Is 240 a good study guide for the TExES Health EC–12 (257)?

Yes. The 240 study guide is built around the official exam framework and this page shows detailed alignment domain by domain and competency by competency.

TExES Health EC–12 (257) Study Guide Test Alignment

Q: How closely does 240 align to the TExES Health EC–12 (257) exam?

This guide is 91% test-aligned based on a competency-by-competency review of the official framework and the study resources included in the guide.

Q: Does 240 cover every competency?

Coverage is shown transparently across covered, partially covered, and identified gaps: 99 covered, 14 partially covered, and 4 gaps across 117 competencies.

Q: What does "partially covered" mean?

Partially covered means the guide addresses the core parts of a competency, but some depth or subtopics may still be limited.

Why Test Alignment Matters for Your TExES Health EC–12 Study Guide

Certification test standards are broad, but the exam questions are very specific. Our team of curriculum experts uses the 240 Study Guide Creation Process to ensure the most aligned, specific content for your TExES Health EC–12 (257) test — so you are not wasting time on broad subject review that may not show up on exam day.

Why 240 Is the Best Choice for the TExES 257 Study Guide

✓Built around the official exam framework
✓Organized by the competencies actually used on the exam
✓Shows exactly what is covered and where depth is partial
✓Includes aligned questions, flashcards, study materials, and videos
✓Helps candidates study what is actually tested instead of broad generic content

Transparent coverage is a strength. We show where the guide is strong, where depth is partial, and where a gap has been identified so you can make an informed study decision.

How to Read This Alignment Review

5 domains · 117 competencies reviewed · 91% test-aligned

Covered— competency is comprehensively supported by the guide

Partially covered— core content is covered, but some depth gaps remain

Coverage gap identified— a content gap has been identified

✓

This study guide is based on the current official exam framework

We review and update alignment whenever the official framework changes so candidates are always studying current, accurate material.

HEALTH AND WELLNESS (DOMAIN I) Partially covered

SMR I.001 (Body Systems and Health-Related Factors): Demonstrate understanding of health promotion and disease prevention practices; structures and functions of human body systems; and factors that influence health, growth, and development

145 Qs9 Materials62 Cards0 VideosPartially covered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Notes
A. Demonstrate knowledge of the stages and expected patterns of physical, cognitive, social, and emotional development during childhood and adolescence	PE.Development	Covered	11	1	5	Covered by 1 topic (11 questions, 1 materials, 5 cards, 0 videos).
B. Demonstrate knowledge of social determinants of health and their effects on growth and development, including the relationship between adverse childhood experiences (ACEs) and health	PE.Developmental Influences	Partially covered	7	1	2	Partial coverage by 1 topic (7 questions, 1 materials, 2 cards, 0 videos); limited supporting content.
C. Recognize the structures, functions, and interactions of all body systems and factors (eg, heredity, environment, substance use) that affect the functioning of body systems	PE.Human Body Systems	Covered	26	1	7	Covered by 1 topic (26 questions, 1 materials, 7 cards, 0 videos).
D. Demonstrate knowledge of personal care and hygiene practices that have positive effects on lifelong health and wellness	PE.Personal Care	Partially covered	3	1	0	Partial coverage by 1 topic (3 questions, 1 materials, 0 cards, 0 videos); limited supporting content.
E. Apply knowledge of types, causes, modes of transmission, and signs and symptoms of common illnesses and diseases, including vector-borne illnesses and diseases	PE.Common Diseases	Covered	31	1	21	Covered by 1 topic (31 questions, 1 materials, 21 cards, 0 videos).
F. Apply knowledge of practices for preventing communicable, noncommunicable, and chronic diseases and methods of screening for, managing, controlling, and treating illness and disease	PE.Disease Prevention	Covered	17	1	7	Covered by 1 topic (17 questions, 1 materials, 7 cards, 0 videos).
G. Demonstrate knowledge of scientifically proven principles of nutrition, sources and functions of nutrients, factors that influence nutritional and caloric requirements, and factors that influence food choices	PE.Healthy Diet	Covered	19	1	10	Covered by 1 topic (19 questions, 1 materials, 10 cards, 0 videos).
H. Apply skills and strategies for interpreting, analyzing, evaluating, and comparing nutritional information (eg, food labels, promotional claims, allergen lists) to promote health-enhancing dietary decisions	PE.Evaluating Nutritional Information	Covered	11	1	7	Covered by 1 topic (11 questions, 1 materials, 7 cards, 0 videos).
I. Demonstrate knowledge of the physiological and psychological effects of physical activity, the components of health-related fitness, and principles and strategies for maintaining and improving fitness	PE.Personal Benefits of Physical Activity	Covered	20	1	6	Covered by 1 topic (20 questions, 1 materials, 6 cards, 0 videos).

