Oregon Health Education Grade Level Standards

Grade Level Skill Focus: 

• Students analyze the influence of family, peers, culture, social media, technology, and other determinants on health behaviors.
• Students demonstrate effective interpersonal communication skills to enhance health.

Safety and First Aid

• Understand how to identify trusted adults that can help keep people safe at home, at school, and in the community.
• Practice how to ask trusted adults for help when feeling uncomfortable, scared, confused, or unsafe. 

Substance Use, Misuse, and Abuse

• Understand that some medicines and substances can be poisonous.
• Identify family and school rules about medicine use. 

Healthy Relationships and Violence Prevention

• Understand that all people have the right to feel safe and free from bullying and violence.
• Define what a personal boundary is and recognize that personal boundaries differ in different kinds of relationships and for different people.
• Describe the characteristics of a trusted adult.
• Identify that bullying and teasing are harmful.
• Understand that it is never okay to touch someone without their permission.  
• Identify that abuse is never a child’s fault and discuss how to communicate personal boundaries and report unsafe or unwanted touch. 

Grade Level Skill Focus: 

• Students analyze the influence of family, peers, culture, social media, technology, and other determinants on health behaviors.
• Students demonstrate effective interpersonal communication skills to enhance health. 

Wellness and Health Promotion

• Identify where to locate trusted adults who can help with health related questions.

Safety and First Aid

• Discuss why it is important to ask a trusted adult before using online devices.

Substance Use, Misuse, and Abuse

• Identify trusted adults who can answer questions about medicines and household products.
• List family, cultural, and school values and rules about medicine use.

Healthy Relationships and Violence Prevention

• Discuss the ways that all people are unique and valuable and have a right to be treated with dignity and respect and be free from bullying and violence.
• Define consent and discuss how it is important in all types of relationships.
• Demonstrate how to communicate wants, needs, and boundaries and how to listen to the needs of others.
• Explain that everyone has the right to decide who can touch one’s own body, where, and in what way to prevent violence and abuse.

Grade Level Skill Focus: 

• Students analyze the influence of family, peers, culture, social media, technology,and other determinants on health behaviors.
• Students demonstrate effective interpersonal communication skills to enhancehealth.

Safety and First Aid

• Identify trusted adults that help keep people safe at home, at school, and in the 
   community. 
• Explain why it is important to ask a trusted adult before using online devices. 

Substance Use, Misuse, and Abuse

• Describe safety rules for over-the-counter and prescription drug use. 
• List steps to take when offered substances. 

Social, Emotional, and Mental Health 

• Understand the stress response system (regulation and dysregulation) and what environments and experiences activate those responses. 

Healthy Relationships and Violence Prevention

• Define bodily autonomy, personal boundaries, and consent. 
• Recognize that friends, family, teachers, and community members can help each other. 
• Recognize bullying, cyberbullying, and teasing in multiple types of relationships and the need to tell a trusted source that can help. 
• Define and identify different forms of violence and abuse, including physical, verbal, sexual, and emotional. 
• Identify that abuse is never a child’s fault and describe how to communicate personal boundaries and report unsafe or or unwanted touch. 

Grade Level Skill Focus: 

• Students demonstrate effective decision-making skills to enhance health.
• Students demonstrate effective goal-setting skills to enhance health. 

Substance Use, Misuse, and Abuse

• Identify that substances are chemicals that can change how the mind and body function and can cause addiction. 
• Identify how alcohol, marijuana/cannabis, tobacco, and other substances can be harmful to minds, bodies, and brains. 
• Discuss how to recognize social pressures, peer influences, and internal feelings and emotions around substance use. 
• Describe how and where to access help from trusted adults if substances are being misused or abused. 

Social, Emotional, and Mental Health

• Explain the importance of talking with trusted adults about feelings. 
• Identify personal or community activities that are meaningful or enjoyable. 

