Texas Administrative Code
Title 19 - EDUCATION
Part 2 - TEXAS EDUCATION AGENCY
Chapter 115 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR HEALTH EDUCATION
Subchapter C - HIGH SCHOOL
Section 115.39 - Health II (One-Half Credit), Adopted 2020
Universal Citation: 19 TX Admin Code ยง 115.39
Current through Reg. 49, No. 38; September 20, 2024
(a) General requirements. Students shall be awarded one-half credit for successful completion of this course. Recommended prerequisite: Health I. This course is recommended for students in Grades 9-12.
(b) 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 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 will 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 empowers 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) In
the reproductive and sexual health strand, students identify the
characteristics of healthy and unhealthy relationships and learn to use
communication and refusal skills to set personal boundaries and develop
strategies for responding to sexual harassment and abuse. Students describe the
changes associated with adolescent development and explain the process of
fertilization, fetal development, and the importance of prenatal care. Students
also learn that sexual abstinence until marriage is the only 100% effective
means of avoiding unplanned pregnancies and sexually transmitted
diseases/sexually transmitted infections (STDs/STIs) as well as the legal,
financial, and social issues associated with sexual health and
reproduction.
(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.
(c) Knowledge and skills.
(1) 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) analyze the cost, availability, and
accessibility of health care services;
(B) analyze methods of overcoming barriers
related to solving health problems; and
(C) analyze the influence of laws, policies,
and practices, including those related to disease prevention, on health-related
issues.
(2) 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) evaluate positive and negative effects of
various relationships on physical, emotional, and social health;
(B) apply communication skills that
demonstrate consideration and respect for individual differences and
perspectives; and
(C) evaluate the
effectiveness of conflict resolution techniques in various
situations.
(3) 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
describe how internal and external factors influence self-esteem.
(4) Mental health and wellness--risk and
protective factors. The student recognizes the influence of various factors
influencing mental health and wellness. The student is expected to formulate
strategies for combating environmental factors that have a detrimental effect
on mental health.
(5) 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) describe the impact of positive stress on
building resiliency and promoting mental health and wellness;
(B) discuss the impact of choosing healthy
self-management strategies for stress, anxiety, depression, trauma, loss, and
grief on mental health and wellness;
(C) research and explain the behaviors
associated with eating disorders and their impact on health;
(D) discuss how the use of suicide prevention
resources such as the National Suicide Prevention Hotline reduces the
likelihood of suicide; and
(E)
research and discuss data on and prevalence of local, state, and national
suicide rates among various groups.
(6) 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 design a realistic,
long-term personal dietary plan that promotes individual and family
health.
(7) 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) compare and contrast the impact of active
and sedentary lifestyles on overall health; and
(B) develop a physical fitness profile using
appropriate technology.
(8) Healthy eating and physical
activity--nutrition and physical activity literacy. The student will obtain,
process, and understand basic physical activity and nutrition information
needed to make health-promoting decisions. The student is expected to:
(A) analyze the progress of short- and
long-term goals in achieving appropriate levels of physical activity, improving
personal physical fitness levels, and making healthy personal food choices;
and
(B) analyze marketing and
advertising techniques in health product and service promotion.
(9) 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) research and
discuss the social and economic impact of chronic conditions, including
obesity, heart disease, and diabetes; and
(B) create a plan for accessing community and
digital resources that can assist in developing healthy eating and physical
activity behaviors.
(10)
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 discuss risk-taking
behaviors, including driving under the influence and distracted driving, and
their associated consequences.
(11)
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 evaluate ways to respond to
harmful situations that involve weapons; and
(B) develop educational safety models for
children and adults for use at home, school, and in the community.
(12) 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 and
analyze consequences resulting from inappropriate digital and online
communication such as sending and receiving photos, sexting, and pornography;
and
(B) assess the legal and
ethical ramifications of unacceptable behaviors in digital and online
environments.
