Although previous research has demonstrated that diagrams are powerful tools for problem solving, studies relating to educational practices indicate that students manifest various problems in diagram use. There are studies that have proposed teaching methods to address these problems, but these methods are not fully integrated with the school curriculum. This paper reports on the development of an instruction and support program to promote students' spontaneous use of diagrams as part of a school curriculum. The program was provided to students in the first grade of a public high school in collaboration with the teachers. Findings from a survey and interviews with the students showed that, following the program, their daily learning behaviors involving diagram use improved. These findings suggest the effectiveness of providing graphic literacy education as part of the school curriculum.