recognizes that the knowledge and skills necessary to manage emotions,
reactions, and relationships are essential to reaching one's full potential.
Students gain knowledge about social and emotional health, including developing
a healthy self-concept, understanding risk and protective factors, and
identifying and managing mental health and wellness concerns. In the early
grades, students develop fluency around emotions and self-regulation and
understand the relationship between feelings, thoughts, and behavior. In
subsequent grades, students learn and practice appropriate ways to solve
interpersonal conflicts, work to develop a positive self-image, and develop
healthy self-management skills.
(C)
The healthy eating and physical activity strand addresses the importance of
nutrition and physical activity to support a healthy lifestyle. Students apply
critical-thinking and decision-making skills to make positive health choices.
Students learn about essential nutrients, food groups, portion control,
government nutritional recommendations, and the health benefits of being
physically active. Students evaluate the connection between physical activity
and nutrition and the prevention of chronic diseases.
(D) By focusing on injury and violence
prevention and safety, the standards promote student well-being and awareness
of dangerous situations. Supporting student well-being and providing
instruction in digital citizenship, bullying prevention, first aid, and
identification of safe and unsafe situations creates empowered and educated
students who are able to make decisions that keep themselves and others safe.
Beginning in Kindergarten and continuing through high school, students gain
knowledge and skills to support safety and wellness at school, at home, online,
and in the community.
(E) The
standards under the alcohol, tobacco, and other drugs strand focus on a number
of protective factors that develop empowered students who are able to make
better-informed decisions, including understanding the impact of substance use
on physical, mental, and social health. Through this strand, students learn key
concepts about alcohol, tobacco, and other drugs, including the use, misuse,
and physiological effects; short- and long-term impacts on health; treatment;
risk and protective factors; and prevention. These concepts introduce healthy
alternatives and ways for students to ask for and seek out help from parents
and other trusted adults.
(F)
Beginning in Grade 4, students learn about changes associated with adolescent
development in the reproductive and sexual health strand. In subsequent grade
levels, students identify the purpose of these changes and their role in
fertilization and reproduction. Students learn the characteristics of healthy
and unhealthy relationships and how to use communication and refusal skills to
set personal boundaries in dating/romantic relationships. Students also
identify how to respond to sexual harassment and abuse.
(4) An integral part of health education
involves educators being aware of state laws relevant to human sexuality
instruction. These laws include affirming:
(A) a local school district's control over
the provision of human sexuality instruction to ensure that local community
values are reflected in that instruction (Texas Education Code (TEC),
§28.004(e)-(h));
(B) the right
of a parent or legal guardian to be informed of the provision of human
sexuality instruction to their child and review the content of that instruction
(TEC, §
28.004(i)-(j)
);
(C) the right of a parent or
legal guardian to remove their child from any portion of human sexuality
instruction without penalty to the child (TEC, §
28.004(i)
);
(D) the centrality of abstinence
education in any human sexuality curriculum (TEC, §
28.004(e)
); and
(E) the right of a parent or
legal guardian to be informed of and consent to an abortion performed on their
pregnant child (with judicially authorized or medical emergency exceptions)
(Texas Family Code, Chapter 33).
(5) Educators also should be aware of and
abide by the statutory prohibition on taxpayer resource transactions between
state governmental entities, including public schools, and abortion providers
or an affiliate of an abortion provider (Texas Government Code, Chapter
2272).
(6) Statements containing
the word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative
examples.
(7) Students should first
seek guidance in the area of health from a parent or legal guardian.
(b) Knowledge and skills.
(1) Physical health and hygiene--body
systems. The student examines the structure, function, and relationships of
body systems and their relevance to personal health. The student is expected to
explain how to maintain the healthy status of body systems.
(2) Physical health and hygiene--personal
health and hygiene. The student understands health literacy, preventative
health behaviors, and how to access and evaluate health care information to
make informed decisions. The student is expected to:
(A) compare immediate and long-term effects
of personal health care choices such as personal and dental hygiene;
(B) develop criteria for evaluating the
validity of health information and sources;
(C) describe ways to demonstrate
decision-making skills based on health information;
(D) identify current health-related issues
and recommendations or guidelines;
(E) explain the role of preventive health
measures, immunizations, and treatment such as wellness exams and dental
check-ups in disease prevention;
(F) describe actions that should be taken
when illness occurs, including asthma, diabetes, and epilepsy; and
(G) describe and recognize the signs,
symptoms, and treatments of vector-borne illnesses such as Lyme disease or West
Nile Virus.
