YourStateStandards

Maine K–6 health standards

Maine writes its own health standards. They are published as Maine Learning Results: Health Education (2022), adopted 2022 and are not a version of a national framework. 67 of 70 are matched to a national standard.

Framework
Maine Learning Results: Health Education (2022)
Adopted
2022
Source last checked
July 25, 2026
Read the official document

70 standards, kindergarten through 6th grade

  • 1.1.KK
    Students name basic healthy behaviors, including nutrition; personal health; and safety and injury prevention.
  • 1.2.KK
    Students name the dimensions of health including physical and social health.
  • 1.3.KK
    Students list prevention strategies for common childhood communicable diseases.
  • 1.4.KK
    Students list qualities of a safe and healthy school environment. Students name personal and public body
  • 1.5.KK
    Students name personal and public body parts.
  • 3.1.KK
    Students name health-enhancing behaviors to improve personal health including self-management skills.
  • 3.2.KK
    Students name behaviors to help avoid or reduce personal health risks.
  • 4.1.KK
    Students recognize people who influence their health behaviors.
  • 4.2.KK
    Students recognize factors that influence health behaviors.
  • 5.1.KK
    Students name healthy and unhealthy ways to communicate.
  • 5.2.KK
    Students name healthy ways to express their needs, wants, and feelings.
  • 6.2.KK
    Students identify what health goals are.
  • 1.1.11
    Students name basic health terms and behaviors, including healthy relationships; nutrition; personal health; and safety and injury prevention.
  • 1.2.11
    Students identify dimensions of health including physical, mental, social, emotional and health.
  • 1.3.11
    Students identify the transmission and prevention of common childhood communicable diseases.
  • 1.4.11
    Students identify ways a safe and healthy school environment can promote personal health. Students label personal and public
  • 1.5.11
    Students label personal and public body parts.
  • 3.1.11
    Students describe health-enhancing behaviors to improve personal health including self-management skills.
  • 3.2.11
    Students recognize behaviors to help avoid or reduce personal health risks.
  • 4.1.11
    Students name people who influence their health behaviors.
  • 4.2.11
    Students identify factors that influence health behaviors.
  • 5.1.11
    Students demonstrate healthy ways to communicate.
  • 5.2.11
    Students recognize ways to ask for help to promote health for self and others.
  • 6.2.11
    Students explore when health goals are useful.
  • 1.1.22
    Students recognize healthy behaviors Including healthy relationships; nutrition; personal health; and safety and injury prevention.
  • 1.2.22
    Students recognize the multiple dimensions of health including physical, mental, social, and emotional.
  • 1.3.22
    Students describe the transmission and prevention of common childhood communicable diseases.
  • 1.4.22
    Students describe ways a safe and healthy school environment can promote personal health. Students recognize that the body
  • 1.5.22
    Students recognize that the body changes throughout the lifespan.
  • 3.1.22
    Students apply health-enhancing behaviors to improve personal health including self-management skills.
  • 3.2.22
    Students explain behaviors to help avoid or reduce personal health risks.
  • 4.1.22
    Students identify multiple influences on personal health behaviors including peers, family, and media.
  • 4.2.22
    Students describe factors that influence health behaviors.
  • 5.1.22
    Students describe verbal and non- verbal ways to communicate.
  • 5.2.22
    Students demonstrate ways to promote health for self and/or others.
  • 6.2.22
    Students identify resources to help achieve a personal health goal.
  • 1.1.33
    Students describe how healthy behaviors impact personal health, including healthy relationships; nutrition; safety and injury prevention; and substance use prevention.
  • 1.2.33
    Students recall the dimensions of health including physical, mental, social, and emotional.
  • 1.3.33
    Students identify ways to prevent and detect common childhood health conditions.
  • 2.1.33
    Students identify characteristics of reliable health information, products, and trusted adults.
  • 2.2.33
    Students identify resources from home, school, and the community that provide reliable health information. Early Adolescence
  • 5.1.33
    Students demonstrate effective communication skills to enhance personal health including written, face- to-face, and safe use of technology.
  • 6.1.33
    Students identify a decision-making process to enhance health.
  • 6.2.33
    Students identify the goal-setting process to enhance health. Early Adolescence
  • 1.1.44
    Students describe how healthy and unhealthy behaviors impact personal health, including healthy relationships; nutrition; safety and injury prevention; and substance use prevention.
  • 1.2.44
    Students define the dimensions of health including physical, mental, social, and emotional.
  • 1.3.44
    Students identify ways to prevent, detect, treat, and/or manage common childhood health conditions.
  • 2.1.44
    Students describe characteristics of reliable health information, products, and trusted adults.
  • 2.2.44
    Students explore resources from home, school, and the community that provide reliable health information.
  • 5.1.44
    Students demonstrate effective communication skills to enhance personal and family health including written, face-to-face, and safe use of technology.
  • 6.1.44
    Students describe when to use a decision-making process to enhance health.
  • 6.2.44
    Students describe when to use a goal- setting process to enhance health.
  • 1.1.55
    Students predict how healthy and unhealthy behaviors affect personal health, including healthy relationships; nutrition; safety and injury prevention; and substance use prevention.
  • 1.2.55
    Students explain the dimensions of health including physical, mental, social, and emotional.
  • 1.3.55
    Students describe ways to prevent, detect, treat, and/or manage common childhood health conditions. Page 3 of 21
  • 2.1.55
    Students compare and contrast characteristics of reliable health information, products, and trusted adults.
  • 2.2.55
    Students locate resources from home, school, and the community that provide reliable health information.
  • 5.1.55
    Students demonstrate effective communication skills to enhance personal, family, and community health including written, face-to-face, and safe use of technology. Page 7 of 21
  • 6.1.55
    Students apply a decision-making process to enhance health.
  • 6.2.55
    Students practice the goal-setting process to achieve a personal health goal.
  • 1.2.66
    Students explain the interrelationship of the dimensions of health including physical, mental, social, and emotional. Students investigate causes of health conditions and ways to reduce, prevent, treat, and/or manage them.
  • 1.3.66
    Students investigate causes of health conditions and ways to reduce, prevent, treat, and/or manage them.
  • 2.1.66
    Students analyze the reliability of health information, products, and services.
  • 2.2.66
    Students locate reliable health information, products, and services. Adolescence Grades 9 - Diploma
  • 3.1.66
    3.1.6-8a - Students explain the importance of assuming responsibility for personal health behaviors. 3.1.6-8b - Students apply health-enhancing behaviors to improve or maintain the health of self and others, including self- management skills.
  • 3.2.66
    Students demonstrate health-enhancing behaviors to avoid or reduce health risks to self and others. Adolescence Grades 9 - Diploma
  • 4.1.66
    Students analyze positive and negative influences on adolescent health practices and behaviors including peers, family, media, culture, community, technology, and social platforms.
  • 4.2.66
    Students examine how health-enhancing and risky behaviors can influence the likelihood of engaging in more of the same behaviors. Adolescence Grades 9 - Diploma
  • 5.1.66
    Students apply effective interpersonal communication skills including affirmative consent, refusal, and negotiation skills to enhance health and build relationships including written, face-to-face, and safe use of technology.
  • 5.2.66
    Students utilize advocacy skills for self and others to make positive health choices. Adolescence Grades 9 – Diploma

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