Healthy Relationships and Violence Prevention

• Describe characteristics of a healthy and safe relationship. 
• Demonstrate effective ways to verbally and nonverbally communicate personal boundaries and show respect for the boundaries of others. 
• Identify trusted support people and helpers to talk to about uncomfortable situations or when a boundary has been crossed. 

Grade Level Skill Focus: 

• Students demonstrate effective decision-making skills to enhance health.
• Students demonstrate effective goal-setting skills to enhance health. 

Substance Use, Misuse, and Abuse

• Discuss how alcohol, marijuana/cannabis, tobacco, and other substances can be addictive and cause harm to the body. 
• Identify the basic function of body organs and systems and how different substances can affect them. 
• Discuss the impact that alcohol, marijuana/cannabis, tobacco, and other substances can have on reaching goals. 
•  Demonstrate communication skills for asserting boundaries around substance use. 
• Understand that a substance use disorder is a medical condition and that there are resources in communities that can provide support, treatment, and healing. 
   

Healthy Relationships and Violence Prevention

• Identify the different personal boundaries and privacy needs of self and others at school, with friends, and at home. 
•  Identify situations when someone is being abused or harassed and identify people or resources to get help from. 
• Demonstrate how to be an upstander to respond to bullying or teasing based on physical characteristics, ability, or cultural identity. 
• Identify different behaviors that would be considered child abuse, neglect, and sexual abuse. 

Growth and Development 

•  Discuss physical, emotional, neurological, and social changes associated with puberty. 
• Identify body care practices related to puberty, including using menstrual products. 
• Discuss the importance of treating people with dignity and respect in regards to their sexual orientation, including other students, their family members, and members of the school community. 

Grade Level Skill Focus: 

• Students demonstrate effective decision-making skills to enhance health.
• Students demonstrate effective goal-setting skills to enhance health. 

Safety and First Aid

• Describe internet safety rules and how to respond to cyberbullying and exposure to inappropriate material. 

Substance Use, Misuse, and Abuse

•  Recognize that substances can be addictive and harmful for adolescents during physical and neurological development. 
• Describe how alcohol, marijuana/cannabis, tobacco, and other substances impact the human body and brain, interpersonal relationships, and decision-making. 
• Describe the appropriate use for over-the-counter and prescription medicines. 
• Describe how substance use, misuse, and abuse can affect peoples’ abilities to reach personal goals. 
• Discuss ways that advertising can influence alcohol, marijuana/cannabis, and tobacco use. 
• Demonstrate how to use decision making steps around substance use. 
• Demonstrate refusal skills to avoid or reduce health risks around substance use. 
• Identify trusted adults to talk to about substance use, misuse, and abuse. 

Social, Emotional, and Mental Health

•  Reflect on external factors and systems that may contribute to stress and anxiety, including microaggressions, and identify coping strategies. 
• Identify the benefits of talking to trusted adults about feelings and thoughts. 
• Identify potential impacts of social media on mental health and body image. 
• Identify decision-making steps to take when deciding whether to share personal information about self or others on social media, considering the potential social, emotional, and mental health impacts. 
• Analyze the impact of identity-based bullying and violence on mental health. 

Healthy Relationships and Violence Prevention

• Foster a sense of belonging that cultivates acceptance, support, inclusion, and encouragement of others within a diverse community, while addressing the impact of systemic injustices across situations and environments. 
• Describe how friendship and love can be expressed differently as children become adolescents. 
• Explain the relationship between consent, personal boundaries, and bodily autonomy. 
• Define sexual harassment, trafficking, and domestic violence. 
• Identify that abuse is never a child’s fault and demonstrate how to communicate personal boundaries and report unsafe or unwanted touch. 

Growth and Development

• Describe the human sexual and reproductive system, including external and internal anatomy and basic functions. 
• Examine the physical, social, and emotional changes during puberty and adolescence. 
• Identify trusted adults, including parents, caregivers, and health care professionals, to ask questions about puberty and adolescent health. 
• Describe the menstrual cycle and how menstrual products are used. 
• Define gender identity, gender expression, gender roles, and sex assigned at birth, and sexual orientation. 
• Identify trusted adults one could talk to about sexual orientation questions. 
• Describe how genetics can affect personal and family health. 