SMR I.002 (Mental, Emotional, and Social Health and Well-Being): Demonstrate understanding of mental, emotional, and social health and strategies and skills for building, maintaining, and improving mental, emotional, and social health and well-being

68 Qs5 Materials22 Cards0 VideosCovered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Notes
A. Analyze connections between mental, emotional, and social health and the role of the health education teacher in supporting students' health and success in cross-curricular learning	PE.Cross-Curricular Learning (Health)	Covered	8	1	0	Covered by 1 topic (8 questions, 1 materials, 0 cards, 0 videos).
B. Recognize the role of positive self-esteem and a healthy self-concept in avoiding negative behaviors that can occur in conjunction with mental health concerns	PE.Mental Health	Covered	31	1	10	Covered by 1 topic (31 questions, 1 materials, 10 cards, 0 videos).
C. Analyze ways in which internal and external factors, including protective and risk factors (eg, positive adult relationship, routine, healthy diet, trauma, grief and loss, adverse childhood experiences [ACEs], environmental factors), may influence mental, emotional, and social health and well-being	PE.Mental Health	Covered	31	1	10	Covered by 1 topic (31 questions, 1 materials, 10 cards, 0 videos).
D. Identify strategies that promote students' awareness and use of self-regulation techniques and strategies to promote positive mental, emotional, and social health and well-being	PE.Mental Health	Covered	31	1	10	Covered by 1 topic (31 questions, 1 materials, 10 cards, 0 videos).
E. Apply knowledge of causes of stress and effects of stress on mental, emotional, and social health and well-being	PE.Stress and Relaxation	Covered	11	1	2	Covered by 1 topic (11 questions, 1 materials, 2 cards, 0 videos).
F. Identify strategies for promoting students' ability to cope with and manage stress in healthy ways (eg, rest, proper nutrition, physical activity, positive relationships, counseling)	PE.Stress and Relaxation	Covered	11	1	2	Covered by 1 topic (11 questions, 1 materials, 2 cards, 0 videos).
G. Demonstrate knowledge of signs and symptoms of mental health disorders and conditions (eg, anxiety, depression, trauma) and strategies and resources for supporting students with mental health disorders (eg, services in the school setting)	PE.Mental Health	Covered	31	1	10	Covered by 1 topic (31 questions, 1 materials, 10 cards, 0 videos).
H. Demonstrate knowledge of signs, symptoms, and potential origins of the diagnosable eating disorders (ie, anorexia nervosa, bulimia nervosa, binge eating disorder, pica, rumination disorder, avoidant/restrictive food intake disorder); effects of eating disorders on health; and strategies and resources for supporting students with eating disorders in seeking services	PE.Eating Disorders	Covered	8	1	10	Covered by 1 topic (8 questions, 1 materials, 10 cards, 0 videos).
I. Apply knowledge of how to promote students' ability to seek support in processing and overcoming anxiety, grief, and adverse life events in order to maintain overall mental health and wellness	PE.Mental Health	Covered	31	1	10	Covered by 1 topic (31 questions, 1 materials, 10 cards, 0 videos).
J. Identify skills and strategies for developing students' emotional resilience and for promoting students' ability to positively influence peers in stressful situations	PE.Resilience	Covered	10	1	0	Covered by 1 topic (10 questions, 1 materials, 0 cards, 0 videos).

SMR I.003 (Reproductive and Sexual Health): Demonstrate understanding of reproductive development, sexual health concepts, and approaches and skills for protecting overall health and well-being

66 Qs5 Materials20 Cards0 VideosCovered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Notes
A. Demonstrate knowledge of anatomical, physiological, and emotional changes associated with puberty and how these changes may affect personal health	PE.Physical Development Stages	Covered	14	1	0	Covered by 1 topic (14 questions, 1 materials, 0 cards, 0 videos).
B. Demonstrate knowledge of reproductive and sexual health concepts, the risks of early sexual activity, and strategies and resources for promoting students' ability to protect their reproductive and sexual health (eg, setting and respecting personal boundaries)	PE.Teaching Sexual Health	Covered	16	1	1	Covered by 1 topic (16 questions, 1 materials, 1 cards, 0 videos).
C. Recognize the responsibilities of individuals involved in dating relationships, the foundations and characteristics of healthy and unhealthy dating relationships, and resources for helping individuals involved in abusive dating relationships	PE.Dating Relationships	Covered	14	1	8	Covered by 1 topic (14 questions, 1 materials, 8 cards, 0 videos).
D. Recognize factors that influence decisions about reproductive and sexual health (eg, values, media messages, peer pressure) and strategies and skills (eg, using and accepting refusal techniques) for making responsible decisions about reproductive and sexual health	PE.Teaching Sexual Health	Covered	16	1	1	Covered by 1 topic (16 questions, 1 materials, 1 cards, 0 videos).
E. Demonstrate knowledge of laws related to sexual consent and sexual offenses and of strategies, skills, and resources for preventing, avoiding, resisting, and deterring sexual harassment, exploitation, abuse, and assault	PE.Dating Relationships	Covered	14	1	8	Covered by 1 topic (14 questions, 1 materials, 8 cards, 0 videos).
F. Demonstrate knowledge of types, characteristics, and modes of transmission of sexually transmitted infections (STIs), including HIV; and recognize the importance of screening, testing, and early treatment for STIs and HIV	PE.Sexually Transmitted Diseases	Covered	10	1	8	Covered by 1 topic (10 questions, 1 materials, 8 cards, 0 videos).
G. Apply knowledge of medically accurate and evidence-based methods and resources for preventing, avoiding, and treating sexually transmitted infections (STIs), including HIV	PE.Sexually Transmitted Diseases	Covered	10	1	8	Covered by 1 topic (10 questions, 1 materials, 8 cards, 0 videos).
H. Recognize the benefits of practicing abstinence from sexual activity and the importance of support from others in maintaining abstinence	PE.Teaching Sexual Health	Covered	16	1	1	Covered by 1 topic (16 questions, 1 materials, 1 cards, 0 videos).
I. Recognize stages in the pregnancy and birth cycle, factors that affect prenatal development, and physiological and psychological changes that may occur during and after pregnancy	PE.Pregnancy	Covered	12	1	3	Covered by 1 topic (12 questions, 1 materials, 3 cards, 0 videos).
J. Demonstrate knowledge of legal, financial, societal, and educational responsibilities and consequences related to teen pregnancy and parenting, as well as options and resources available to teen parents	PE.Pregnancy	Covered	12	1	3	Covered by 1 topic (12 questions, 1 materials, 3 cards, 0 videos).