(3) Mental
health and wellness--social and emotional health. The student identifies and
applies strategies to develop socio-emotional health, self-regulation, and
healthy relationships. The student is expected to:
(A) demonstrate healthy methods for
communicating emotions in a variety of scenarios;
(B) assess and demonstrate healthy ways of
responding to conflict;
(C)
differentiate between positive and negative peer influence;
(D) describe methods for communicating
important issues with and understanding perspectives of parents and
peers;
(E) discuss and demonstrate
how to listen and respect others' feelings and perspectives in a variety of
scenarios; and
(F) identify
strategies for using non-violent conflict resolution skills.
(4) Mental health and
wellness--developing a healthy self-concept. The student develops the capacity
for self-assessment and evaluation, goal setting, and decision making in order
to develop a healthy self-concept. The student is expected to:
(A) identify how physical and social changes
impact self-esteem;
(B) identify
possible health benefits of setting and implementing long-term personal
goals;
(C) create and discuss
personal life goals that one wishes to achieve and consider the financial
impact of graduating from high school, having a full-time job, and waiting
until marriage if one plans to have children; and
(D) explain the steps in the decision-making
process and the importance of following the steps.
(5) Mental health and wellness--risk and
protective factors. The student recognizes the influence of various factors on
mental health and wellness. The student is expected to:
(A) identify and discuss how adolescent brain
development influences emotions, decision making, and logic; and
(B) relate physical environmental factors
such as school climate and availability of resources to individual, family, and
community health.
(6)
Mental health and wellness--identifying and managing mental health and wellness
concerns. The student develops and uses appropriate skills to identify and
manage conditions related to mental health and wellness. The student is
expected to:
(A) examine the outcomes of
healthy and unhealthy methods for managing challenges related to long-term
health conditions of self and others;
(B) identify and describe lifetime strategies
for managing conditions that impact learning such as attention-deficit disorder
(ADD), attention-deficit/hyperactivity disorder (ADHD), dyslexia, dysgraphia,
and sensory issues;
(C) identify
how to respond positively to develop resiliency;
(D) describe healthy and unhealthy
self-management strategies for stress, anxiety, depression, trauma, loss, and
grief;
(E) identify causes and
effects associated with disordered eating and eating disorders such as bulimia,
anorexia, and binge eating disorder and the importance of seeking help from a
parent or another trusted adult for oneself or others related to disordered
eating;
(F) discuss the suicide
risk and suicide protective factors identified by the Centers for Disease
Control and Prevention (CDC) and the importance of telling a parent or another
trusted adult if one observes the warning signs in self or others;
(G) explain the role of a healthy
self-concept in avoiding self-harming behaviors that can occur when someone is
struggling to manage overwhelming emotions; and
(H) identify suicide prevention resources
such as the National Suicide Prevention Hotline.
(7) Healthy eating and physical
activity--food and beverage daily recommendations. The student analyzes and
applies healthy eating strategies for enhancing and maintaining personal health
throughout the lifespan. The student is expected to:
(A) define micronutrients, including calcium
and iron, and their recommended daily allowances;
(B) compare and contrast common food labels
and menus for nutritional content and calories;
(C) describe healthy and unhealthy dietary
practices;
(D) explain the
importance of a realistic personal dietary plan; and
(E) evaluate the importance of choosing lower
sodium alternatives to foods that have high levels of sodium such as salty
snacks and canned vegetables.
(8) Healthy eating and physical
activity--physical activity. The student identifies, analyzes, and applies
strategies for enhancing and maintaining optimal personal physical fitness
throughout the lifespan. The student is expected to:
(A) identify the CDC guidelines for daily
physical activity throughout the lifespan; and
(B) analyze the benefits of regular physical
activity on mental, physical, and social health.
(9) Healthy eating and physical
activity--nutrition and physical activity literacy. The student obtains,
processes, and understands basic physical activity and nutrition information
needed to make health-promoting decisions. The student is expected to:
(A) make a variety of healthy personal food
choices and develop short- and long-term goals to achieve appropriate levels of
physical activity and improve personal physical fitness levels; and
(B) explain the role of media and technology
in influencing individual and community health related to physical activity and
nutritional choices.