Sexual and Reproductive 

• Discuss different personal, familial, and cultural values about physical and emotional intimacy. 
   

Grade Level Skill Focus: 

• Students demonstrate health literacy by accessing valid and reliable health information, products, and services to enhance health.
• Students demonstrate effective interpersonal communication skills to enhance health. 

Wellness and Health Promotion

•  Describe the interrelationship of the five dimensions of health (physical, social, emotional, mental, and environmental). 
• Describe the difference between communicable and noncommunicable diseases, including cancer, diabetes, and asthma. 
• Demonstrate appropriate habits to protect vision, hearing, skin, and teeth. 
• Distinguish between habits that enhance or hinder personal health. 
• Interpret numerical and graphical information to make an informed health decision.
• Define different forms of discrimination and understand how it influences the health of communities. 
• Identify actions that can help to create a healthier environment for individuals and communities. 

Safety and First Aid

• Identify unsafe situations at home, at school, and in communities that can lead to injury. 
• Distinguish when decisions around digital safety, managing privacy online, and protecting against identity theft can be made individually or with help from others. 

Substance Use, Misuse, and Abuse

•  Identify how “fake pills” and other substances could contain fentanyl and other unknown harmful and deadly chemicals. 
• Discuss the relationship between using substances and other health risks, including unintentional injuries, violence, suicide, and sexual risk behaviors. 
• Analyze the influence of family, school, peers, culture, media, social media, personal values, and perceived norms on the use of alcohol, marijuana/cannabis, tobacco, and other drugs. 

Food, Nutrition, and Physical Activity

• Explain why it is important to respect different nutrition choices based on culture, needs, and preferences. 
• Analyze how internal and external influences can affect decisions about eating and physical activity.
• Analyze benefits of regular physical activity to promote health.  

Social, Emotional, and Mental Health 

• Understand the stress response system (regulation and dysregulation) and what environments and experiences activate those responses. 
• Demonstrate how to access credible mental health information and services in the community, including the Suicide & Crisis Lifeline 988. 
• Describe how sharing information about self and others online can impact social, emotional, and mental health. 

Healthy Relationships and Violence Prevention

• Apply social skills (i.e., empathy, compassion, etc.) to develop and maintain healthy relationships that collectively achieve mutual goals while affirming identities and perspectives. 
• Discuss how family, media, social media, society, culture, and personal identities can influence attitudes, beliefs, and expectations about relationships and physical affection. 
• Identify sources of support, such as parents or other trusted adults, to tell if being teased, harassed, or bullied based on gender, sexual orientation, race, and physical appearance. 
• Describe personal feelings when boundaries, consent, and privacy needs are not respected. 
• Practice communication skills to build healthy relationships and manage conflict. 
• Demonstrate ways to start a conversation when seeking help from a trusted adult about uncomfortable or dangerous situations including bullying, teasing, child sexual abuse, and trafficking.
•  Define child sexual abuse, sexual assault, sexual exploitation, and gender-based violence and analyze potential impacts on physical, social, emotional, and mental health. 

Growth and Development 

• Describe how to show respect for one's own physical appearance, the appearance of others, and how it impacts self-esteem. 
• Identify the human sexual and reproductive systems, including external and internal anatomy and their functions, and recognize that there are variations in human bodies.
• Explain common human sexual development and the role of hormones (e.g., romantic and sexual feelings, masturbation, mood swings, and timing of pubertal onset). 
• Define menstruation and its range of symptoms, explain how it is a part of life that begins during puberty, and recognize that pads, tampons, and other products are important for body care. 
• Discuss how affirming healthcare is important for everyone, including people of all genders, people who are transgender, people who have other gender expansive identities, and people of all races and sexual orientations.
• Recognize that there are many kinds of family structures and discuss ways in which families can change. 