HEALTH SKILLS FOR REDUCING RISKS (DOMAIN II) Partially covered

SMR II.004 (Prevention of Alcohol, Tobacco, and Other Drug Use): Demonstrate understanding of concepts related to alcohol, tobacco, and other drug use (eg, any type of substance abuse) and skills and strategies for preventing and reducing health risks related to alcohol, tobacco, and other drug use

64 Qs4 Materials13 Cards0 VideosCovered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Notes
A. Identify short-term and long-term effects (eg, physical, psychological, social) of using alcohol, tobacco, and other drugs, including nonprescribed and over-the-counter (OTC) medications	PE.Drug Abuses	Covered	15	1	7	Covered by 1 topic (15 questions, 1 materials, 7 cards, 0 videos).
B. Demonstrate knowledge of ways in which internal factors (eg, depression, self-esteem, personal values) and external factors (eg, media, family, peers) may influence decisions related to alcohol, tobacco, and other drug use	PE.Preventing and Treating Substance Abuse	Covered	30	1	3	Covered by 1 topic (30 questions, 1 materials, 3 cards, 0 videos).
C. Recognize the role of assertiveness, negotiation, resistance, and refusal skills in avoiding and minimizing risks related to the use of alcohol, tobacco, and other drugs	PE.Substance Refusal	Covered	9	1	3	Covered by 1 topic (9 questions, 1 materials, 3 cards, 0 videos).
D. Apply knowledge of skill-based strategies and activities that promote students' ability to avoid or reduce health risks related to the use of alcohol, tobacco, and other drugs	PE.Preventing and Treating Substance Abuse	Covered	30	1	3	Covered by 1 topic (30 questions, 1 materials, 3 cards, 0 videos).
E. Recognize how health-risk behaviors involving the use of alcohol, tobacco, and other drugs may lead to participation in other unhealthy behaviors (eg, reckless driving, fighting)	PE.Drug Abuses	Covered	15	1	7	Covered by 1 topic (15 questions, 1 materials, 7 cards, 0 videos).
F. Apply knowledge of school-based and community-based efforts to address and prevent student involvement in health-risk behaviors related to alcohol, tobacco, and other drugs	PE.Preventing and Treating Substance Abuse	Covered	30	1	3	Covered by 1 topic (30 questions, 1 materials, 3 cards, 0 videos).
G. Analyze economic, social, legal, educational, and personal consequences related to the use of alcohol, tobacco, and other drugs (eg, loss of license, effects on public safety and the health-care industry)	PE.Drug Consequences	Covered	10	1	0	Covered by 1 topic (10 questions, 1 materials, 0 cards, 0 videos).
H. Demonstrate knowledge of interventions and treatments for alcohol, tobacco, and other drug abuse, as well as age-appropriate strategies for coping with another person's substance abuse	PE.Preventing and Treating Substance Abuse	Covered	30	1	3	Covered by 1 topic (30 questions, 1 materials, 3 cards, 0 videos).

SMR II.005 (Interpersonal, Social, and Family Relationships and Communication): Demonstrate understanding of skills and strategies for promoting healthy communication and for maintaining healthy interpersonal, social, and family relationships

67 Qs6 Materials9 Cards0 VideosCovered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Notes
A. Apply knowledge of communication skills that enhance students' ability to express thoughts and emotions appropriately and communicate clearly in a variety of social settings	PE.Teaching Healthy Communication Skills	Covered	13	1	5	Covered by 1 topic (13 questions, 1 materials, 5 cards, 0 videos).
B. Demonstrate the ability to promote healthy interpersonal, social, and family interactions and relationships, including the ability to recognize and respond effectively to verbal and nonverbal communication	PE.Teaching Healthy Communication Skills	Covered	13	1	5	Covered by 1 topic (13 questions, 1 materials, 5 cards, 0 videos).
C. Analyze the influence of positive communication behaviors versus negative communication behaviors on interpersonal, social, and family relationships	PE.Communication Behaviors	Covered	8	1	2	Covered by 1 topic (8 questions, 1 materials, 2 cards, 0 videos).
D. Recognize characteristics of healthy social support networks, types of groups and group dynamics, and positive and negative consequences of various types of group interactions (eg, in-person situations, digital spaces and platforms)	PE.Peer Relationships	Covered	18	1	2	Covered by 1 topic (18 questions, 1 materials, 2 cards, 0 videos).
E. Apply knowledge of strategies and skills for developing and maintaining friendships and of the importance of healthy, caring relationships for developing self-esteem and well-being	PE.Peer Relationships	Covered	18	1	2	Covered by 1 topic (18 questions, 1 materials, 2 cards, 0 videos).
F. Demonstrate knowledge of the influence of peers and the effects of peer pressure on students' physical, mental, emotional, and social health and well-being	PE.Peer Relationships	Covered	18	1	2	Covered by 1 topic (18 questions, 1 materials, 2 cards, 0 videos).
G. Apply knowledge of healthy relational techniques and skills for resisting and responding to peer pressure	PE.Peer Relationships	Covered	18	1	2	Covered by 1 topic (18 questions, 1 materials, 2 cards, 0 videos).
H. Apply knowledge of appropriate strategies, skills, responses, and policies for preventing and addressing bullying, harassment, intimidation, and exclusion, including electronic and digital forms (eg, school policies, social and emotional learning activities to promote relationship and coping skills)	PE.Bullying Prevention	Covered	8	1	0	Covered by 1 topic (8 questions, 1 materials, 0 cards, 0 videos).
I. Demonstrate knowledge of characteristics (eg, trust, support, neglect, substance use) that may influence family relationships and the physical, mental, and emotional health and well-being of family members; and identify resources for addressing family concerns	PE.Parenting and Family Communication	Covered	10	1	0	Covered by 1 topic (10 questions, 1 materials, 0 cards, 0 videos).
J. Demonstrate knowledge of ways in which healthy families, homes, and communities can provide supportive and nurturing environments for children's development	PE.Supportive Environments	Covered	10	1	0	Covered by 1 topic (10 questions, 1 materials, 0 cards, 0 videos).