(13)
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 and respond to situations
requiring intervention for victims of bullying, cyberbullying, or harassment;
and
(B) promote strategies for
prevention and intervention of all forms of bullying and cyberbullying such as
emotional, physical, social, and sexual.
(14) 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) analyze how substance misuse and
addiction to alcohol, tobacco, drugs, and other substances impact family and
community health;
(B) analyze the
importance of alternative activities to drug and substance misuse and abuse;
and
(C) identify individual and
community protective factors and skills that prevent substance misuse and
substance use disorders.
(15) 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
evaluate the impact of laws relating to the use and misuse of prescription and
over-the-counter drugs, alcohol, tobacco, and other substances on self and
community.
(16) 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 identify ways to support and assist someone who shows signs and
symptoms of alcohol, tobacco, or drug use and misuse.
(17) 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) discuss
risk-taking behaviors such as drinking and driving with their associated legal,
social, and physical consequences;
(B) analyze physical and social environmental
influences on the misuse and abuse of prescription drugs in places such as
school, sports, or entertainment; and
(C) design a public health information
campaign related to safe havens, where to go for help, or reporting
drug-related behaviors.
(18) 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 develop strategies for
preventing use or misuse of alcohol, tobacco, and other drugs, including
opioids.
(19) Reproductive and
sexual health--healthy relationships. The student understands the
characteristics of healthy romantic relationships. The student is expected to:
(A) compare and contrast effective and
ineffective methods of communicating emotions in healthy dating/romantic
relationships and marriage;
(B)
analyze behaviors in romantic relationships that enhance dignity and respect;
and
(C) examine how a healthy
marriage can provide a supportive environment for the nurturing and development
of children.
(20)
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 community resources
to support individuals who have experienced sexual harassment, sexual abuse,
sexual assault, dating violence, and sex trafficking;
(B) evaluate the importance of reporting to a
parent or another trusted adult sexual harassment, sexual abuse, sexual
assault, and dating violence involving self or others;
(C) discuss how refusal skills can be used to
set limits and boundaries to avoid behaviors that increase sexual
risk;
(D) analyze factors,
including alcohol and other substances, that increase sexual risk and that
affect setting, perceiving, respecting, and making decisions about boundaries;
and
(E) evaluate influences and
pressures to become sexually active and why it is wrong to violate another
person's boundaries and manipulate or threaten someone into sexual
activity.
(21)
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) analyze the significance of hormonal,
physical, emotional, and social changes in males and females and their
relationship to sexual health;
(B)
list factors such as heredity, environment, STDs/STIs, and the mother's health
and nutrition that can affect fetal development from conception through birth;
and
(C) describe the emotional
changes that may occur during and after pregnancy, including postpartum
depression, and identify resources for support and treatment.
(22) 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) analyze the options available to teenage
parents such as parenting or the process of adoption and the legal rights of
parties involved;
(B) evaluate
long-term or lifetime effects of bacterial and viral STDs/STIs, including
infertility and cancer;
(C)
identify community resources, minors' right to consent under certain
circumstances, and the importance of parent or other trusted adult support for
STD/STI testing and treatment;
(D)
analyze the effectiveness and the risks and failure rates (human-use reality
rates) of barrier protection and other contraceptive methods, including how
they work to reduce the risk of STDs/STIs and pregnancy;
(E) identify the effectiveness of vaccines in
preventing the transmission of the most common types of HPV, a virus that may
cause genital warts and head and neck cancer, cervical cancer, anal cancer, or
other cancers that may occur in males and females;
(F) analyze the benefits of abstinence from
sexual activity, including focusing on personal development and encouraging
individuals to build healthy relationships not complicated by sexual
involvement;
(G) assess support
from parents and other trusted adults and create strategies, including building
peer support, to be abstinent or for return to abstinence if sexually
active;
(H) investigate and
summarize legal aspects of sexual activity with a minor person, including the
legal age of consent, statutory rape, aggravated sexual assault, sexual
assault, and indecency with a child; and
(I) investigate and summarize current laws
relating to sexual offenses such as sexual harassment, abuse, and
assault.
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