Sexual and Reproductive Health 

• Define sexual intercourse. 
• Identify factors that are important in deciding whether and when to engage in romantic and sexual behaviors. 
• Identify the functions of the ovulation cycle, sperm development, and pregnancy.
• Demonstrate communicating with trusted adults and asking questions about comprehensive sexual and reproductive health. 

Grade Level Skill Focus: 

• Students analyze the influence of family, peers, culture, social media, technology, and other determinants on health behaviors.
• Students demonstrate health literacy by accessing valid and reliable health information, products, and services to enhance health. 

Wellness and Health Promotion

• Describe how personal values, self-esteem, and identity affect personal health.
•  Set a personal health goal for a habit that promotes physical, social, emotional, mental, and environmental health. 
• Analyze the influence of family, school, peers, culture, technology, media, social media, personal values, and perceived norms on the dimensions of health. 

Safety and First Aid

• Discuss how to reduce the risk of unintentional injuries for individuals, families, and communities. 
• Describe strategies for using social media safely, legally, and respectfully.

Substance Use, Misuse, and Abuse

• Analyze the effects of substance use, misuse, and abuse on communities and society. 
• Analyze the outcomes of making decisions to not use alcohol, marijuana/cannabis, tobacco, anabolic steroids, and other drugs. 
• Explore data on current trends around opioids, including fentanyl, and other substance use, misuse, and abuse. 
• Demonstrate how to ask a trusted adult for help accessing resources for self and others regarding situations related to the use of alcohol, tobacco, and other drugs. 

Social, Emotional, and Mental Health 

•  Analyze personal and social intersectional identities and positionality, and how they relate to one's interests, purpose, and sense of belonging.
• Identify and discuss causes, symptoms, and impacts of depression, anxiety, including eating disorders and disordered eating, trauma, self-harm, and suicide. 
• Describe how mental health professionals and other trusted adults can help prevent, treat, and heal from mental health challenges, including suicidal thoughts, eating disorders, and disordered eating. 
• Develop a plan to practice effective and appropriate communication skills via electronic devices and social media to prevent and resolve interpersonal conflict. 
   

Healthy Relationships and Violence Prevention

• Demonstrate awareness and understanding of the similarities and differences that define, influence, and affirm personal and collective identities. 
• Discuss the right of all people to decide if, when and, with whom to be in a relationship. 
• Identify strategies to maintain a safe relationship, end an unsafe, inequitable, or unhealthy relationship, manage conflict, and navigate rejection. 
•  Explain the impact that media, including social media, sexually explicit media and sexting, can have on one's body image and self-esteem. 
• Develop a decision making model to determine if and how to intervene and support a person who is being harassed, bullied, or coerced, including assessing when and how and how it is safe to do so. 
• Analyze dating violence and sexual violence, including harassment, abuse, and trafficking, and their impact on physical, social, emotional, and mental health. 
• Explain why a survivor/victim of interpersonal violence, including sexual violence and trafficking, is never to blame for the actions of the person who perpetrates the violence. 
   

Growth and Development 

•  Discuss how peers, media, family, and culture can influence self-concept, body image, and self-esteem. 
• Describe how puberty can prepare human bodies for the potential to reproduce and that some people have conditions that impact the ability to reproduce. 

Sexual and Reproductive Health 

• Analyze how peers, family, media, society, culture, and a person's intersecting identities can influence attitudes, beliefs, and expectations about sexuality 
• Apply a decision-making model to choices about engaging in sexual behaviors. 

Grade Level Skill Focus: 

• Students demonstrate health literacy by accessing valid and reliable health information, products, and services to enhance health.
• Students demonstrate effective decision-making skills to enhance health.
• Students advocate for behaviors that support personal, family, peer, school, and community health. 