SMR II.006 (Injury Prevention and Safety): Demonstrate understanding of skills and strategies for promoting safety, preventing accidents and injuries, addressing bullying, and responding to emergencies

68 Qs8 Materials21 Cards0 VideosPartially covered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Notes
A. Demonstrate knowledge of safe and unsafe conditions in the school, home, community, and environment; activities for promoting students' ability to identify and evaluate potential hazards; and strategies for promoting students' use of safe behaviors	PE.Teaching Safety	Covered	9	1	0	Covered by 1 topic (9 questions, 1 materials, 0 cards, 0 videos).
B. Apply knowledge of principles, rules, resources, and precautions related to personal safety, including traffic and pedestrian safety, fire prevention, poisoning and overdose prevention, water safety, and safety during recreation and play	PE.Teaching Safety	Covered	9	1	0	Covered by 1 topic (9 questions, 1 materials, 0 cards, 0 videos).
C. Demonstrate knowledge of home and school safety and emergency response plans, including their components and benefits	PE.Emergency Plans	Covered	7	1	5	Covered by 1 topic (7 questions, 1 materials, 5 cards, 0 videos).
D. Apply knowledge of how to promote students' ability to be safe and responsible citizens in digital and online environments and to obtain help from trusted adults when feeling bullied, uncomfortable, exploited, or unsafe as a result of digital or online interactions	PE.Digital Safety	Partially covered	6	1	1	Partial coverage by 1 topic (6 questions, 1 materials, 1 cards, 0 videos); limited supporting content.
E. Demonstrate knowledge of strategies for responding to reports of bullying and providing appropriate physical, mental, emotional, and social support for all individuals involved	PE.Bullying Response	Partially covered	7	1	0	Partial coverage by 1 topic (7 questions, 1 materials, 0 cards, 0 videos); limited supporting content.
F. Analyze conditions, perceptions, and behaviors that contribute to unintentional injuries (eg, proximity of weapons, impaired judgment, alcohol use) and identify strategies for helping students assume personal responsibility in preventing injury	PE.First Aid	Covered	21	1	4	Covered by 1 topic (21 questions, 1 materials, 4 cards, 0 videos).
G. Apply knowledge of strategies for recognizing and avoiding potentially dangerous situations; methods for preventing, responding to, and reporting different types of violence (eg, intentional injury, dating violence, gang violence, hate crimes); and appropriate ways to seek assistance	PE.Preventing Violence	Covered	10	1	0	Covered by 1 topic (10 questions, 1 materials, 0 cards, 0 videos).
H. Apply knowledge of first-aid procedures for responding to injuries and respiratory and cardiac emergencies (eg, treating for shock, administering CPR or AED, clearing an airway obstruction)	PE.First Aid	Covered	21	1	4	Covered by 1 topic (21 questions, 1 materials, 4 cards, 0 videos).
I. Identify sources of help and procedures for obtaining assistance in an emergency or crisis, including incidents caused by natural or human-made disasters	PE.Emergency Plans	Covered	7	1	5	Covered by 1 topic (7 questions, 1 materials, 5 cards, 0 videos).
J. Demonstrate knowledge of recognizing and responding as a mandatory reporter to potential signs and symptoms of child abuse, neglect, exploitation, and suspected human trafficking	PE.Types of Abuse	Partially covered	6	1	4	Partial coverage by 1 topic (6 questions, 1 materials, 4 cards, 0 videos); limited supporting content.
K. Apply knowledge of local crisis policies and protocols related to concerns of self-harming behaviors or suicidal ideation and identify resources and supports to help ensure students' safety	PE.Self-Harm	Partially covered	2	1	7	Partial coverage by 1 topic (2 questions, 1 materials, 7 cards, 0 videos); limited supporting content.

