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Archived Information

Health Curriculum Framework
Building Resilience Through Comprehensive Health

January 1996


Core Concept

The Core Concept of Building Resilience is that comprehensive health education enables students to thrive, persevere, and maintain a positive attitude and healthy bodies. Comprehensive health education teaches fundamental health concepts, promotes habits and behaviors that enhance health, and guides efforts to build healthy families, schools, and communities.

Guiding Principles of Comprehensive Health Education

  1. Comprehensive health education fosters student resilience through the coordinated teaching of health, family and consumer sciences, and physical education.
  2. Interdisciplinary instruction enriches the learning of fundamental health concepts and practices.
  3. Student concerns, interests, views, and ideas are central to active learning and to the classroom assessment of comprehensive health education.
  4. Comprehensive health education requires collaboration and partnerships among all components of the comprehensive school health program.
  5. Comprehensive health education teaches students to acknowledge and respect similarities as well as differences among people.
  6. Comprehensive, sequential health education at every level, preschool through high school, is essential to lifelong learning and health for all students.

Habits of Mind

  • Commitment to Excellence and Equity
  • Respect for Diverse Ways of Perceiving, Thinking, Learning and Communicating
  • Reflection and Openness to Suggestions for Change
  • Curiosity, Flexibility, Creativity, Sense of Organization, and Persistence
  • Willingness to Investigate and Reflect Upon Patterns and Relationships of Ideas
  • Acceptance of Personal, Social, and Civic Responsibility
  • Sense of Interdependence

Comprehensive Health Content

HealthLiteracy Strand

Learning Standards:

  1. Students will understand current concepts of health promotion, disease prevention, and risk assessment in relationship to lifelong growth and development.
  2. Students will develop individual competence and versatility in movement skills, understand movement concepts, and relate physical activity to lifelong health.
  3. Students will analyze the impact of social, cultural, economic, and environmental factors on health.
  4. Students will identify, use, and evaluate health information and resources.

Health Self-Management Strand

Learning Standards:

  1. Students will assess health beliefs, attitudes, and behaviors in order to set achievable goals, monitor progress, and evaluate outcomes.
  2. Students will demonstrate the ability to assess risk, consider potential consequences, and make health-enhancing decisions.
  3. Students will manage resources and practice behaviors that protect and enhance their physical, intellectual, emotional, and social health.

Health Promotion and Advocacy Strand

Learning Standards:
  1. Students will communicate health information clearly and accurately.
  2. Students will promote health and collaborate to build safe and supportive social environments.

Last Updated: January 1, 1996
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