Wellness and Health Promotion

• Describe personal activities and behaviors within the five dimensions of health (physical, social, emotional, mental, and environmental). 
• Compare and contrast how communicable and noncommunicable diseases are treated and managed. 
• Describe strategies to integrate healthy habits related to sleep, physical activity, hygiene, breakfast, social media, and technology habits. 

Safety and First Aid

•  Demonstrate age and developmentally appropriate practices that promote health and prevent or reduce the risk of disease and injury. 
• Analyze the likelihood of personal injury or illness if engaging in unsafe and unhealthy behaviors. 

Substance Use, Misuse, and Abuse

• Understand how substance use, misuse, and abuse affects the basic function of the central and autonomic nervous systems including brain function. 
• Describe the risks of fentanyl exposure and overdose and identify harm reduction strategies, including testing, naloxone, and other interventions. 
• Examine the relationship between substance use, misuse, and abuse risks, including unintentional injuries, violence, suicide, and sexual risk behaviors.
• Demonstrate communication skills to avoid alcohol, marijuana/cannabis, tobacco, or other drug use, especially in peer-pressure situations.  

Food, Nutrition, and Physical Activity

• Discuss ways that the foods and beverages that people consume have a profound impact on their health. 
• Assess personal eating and physical activity behaviors.
•  Analyze the impacts of media, social media, and marketing on food habits. 
• Describe the personal feelings associated with engaging in physical activity, eating nutritious food, and staying hydrated and identify strategies to take care of one’s body. 

Social, Emotional, and Mental Health 

•  Anticipate, reflect and evaluate the impacts of one’s choices and contributions in promoting personal, family, and community well-being.

Healthy Relationships and Violence Prevention

•  Demonstrate verbal and nonverbal communication skills that express personal boundaries and consent and how to show respect for the boundaries of others. 
• Demonstrate strategies a student might use to end an unhealthy relationship, including involving a trusted adult who can help. 
• Identify community resources and other sources of support, including confidential advocates, that students can go to if they have questions about sexual safety or if someone is being sexually harassed, abused, assaulted, or trafficked. 
• Explain the impact that media, including social media, sexually explicit media and sexting, can have on one's body image, self-esteem, and relationships. 
• Describe strategies a person could use, when it is safe to do so, to intervene when someone is being sexually harassed or someone is perpetuating unhealthy or coercive behaviors. 

Growth and Development 

• Define medical accuracy and analyze medically accurate sources of information about puberty, adolescent development, and sexual health.
•  Discuss how support from peers, families, schools, and communities can improve a person's health and wellbeing as it relates to sexual and romantic orientation and sexual identity. 
• Describe what can connect a family and discuss different ways to define family. 
   

Sexual and Reproductive Health 

• Demonstrate the ability to effectively communicate with a partner about abstaining from sexual behavior, using condoms, and/or contraception. 
• Practice using a decision-making model in response to various sexual health scenarios. 
• List the steps necessary for a viable pregnancy to occur with sexual intercourse, insemination, in vitro fertilization, donor conception, and surrogacy.
•  List methods of contraception that are available without a prescription in Oregon and where these can be accessed. 
• Define prenatal care and identify medically accurate sources of information about prenatal care. 

Grade Level Skill Focus: 

• Students analyze the influence of family, peers, culture, social media, technology, and other determinants on health behaviors.
• Students demonstrate health literacy by accessing valid and reliable health information, products, and services to enhance health.
• Students demonstrate effective interpersonal communication skills to enhance health.
• Students demonstrate effective decision-making skills to enhance health.
• Students demonstrate effective goal-setting skills to enhance health.
• Students demonstrate observable health and safety practices.
• Students advocate for behaviors that support personal, family, peer, school, and community health. 

Substance Use, Misuse, and Abuse

• Access valid and reliable health information on short- and long-term effects of substance use from print and electronic materials that are available from credible health organizations. 