SMR II.007 (Personal Health Efficacy Skills): Apply knowledge of strategies and activities for promoting students' use of self-assessment, goal-setting, decision-making, conflict-resolution, and self-advocacy skills to enhance health

64 Qs5 Materials16 Cards0 VideosPartially covered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Notes
A. Demonstrate knowledge of principles, criteria, and methods for evaluating personal health strengths and risks, health behaviors and patterns, and consequences of health choices	PE.Self-Care	Partially covered	4	1	0	Partial coverage by 1 topic (4 questions, 1 materials, 0 cards, 0 videos); limited supporting content.
B. Apply knowledge of steps and procedures for using decision-making and problem-solving skills and processes in various health-related contexts	PE.Goal Setting and Decision Making	Covered	23	1	9	Covered by 1 topic (23 questions, 1 materials, 9 cards, 0 videos).
C. Apply knowledge of techniques and skills for establishing, prioritizing, analyzing, and monitoring personal health-related goals	PE.Health Plans	Covered	9	1	0	Covered by 1 topic (9 questions, 1 materials, 0 cards, 0 videos).
D. Recognize the importance of seeking advice, guidance, and support from others (eg, health-care professionals, family members, peers) in making decisions about personal health	PE.Self-Care	Partially covered	4	1	0	Partial coverage by 1 topic (4 questions, 1 materials, 0 cards, 0 videos); limited supporting content.
E. Demonstrate knowledge of ways in which individuals can contribute to improving community and environmental health (eg, advocacy, conservation, volunteerism)	PE.Environmental Health	Covered	12	1	6	Covered by 1 topic (12 questions, 1 materials, 6 cards, 0 videos).
F. Apply knowledge of strategies and activities that encourage and support students in advocating for personal, family, and community health	PE.Environmental Health	Covered	12	1	6	Covered by 1 topic (12 questions, 1 materials, 6 cards, 0 videos).
G. Demonstrate knowledge of age-appropriate techniques, processes, activities, and resources for promoting students' conflict-management and conflict-resolution skills	PE.Conflict Resolution	Covered	16	1	1	Covered by 1 topic (16 questions, 1 materials, 1 cards, 0 videos).
H. Apply knowledge of strategies and approaches for promoting students' ability to use self-management techniques and critical-thinking skills to enhance personal health	PE.Health Plans	Covered	9	1	0	Covered by 1 topic (9 questions, 1 materials, 0 cards, 0 videos).
I. Apply knowledge of principles, criteria, and strategies for encouraging students to create, evaluate, assess, and adjust personal health plans that emphasize positive health behaviors	PE.Health Plans	Covered	9	1	0	Covered by 1 topic (9 questions, 1 materials, 0 cards, 0 videos).

HEALTH LITERACY AND HEALTH EDUCATION (DOMAIN III) Partially covered

SMR III.008 (Health Literacy): Understand health literacy; influences on health behaviors; and strategies and skills for accessing, evaluating, and using health-related information, products, and services

62 Qs5 Materials20 Cards0 VideosCovered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Notes
A. Demonstrate knowledge of concepts and principles related to health literacy (ie, the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions)	PE.Sources for Health Information	Covered	18	1	6	Covered by 1 topic (18 questions, 1 materials, 6 cards, 0 videos).
B. Analyze ways in which attitudes, values, and behaviors related to health and wellness are influenced by peers, family, culture, technology, perceptions of social norms, and other factors	PE.Health Perceptions	Covered	10	1	0	Covered by 1 topic (10 questions, 1 materials, 0 cards, 0 videos).
C. Demonstrate knowledge of sources of valid health-related information and knowledge of principles and skills for locating, researching, analyzing, and evaluating health-related information, products, and services	PE.Sources for Health Information	Covered	18	1	6	Covered by 1 topic (18 questions, 1 materials, 6 cards, 0 videos).
D. Analyze the impact of various forms of media messages on students' perceptions regarding nutrition, attractiveness, sexuality, body image, substance use, violence, and other health-related topics	PE.Media	Covered	14	1	3	Covered by 1 topic (14 questions, 1 materials, 3 cards, 0 videos).
E. Analyze social media and marketing techniques related to health information, products, and services and apply criteria and skills for identifying and analyzing media messages	PE.Media	Covered	14	1	3	Covered by 1 topic (14 questions, 1 materials, 3 cards, 0 videos).
F. Apply knowledge of appropriate and relevant resources, strategies, and activities for promoting students' effective use of health knowledge and skills in making decisions about health behaviors, products, and services	PE.Sources for Health Information	Covered	18	1	6	Covered by 1 topic (18 questions, 1 materials, 6 cards, 0 videos).
G. Apply knowledge of the roles of community, government, nonprofit, and private organizations in providing health-related information and services to individuals and families and in advocating for public health	PE.Health Agencies	Covered	10	1	7	Covered by 1 topic (10 questions, 1 materials, 7 cards, 0 videos).
H. Demonstrate knowledge of state and federal laws and guidelines governing the health, safety, and consumer rights of individuals and families	PE.Consumer Rights (Texas)	Covered	10	1	4	Covered by 1 topic (10 questions, 1 materials, 4 cards, 0 videos).