(10) Healthy eating and physical
activity--risk and protective factors. The student analyzes and applies risk
and protective factors related to healthy eating and physical activity. The
student is expected to:
(A) analyze the
impact of moderate physical activity and dietary choices on the prevention of
obesity, heart disease, and diabetes;
(B) identify strategies to adopt healthy
behaviors to reduce the likelihood of developing chronic conditions such as
obesity, heart disease, or diabetes;
(C) analyze internal and external factors
that influence healthy eating and physical activity behaviors; and
(D) discuss the nutritional differences
between preparing and serving fresh or minimally processed foods and
commercially prepared or highly processed foods.
(11) Injury and violence prevention and
safety--safety skills and unintentional injury. The student identifies and
demonstrates safety and first aid knowledge to prevent and treat injuries. The
student is expected to describe basic first-aid procedures.
(12) Injury and violence prevention and
safety--healthy home, school, and community climate. The student understands
that individual actions and awareness can impact safety, community, and
environment. The student is expected to:
(A)
discuss and demonstrate strategies for avoiding violence, gangs, weapons, and
human trafficking;
(B) define safe
haven and identify dedicated safe haven locations in the community;
(C) describe the dangers associated with a
variety of weapons;
(D) explain the
importance of complying with rules prohibiting possession of weapons;
and
(E) create a personal safety
plan.
(13) Injury and
violence prevention and safety--digital citizenship and media. The student
understands how to be a safe and responsible citizen in digital and online
environments. The student is expected to:
(A)
discuss appropriate personal digital and online communication
boundaries;
(B) develop strategies
to resist inappropriate digital and online communication such as social media
posts, sending and receiving photos, sexting, and pornography;
(C) discuss and analyze consequences
resulting from inappropriate digital and online communication such as social
media posts, sending and receiving photos, sexting, and pornography;
(D) discuss strategies and techniques for
identity protection in digital and online environments;
(E) identify how technology is used to
recruit or manipulate potential victims of sex trafficking; and
(F) identify the current legal consequences
of cyberbullying and inappropriate digital and online communication.
(14) Injury and violence
prevention and safety--interpersonal violence. The student understands the
impact of interpersonal violence and the importance of seeking guidance and
help to maintain personal safety. The student is expected to:
(A) identify how exposure to family violence
can influence behavior and the importance of reporting suspected
abuse;
(B) assess healthy and
appropriate ways of responding to and discouraging bullying and cyberbullying,
including behavior that takes place at school;
(C) analyze the impact that bullying has on
both victims and bullies;
(D)
identify strategies for prevention and intervention of all forms of bullying
and cyberbullying such as emotional, physical, social, and sexual;
and
(E) discuss ways to seek the
input of parents and other trusted adults in problem solving issues relating to
violence and bullying.
(15) Alcohol, tobacco, and other drugs--use,
misuse, and physiological effects. The student understands the difference
between use and misuse of different substances and how the use and misuse of
substances impacts health. The student is expected to:
(A) describe the misuse and abuse of
prescription and over-the-counter drugs, including combining drugs, and the
dangers associated with each;
(B)
compare and contrast examples of prescription and over-the-counter drug
labels;
(C) identify and describe
practices used to safely store and properly dispose of prescription and
over-the-counter drugs; and
(D)
describe substance abuse and addiction to alcohol, vaping products, tobacco,
other drugs, and dangerous substances.
(16) Alcohol, tobacco, and other
drugs--short- and long-term impacts. The student identifies and analyzes the
short- and long-term impacts of the use and misuse of alcohol; tobacco; drugs,
including prescription drugs; and other substances. The student is expected to:
(A) describe the short- and long-term health
consequences of prescription and over-the- counter drug misuse and substance
use disorders; and
(B) discuss the
legal consequences related to the use, misuse, and possession of drugs,
including prescription drugs.
(17) Alcohol, tobacco, and other
drugs--treatment. The student recognizes and understands the options for
treatment and how to seek help related to the use and misuse of alcohol;
tobacco; drugs, including prescription drugs; and other substances. The student
is expected to:
(A) identify ways to report a
suspected abuse of drugs to a parent, school administrator, teacher, or another
trusted adult;
(B) identify signs
and symptoms of alcohol; tobacco; drugs, including prescription drugs; and
other substance use and misuse such as using medicine prescribed for someone
else or for reasons other than intended;
(C) identify examples of who, when, where,
and how to get help related to unsafe situations regarding the use and misuse
of alcohol; tobacco; drugs, including prescription drugs; and other
substances.
