HE Standard #4: Problem Solving and Decision Making Health literate students possess personal and social skills that are associated with taking responsible action to enhance health and reduce or avoid health risks for themselves and for others. They can self-manage, self-monitor and self-assess health and health risks. This begins in the early grades (K-2) when students control impulsive behavior and when they identify and describe behavior, goals and strategies that enhance health and reduce or avoid health risks. Once achieved, older students (3-4) can apply a specific goal setting process to their health and they understand how specific behaviors and emotions can impact the health and safety of themselves and of others. Bullying and the role of the aggressor in bullying situations is introduced at this level. By grade 6, students understand the various types of bullying and roles people play in these situations, as well as how individual, social and cultural differences can make people vulnerable to bullying. They can use multiple criteria to set and monitor their personal health goals and they can analyze various factors that affect health, including stress. Stress management, bullying and violence prevention, and setting personal health goals continue to be addressed in 7-8 grades. Goal setting is extended to include making a plan to achieve personal health goals. Stress management incorporates the analysis of age-appropriate factors that impact adolescents’ health. Analyzing the effects of taking action to oppose bullying and describing the impact of bullying on various forms of health are also included in the benchmarks. By high school, the cognitive demand of previous benchmarks increases to include the evaluation of strategies for managing stress and for being respectful to others and the analysis of various cause and effect relationships. At this level, students will demonstrate the ability to manage their health, advocate for the prevention of violence and bullying, and monitor progress toward achieving long-term health goals.

(a) A school district may include child sexual abuse prevention instruction in a health and safety program required under W.S. 21-9-101(b)(i)(G). A school district may provide instruction under this subsection in any appropriate manner, which may include age appropriate, evidence based instruction on:

• (i) Recognizing sexual abuse and assault;
• (ii) Personal boundary violations;
• (iii) Ways in which a sexual offender may groom or desensitize a victim;
• (iv) Strategies relating to:
• (A) Disclosure of child sexual abuse;
• (B) Reducing self blame;
• (C) Mobilizing bystanders to respond to child sexual abuse.