SMR III.009 (Health Education Program): Understand the organization, goals, and purposes of the school health education program and principles and practices for effective, data-driven, culturally responsive, and developmentally appropriate instruction and assessment

76 Qs8 Materials17 Cards0 VideosPartially covered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Notes
A. Demonstrate knowledge of the organization, goals, and purposes of school health education programs and important state and national initiatives (eg, Whole School, Whole Community, Whole Child [WSCC] model)	PE.Health Education Programs	Covered	15	1	5	Covered by 1 topic (15 questions, 1 materials, 5 cards, 0 videos).
B. Analyze the use and synthesis of national-, state-, and district-level data on behavioral health risks among students to determine health education goals and priorities and to plan inclusive school health education programs	PE.Health Education Programs	Covered	15	1	5	Covered by 1 topic (15 questions, 1 materials, 5 cards, 0 videos).
C. Demonstrate knowledge of the roles of school policies and local health advisory councils in the implementation of health education, including the responsibilities of a School Health Advisory Council (SHAC)	PE.Health Education Programs (TX)	Covered	11	1	2	Covered by 1 topic (11 questions, 1 materials, 2 cards, 0 videos).
D. Apply knowledge of principles and techniques for evaluating the effectiveness of a school health education program and for adapting and modifying the program based on observation of students, assessment data, program evaluation results, and reflection	PE.Evaluating Health Programs	Partially covered	4	1	4	Partial coverage by 1 topic (4 questions, 1 materials, 4 cards, 0 videos); limited supporting content.
E. Demonstrate the ability to design and implement instruction that is based on the Texas Essential Knowledge and Skills (TEKS) for Health Education and that achieves learning goals and ensures student progress	PE.Teaching Health (TEKS)	Covered	11	1	0	Covered by 1 topic (11 questions, 1 materials, 0 cards, 0 videos).
F. Apply knowledge of strategies for planning instruction that facilitates students' functional health knowledge and skill development and that addresses students' abilities, interests, developmental levels, and cultural backgrounds	PE.Teaching Health	Covered	19	1	0	Covered by 1 topic (19 questions, 1 materials, 0 cards, 0 videos).
G. Demonstrate knowledge of principles, criteria, and methods for creating, selecting, and implementing health education assessments to evaluate students' functional health knowledge and skill proficiency	PE.Health Education Assessments	Partially covered	4	1	0	Partial coverage by 1 topic (4 questions, 1 materials, 0 cards, 0 videos); limited supporting content.
H. Apply knowledge of how to interpret health education assessment data and use data-driven decision making to guide planning, adjust instruction, and provide constructive feedback to enhance learning	PE.Health Education Assessments	Partially covered	4	1	0	Partial coverage by 1 topic (4 questions, 1 materials, 0 cards, 0 videos); limited supporting content.
I. Apply knowledge of legal, ethical, and professional issues and responsibilities relevant to health education	PE.Health Education Legal and Ethical	Partially covered	4	1	1	Partial coverage by 1 topic (4 questions, 1 materials, 1 cards, 0 videos); limited supporting content.
J. Recognize the benefits of professional development activities and resources for enhancing health education knowledge and pedagogical skills	PE.Health Education Professional Development	Covered	8	1	5	Covered by 1 topic (8 questions, 1 materials, 5 cards, 0 videos).

EDUCATING ALL LEARNERS AND PROFESSIONAL PRACTICE (DOMAIN IV) Partially covered

SMR IV.010 (Differentiation Strategies in Planning and Practice): Understand how to identify and implement developmentally and culturally appropriate strategies and data-driven practices to effectively teach and engage all learners

65 Qs5 Materials20 Cards0 VideosPartially covered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Notes
A. Demonstrate knowledge of the principles of universal design for learning (UDL) and how to apply UDL guidelines to incorporate the flexibility necessary to maximize learning opportunities for all students	PE.Teaching Health UDL	Partially covered	7	1	1	Partial coverage by 1 topic (7 questions, 1 materials, 1 cards, 0 videos); limited supporting content.
B. Apply knowledge of effective methods for fostering students' active participation and individual academic success in one-to-one, small-group, and large-group settings and for facilitating all students' inclusion in various settings (eg, academic, social)	PE.Instructional Strategies (Health)	Covered	26	1	9	Covered by 1 topic (26 questions, 1 materials, 9 cards, 0 videos).
C. Apply knowledge of activities, instructional delivery, and high-quality instructional materials that build on students' individual interests, primary language, experiences, and prior knowledge; respond to students' strengths and needs; and promote the development of prerequisite skills and positive dispositions toward learning in the content areas	PE.Instructional Strategies (Health)	Covered	26	1	9	Covered by 1 topic (26 questions, 1 materials, 9 cards, 0 videos).
D. Demonstrate knowledge of how and when to adjust and scaffold instruction using vertically aligned content, instructional activities, and assessment in response to various types of feedback from students	PE.Instructional Strategies (Health)	Covered	26	1	9	Covered by 1 topic (26 questions, 1 materials, 9 cards, 0 videos).
E. Demonstrate knowledge of how to identify, select, and implement appropriate and effective accommodations for students with 504 plans or Individualized Education Programs (IEPs), including collaborating with other professionals to meet the needs of all students	PE.Student Needs (Health) (Texas)	Covered	12	1	10	Covered by 1 topic (12 questions, 1 materials, 10 cards, 0 videos).
F. Demonstrate knowledge of the various categories of disabilities as outlined in the Individuals with Disabilities Education Act (IDEA) and of Child Find obligations and educational implications specific to children with unique learning differences (eg, developmental delays, autism spectrum disorder, dyslexia, intellectual disabilities, behavioral/emotional challenges, specific learning disabilities)	PE.Student Needs (Health) (Texas)	Covered	12	1	10	Covered by 1 topic (12 questions, 1 materials, 10 cards, 0 videos).
G. Demonstrate knowledge of the Code of Ethics and Standard Practices for Texas Educators, as well as school-specific policies and procedures	PE.Health Ethics Texas	Covered	12	1	0	Covered by 1 topic (12 questions, 1 materials, 0 cards, 0 videos).
H. Demonstrate knowledge of best practices for communicating consistently, clearly, and respectfully with all members of the campus community, administrators, and staff	PE.Professional Communication (Health)	Covered	8	1	0	Covered by 1 topic (8 questions, 1 materials, 0 cards, 0 videos).
I. Demonstrate knowledge of best practices for communicating regularly, clearly, and appropriately with parents/guardians and families about student progress by providing detailed, positive, and constructive feedback and for partnering with students' families in furthering students' achievement	PE.Professional Communication (Health)	Covered	8	1	0	Covered by 1 topic (8 questions, 1 materials, 0 cards, 0 videos).