(18)
Alcohol, tobacco, and other drugs--risk and protective factors. The student
understands how various factors can influence decisions regarding substance use
and the resources available for help. The student is expected to:
(A) explain the impact of peer influence on
decision making regarding the use of alcohol, tobacco, and other
drugs;
(B) describe methods for
differentiating between positive and negative relationships that can influence
alcohol, tobacco, and other drug use;
(C) identify physical and social influences
on alcohol, tobacco, and other drug use behaviors; and
(D) explain the relationships between
alcohol, tobacco, drugs, and other substances and the role each can play in
unsafe situations such as drinking and driving.
(19) Alcohol, tobacco, and other
drugs--prevention. The student analyzes information and applies
critical-thinking skills to avoid substance use and misuse and recognizes the
benefits of delayed use. The student is expected to:
(A) identify ways such as alternative
activities and refusal skills to prevent or avoid the use of alcohol, tobacco,
drugs, and other substances;
(B)
demonstrate refusal skills in various scenarios where alcohol, tobacco, and
other drugs may be present; and
(C)
identify and describe strategies for avoiding alcohol, tobacco, and other
drugs, including opioids.
(20) Reproductive and sexual health--healthy
relationships. The student understands the characteristics of healthy romantic
relationships. The student is expected to:
(A)
define and distinguish between friendship, infatuation, dating/romantic
relationships, and marriage;
(B)
describe how friendships provide a foundation for healthy dating/romantic
relationships;
(C) list healthy
ways to express friendship, affection, and love;
(D) describe characteristics of healthy
dating/romantic relationships and marriage, including sharing, kindness,
honesty, respect, trust, patience, communication, and compatibility;
(E) explain that each person in a
dating/romantic relationship should be treated with dignity and respect;
and
(F) describe how healthy
marriages can contribute to healthy families and communities.
(21) Reproductive and sexual
health--personal safety, limits, and boundaries. The student understands how to
set and respect personal boundaries to reduce the risk of sexual harassment,
sexual abuse, and sexual assault. The student is expected to:
(A) identify that physical, emotional, and
sexual abuse and exploitation are all forms of abuse;
(B) identify the social and emotional impacts
of sexual harassment, sexual abuse, sexual assault, and sex
trafficking;
(C) list the
characteristics of unhealthy or harmful relationships, including anger,
controlling behavior, jealousy, manipulation, and isolation;
(D) identify ways of reporting suspected
sexual abuse involving self or others such as telling a parent or another
trusted adult;
(E) explain how a
healthy sense of self and making and respecting decisions about safe boundaries
and limits promote healthy dating/romantic relationships;
(F) identify communication and refusal skills
and how they can be applied in dating/romantic relationships; and
(G) explain the importance of clearly
communicating and respecting personal boundaries and using refusal skills
related to physical intimacy such as holding hands, hugging, and
kissing.
(22)
Reproductive and sexual health--anatomy, puberty, reproduction, and pregnancy.
The student analyzes adolescent development, the process of fertilization, and
healthy fetal development. The student is expected to:
(A) describe changes in male and female
anatomy and physiology during puberty and how rates and patterns of development
can vary between individuals;
(B)
describe the process, characteristics, and variations of the menstrual
cycle;
(C) analyze the role of
hormones related to growth and development and personal health;
(D) describe the cellular process of
fertilization in human reproduction; and
(E) explain significant milestones of fetal
development.
(23)
Reproductive and sexual health--sexual risk. The student understands that there
are risks associated with sexual activity and that abstinence from sexual
activity is the only 100% effective method to avoid risks. The student is
expected to:
(A) identify teen pregnancy as a
possible outcome of sexual activity;
(B) identify life goals that one wishes to
achieve prior to becoming a parent;
(C) define sexually transmitted infections
(STIs) and sexually transmitted diseases (STDs) as infections or diseases that
are spread through sex or sexual activity;
(D) identify what emotional risks are
associated with sexual activity between unmarried persons of school
age;
(E) define abstinence as
refraining from all forms of sexual activity and genital contact between
individuals and discuss the importance of seeking support from parents, other
trusted adults, and peers to be abstinent;
(F) explain why abstinence is the preferred
choice of behavior in relationship to all sexual activity for unmarried persons
of school age;
(G) identify why
abstinence from sexual activity is the only method that is 100% effective in
preventing pregnancy; STDs/STIs, including human immunodeficiency virus (HIV)
and acquired immunodeficiency syndrome (AIDS); and the emotional risks
associated with adolescent sexual activity;
(H) list the benefits of abstinence from
sexual activity such as increased self-esteem, self-confidence, student
academic achievement, and alignment with personal, family, and moral or
religious beliefs and values; and
(I) explain how laws protect victims of
sexual harassment, sexual abuse, and sexual assault.
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