Food, Nutrition, and Physical Activity 

• Explain the importance of drinking water and limiting sugar sweetened beverages and its effect on health. 
• Create a personal short- and long-term goal that incorporates nutritious eating, hydration, and physical activity as a daily part of life based on personal, cultural, and community influences. 
• Describe how to prevent foodborne illnesses. 

Social, Emotional, and Mental Health 

• Analyze physical and psychological effects of stress, anxiety, depression, social isolation, and individual and collective trauma.
•  Describe the signs and symptoms of mental health challenges, including the warning signs of suicide, self-harm, eating disorders and disordered eating, and other unsafe behaviors. 
   

Healthy Relationships and Violence Prevention

• Apply a decision-making model to maintaining a healthy relationship and ending an unhealthy relationship. 
• Demonstrate ways to support a fellow student who is being sexually harassed or abused.
•  Describe the types of abuse, including physical, emotional, psychological, financial, and sexual, and the cycle of violence as it relates to sexual abuse, domestic violence, dating violence, trafficking, and gender-based violence.

Growth and Development 

• Analyze how peers, media, family, society, history, culture, and a person's intersecting identities can influence self-concept, body image, and self-esteem. 
• Describe the cognitive, social, and emotional changes of adolescence and throughout adulthood. 

Sexual and Reproductive Health 

• Demonstrate the ability to effectively communicate with a partner to make decisions around abstinence and consensual sexual intimacy. 
• Summarize fertilization, fetal development, and childbirth. 
• Discuss responsibilities around sexually transmitted infection (STI) prevention, testing, treatment, and disclosure to sexual partners. 

Grade Level Skill Focus: 

• Students analyze the influence of family, peers, culture, social media, technology, and other determinants on health behaviors.
• Students demonstrate health literacy by accessing valid and reliable health information, products, and services to enhance health.
• Students demonstrate effective interpersonal communication skills to enhance health.
• Students demonstrate effective decision-making skills to enhance health.
• Students demonstrate effective goal-setting skills to enhance health.
• Students demonstrate observable health and safety practices.
• Students advocate for behaviors that support personal, family, peer, school, and community health. 

Wellness and Health Promotion

•  Identify and describe personal activities and behaviors within the five dimensions of health (physical, social, emotional, mental, and environmental) and how they affect health-related behaviors and impact holistic well-being. 
• Discuss personal and family values and behaviors that impact individual, interpersonal, and community health. 
• Analyze health promotion and disease prevention guidelines and recommendations, including those for infectious diseases, from credible federal, professional, and voluntary health organizations. 
• Identify individual practices that protect vision, hearing, skin, and teeth. 
• Identify at least two strategies to promote health and wellness for individuals, families, and communities. 
• Demonstrate how to access medically accurate, comprehensive, and inclusive health-related resources online and in the community or at school. 
• Advocate for everyone, regardless of physical ability or location, to have access to nutritious food, clean water, clean air, and accessible places. 

Safety and First Aid

•   Analyze current data on unintentional injury among adolescents.

• Demonstrate how to administer basic first aid, hands-only cardiopulmonary resuscitation (CPR), use of an automated external defibrillator (AED), and treatment of an opioid overdose emergency.

• Access a variety of resources in the home, school, and community that prevent injury.

• Examine laws and practices related to increasing accessibility for people with disabilities and identify why they are important for individual, interpersonal, community, and environmental health.

• Analyze community and individual preparation and emergency response in case of natural disasters, including wildfires and earthquakes, and acts of violence.