SMR IV.11 (Culturally Responsive Practices): Understand how to identify and implement culturally responsive, developmentally appropriate practices to effectively teach and engage all learners

59 Qs5 Materials13 Cards0 VideosPartially covered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Notes
A. Demonstrate knowledge of strategies and practices that acknowledge and respect diversity and identity (eg, cultural, economic, linguistic, racial, ethnic, gender, ability, sexual orientation) and provide a supportive inclusive learning environment in order to promote students' overall development and learning, including understanding of the benefits of primary languages and multilingualism to learning	PE.Teaching Health Environment	Covered	20	1	0	Covered by 1 topic (20 questions, 1 materials, 0 cards, 0 videos).
B. Recognize the role personal bias plays in potential learning expectations for all students in order to promote safe, positive, and supportive interactions and learning environments for all students	PE.Fair Learning Environment (Health)	Covered	12	1	5	Covered by 1 topic (12 questions, 1 materials, 5 cards, 0 videos).
C. Demonstrate knowledge of activities, approaches, and resources that encourage and support exploration and engagement and promote a positive disposition toward learning for all students	PE.Exploration and Engagement	Partially covered	6	1	2	Partial coverage by 1 topic (6 questions, 1 materials, 2 cards, 0 videos); limited supporting content.
D. Demonstrate understanding of the role of language and culture in learning, as well as how to modify instruction to support language acquisition to ensure that both language and instruction are accessible across the content areas	PE.Inclusive Environment (Health)	Covered	13	1	4	Covered by 1 topic (13 questions, 1 materials, 4 cards, 0 videos).
E. Demonstrate knowledge of ways to work collaboratively with parents/guardians, teachers, school and community service providers, and students to support all students, including but not limited to English learners (ELs), and programs such as ESL, bilingual, and dual language	PE.Inclusive Environment (Health)	Covered	13	1	4	Covered by 1 topic (13 questions, 1 materials, 4 cards, 0 videos).
F. Demonstrate knowledge of ways to work collaboratively with teachers, related service providers, parents/guardians, and students to effectively support the implementation of an Individualized Education Program (IEP) and instructional accommodations, modifications, and strategies	PE.Inclusive Environment (Health)	Covered	13	1	4	Covered by 1 topic (13 questions, 1 materials, 4 cards, 0 videos).
G. Demonstrate knowledge of best practices for maintaining and facilitating respectful, supportive, positive, and productive interactions with and among students	PE.Teaching Health Environment	Covered	20	1	0	Covered by 1 topic (20 questions, 1 materials, 0 cards, 0 videos).
H. Demonstrate knowledge of best practices for implementing behavior management systems to maintain an environment in which all students can learn effectively	PE.Classroom Management (Health)	Covered	8	1	2	Covered by 1 topic (8 questions, 1 materials, 2 cards, 0 videos).
I. Demonstrate knowledge of best practices for maintaining a classroom culture that is based on high expectations for student performance and encourages all students to be self-motivated and take responsibility for their own learning	PE.Teaching Health Environment	Covered	20	1	0	Covered by 1 topic (20 questions, 1 materials, 0 cards, 0 videos).
J. Demonstrate knowledge of best practices for maximizing instructional time, including managing transitions	PE.Classroom Management (Health)	Covered	8	1	2	Covered by 1 topic (8 questions, 1 materials, 2 cards, 0 videos).

SMR IV.12 (Data-Driven Practice and Formal/Informal Assessment): Understand the types, selection, and uses of data-driven, developmentally appropriate assessments and assessment practices to effectively support program improvement and all students' learning