Substance Use, Misuse, and Abuse

• Identify and promote protective factors related to substance use, misuse, and abuse, including harm reduction and emergency action. 
• Identify how to recognize and respond to overdose emergencies, including how to access, administer, and use naloxone for opioid overdose prevention and reversal. 
• Analyze how laws, rules, policies, and regulations influence health promotion and disease prevention related to tobacco, marijuana, and other drugs. 
• Analyze the data on overdose and fentanyl laced over-the-counter and prescription medications. 
• Analyze the relationship between substance use, misuse, abuse and other health risks, including unintentional injuries, violence, self-harm, suicide, and sexual risk behaviors. 
• Analyze reasons why individuals use or do not use alcohol, marijuana/cannabis, tobacco, and other drugs, including the influence of family, peers, school, community, culture, and social norms on personal values, beliefs, and behaviors. 
• Identify potential barriers to making healthy decisions regarding substance use and identify personal strategies and community support to overcome those barriers. 
• Demonstrate decision-making skills in regards to substance use, misuse, and abuse in varying situations. 
• Evaluate communication skills to manage social pressure to avoid or reduce health risks around substance use. 
• Describe how to access support services needed for substance misuse and abuse, harm reduction services, including needle exchanges, test strips, and prescription disposal sites, and community resources to help someone stop using. 
• Analyze the influence of public health and government laws and policies, as well as media and marketing, on alcohol, marijuana/cannabis, tobacco, and other drugs, past and present. 

Food, Nutrition, and Physical Activity 

• Plan or prepare a balanced meal with nutrient-rich basic ingredients. 
• Evaluate the physical, emotional, and mental impacts of missing or skipping meals and “fad” dieting. 
• Describe how to make nutritious food and beverage choices at home, school, and when dining out. 
• Analyze how people from all cultures and backgrounds are connected by their use of and shared experiences around food. 

Social, Emotional, and Mental Health 

• Demonstrate curiosity and open-mindedness while using critical thinking skills across various situations and environments. 
• Identify activities that promote social, emotional, and mental health. 
• Compare the validity, reliability, and accessibility of mental, social, and emotional health information, products, and services in the home, at school, and in the community. 
• Analyze the impact of media, marketing, social media, internet use, and other technologies on social, mental, and emotional health. 

Healthy Relationships and Violence Prevention

• Analyze different ways that people can express consensual physical affection, love, friendship, empathy, and sympathy within different types of relationships. 
• Analyze how culture and society can perpetuate stereotypes and expectations of people with different genders in relationships. 
• Examine the impact of power differences within relationships and other factors that can affect the ability to give or perceive consent, including in sexual activity. 
• Describe how to access resources for survivors of interpersonal violence, sexual violence and sex trafficking, including local confidential advocacy resources. 
• Explain the impact media, including sexually explicit media, social media, and artificial intelligence (AI) can have on one's perceptions of, and expectations for, a healthy relationship. 
• Model how to be an upstander by addressing hurtful comments, addressing concepts of intent, impact, and repair. 
• Explain why a person who has been sexually harassed, abused, assaulted, or is a survivor/victim of child sexual abuse, rape, domestic violence, dating violence, or sex trafficking, is never to blame for the action of the perpetrator. 

Growth and Development 

• Explain the human reproductive and sexual response systems, including differentiating between internal and external body parts and their functions, and that there are variations in human bodies, including different shapes of vulvas, circumcised and uncircumcised penises, and intersex conditions. 
• Explain how identity-affirming support from peers, families, schools, communities and health care providers can improve a person's health and well-being. 
• Analyze how peers, media, family, society, culture, and a person's intersecting identities can influence attitudes, beliefs, and expectations about sexual and romantic orientation. 

Sexual and Reproductive Health 

• Analyze societal factors that might inhibit honest discussion between sexual and romantic partners about their sexual histories, including sexually transmitted infections (STIs) and HIV/AIDS status, and identify ways to begin open and honest conversations. 
• Describe how to make a decision about sexual behaviors, including virtual and in-person, that takes into consideration personal values and health and safety of self and others. 
• Discuss skills and resources that can support people navigating parenthood. 
• Identify individual, familial, cultural, and systemic influences on barrier methods and contraceptive use. 
• Compare and contrast methods to prevent unintended pregnancy, considering effectiveness, access, and personal impact on health. 

• Analyze systemic barriers to sexual, reproductive, and obstetric care, including prenatal care, childbirth, and postpartum care.