61 Qs3 Materials5 Cards0 VideosCovered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Notes
A. Demonstrate knowledge of the various purposes of the use of developmentally appropriate assessments for evaluating students across domains	PE.Assessment Strategies (Health)	Covered	32	1	3	Covered by 1 topic (32 questions, 1 materials, 3 cards, 0 videos).
B. Apply knowledge of basic assessment terminology and of types, characteristics, uses, and limitations of formal, informal, and alternative assessments (eg, developmental screenings, formative and summative assessments, observations, portfolios, state-mandated assessments, types of assessment accommodations and modifications, curriculum-based measures)	PE.Assessment Strategies (Health)	Covered	32	1	3	Covered by 1 topic (32 questions, 1 materials, 3 cards, 0 videos).
C. Apply knowledge of ways to develop and select developmentally appropriate assessments and assessment strategies (eg, use of TEA resources such as formative assessment banks), ensure that assessments are aligned to instructional objectives and outcomes, and use assessment results to inform instruction and measure student progress throughout the content areas	PE.Assessment TEA (Health)	Covered	16	1	0	Covered by 1 topic (16 questions, 1 materials, 0 cards, 0 videos).
D. Apply knowledge of considerations and strategies for effectively administering assessments and documenting assessment outcomes	PE.Assessment Strategies (Health)	Covered	32	1	3	Covered by 1 topic (32 questions, 1 materials, 3 cards, 0 videos).
E. Recognize legal and ethical issues related to assessment, responsible assessment practices, and confidentiality	PE.Assessment Strategies (Health)	Covered	32	1	3	Covered by 1 topic (32 questions, 1 materials, 3 cards, 0 videos).
F. Demonstrate knowledge of the foundational elements of Response to Intervention (RtI) and apply this knowledge through differentiation in planning, delivery, and assessment of tiered instruction for all students that is anchored in data literacy and progress monitoring	PE.Response to Intervention	Covered	13	1	2	Covered by 1 topic (13 questions, 1 materials, 2 cards, 0 videos).
G. Interpret and use information from formal and informal assessments, including the use of multiple measures of assessment, to inform decisions and plan and evaluate student learning	PE.Assessment Strategies (Health)	Covered	32	1	3	Covered by 1 topic (32 questions, 1 materials, 3 cards, 0 videos).
H. Interpret assessment results to enhance students' learning through acquisition of knowledge of students, evaluation, and development monitoring; inform ongoing instructional planning; and continuously adjust learning activities and environments for individuals and groups	PE.Assessment Strategies (Health)	Covered	32	1	3	Covered by 1 topic (32 questions, 1 materials, 3 cards, 0 videos).
I. Demonstrate knowledge of a variety of types of systematic observation and documentation (eg, anecdotal notes, checklists, data collection) and the ability to use these processes and procedures to gain insight into all students' development, strengths, needs, and learning	PE.Assessment Strategies (Health)	Covered	32	1	3	Covered by 1 topic (32 questions, 1 materials, 3 cards, 0 videos).

CONSTRUCTED RESPONSE (DOMAIN V) Coverage gap identified

SMR V.13 (Constructed Response): In a written response, apply pedagogical content knowledge of health education to design and implement appropriate instruction to achieve specific learning objectives

0 Qs0 Materials0 Cards0 VideosCoverage gap identified

Official Competency	Matching 240 Topics	Alignment	Notes
A. Given a specific learning objective as outlined in the TEKS for Health Education, identify the conceptual understanding and skills necessary for students to achieve the objective	None	Coverage gap identified	No matching topic found in the study guide.
B. Design instructional activities to support students' achievement of the learning objective and explain how those activities will be effective in achieving the goal	None	Coverage gap identified	No matching topic found in the study guide.
C. Describe appropriate assessment approaches for evaluating student learning and performance	None	Coverage gap identified	No matching topic found in the study guide.
D. Describe potential modifications, accommodations, and differentiation to the instructional activities, along with a rationale, to meet the needs of all students	None	Coverage gap identified	No matching topic found in the study guide.

How 240 Creates The TExES Health EC–12 (257) Study Guide

Learn more →

Every 240 study guide starts with the official exam framework. From there, we organize lessons, practice, and study tools around the categories the exam uses to measure candidate knowledge.

1

Review the official exam framework

We begin with the standards, domains, competencies, objectives, or content categories published by the testing authority.

2

Map the tested categories

We map every major area the exam is designed to cover so the guide reflects the real structure of the test.

3

Build lessons around tested content

We create study materials to support the official blueprint, not broad filler content.

4

Cross-check practice against exam expectations

We review practice content against the framework and real exam patterns so preparation stays targeted.

5

Review and update as standards change

When official frameworks change, we review guides and update alignment as needed.

Reviewed by subject-matter experts and maintained to reflect current standards.

Why 240 Is Better Than Other Generic Study Guides

Not all study guides are built the same way. Here is what separates a test-aligned guide from a generic one — and why it matters when you are preparing for the TExES Health EC–12.

Generic

Generic Prep

✕Covers broad subject areas without structure

✕No clear connection to the official exam framework

✕Practice questions may not reflect the real test format

✕May not update when official standards change

~Can be helpful for quick, broad review

Test-aligned

240 Test-Aligned TExES 257 Prep

✓Every lesson maps to an official domain or competency

✓Built directly from the official exam framework

✓Practice questions aligned to what the exam actually measures

✓A clear study path by tested category

✓Study smarter and enter test day more prepared

FAQs About the TExES Health EC–12 Study Guide

The questions teacher candidates ask us most often about the TExES Health EC–12 study guide.

1

Is 240 a good study guide for TExES Health EC–12?

240 is a strong option because the guide is built around the official exam framework and shows detailed alignment by SMR and competency.

2

How closely does 240 align to the TExES 257 exam?

This guide is 91% aligned based on a competency-by-competency review of the official framework and the study resources included in the guide.

3

Does 240 cover every competency?

This page shows coverage transparently across covered, partially covered, and identified gaps so candidates can see exactly how the guide maps to the exam.

4

What does “partially covered” mean?

Partially covered means the guide addresses the core parts of a competency, but some depth or subtopics may still be limited.

240's TExES Health EC–12 Study Guide Is 91% Test-Aligned