7 Miss. Admin. Code Pt.

220

K-12 SEL Resource Guide

SOCIAL EMOTIONAL
LEARNING STANDARDS

January 2021
 MISSISSIPPI DEPARTMENT OF EDUCATION

Office of Special Education

https://mdek12.org/OSE

Office of Elementary Office of Secondary Education:

Education and Reading Counseling
https://mdek12.org/OEER https://mdek12.org/CTE/OCCSS

Office of Early Childhood Office of Teaching and Leading

https://mdek12.org/EC https://mdek12.org/OTL

Special Acknowledgements

State Personnel Development Grant, REACH MS

Collaborative for Academic, Social, and Emotional Learning (CASEL)
Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR)

MISSISSIPPI DEPARTMENT OF EDUCATION

Carey M. Wright, Ed. D. ∙ State Superintendent of Education

The Mississippi State Board of Education, the Mississippi Department of Education, the Mississippi
School for the Arts, the Mississippi School for the Blind, the Mississippi School for the Deaf, and the
Mississippi School for Mathematics and Science do not discriminate on the basis of race, sex, color,
religion, national origin, age, or disability in the provision of educational programs and services or
employment opportunities and benefits. The following office has been designated to handle inquiries and
complaints regarding the non-discrimination policies of the above-mentioned entities: Director, Office of
Human Resources, Mississippi Department of Education, 359 North West Street, P. O. Box 771, Suite
203, Jackson, MS 39205-0771, (601)359-3511.

SEL Learning Standards 2

TABLE OF CONTENTS

Introduction to Social Emotional Learning (SEL)…………………………….………………………………………………………. 4

Why SEL?......................................................................................................................................................4

Adult SEL Competence…………………………………………………………………..….…………………………………………………….6

Purpose and Goals………………………………………………………………………….…….…………………………………………………6

School-wide Implementation…………………………………………………….……………………………………..……………………..7

SEL Team……………………………………………………….…………………………………..……………………………………………………8

5 Core Social Emotional Competencies………………………………………….………………………………………………………10

Mississippi K-12 Social Emotional Learning Standards………………….……………………………………………..…………11

Self-Awareness………………………………………………………………….…………………………………………….………..12

Self-Management…………………………………………………………….……………………………………………………….20

Social Awareness……………………………………………………………..……………………………………………………….28

Relationship Skills…………………………..…………………………………………………………………………………………37

Responsible Decision Making…………………………………………………………………………………………………….46

Resource Appendix…..……………………………………………………………………………………………………………………………52

Mississippi K-12 Performance Standards Sequence……………………………………………………………………………….55

References……………………………………………………………………………………………………………………………….……………67

SEL Learning Standards 3

INTRODUCTION TO SOCIAL EMOTIONAL LEARNING (SEL)
Social emotional learning (SEL) is the process through which children and adults acquire and
effectively apply the knowledge, attitudes, and skills necessary to understand and manage
emotions, set and achieve positive goals, feel and show empathy for others, establish and
maintain positive relationships, and make responsible decisions (CASEL, 2020). SEL advances
educational equity and excellence through authentic school-family-community partnerships to
establish learning environments and experiences that feature trusting and collaborative
relationships, rigorous and meaningful curriculum and
instruction, and ongoing evaluation. SEL can help
address various forms of inequity and empower young
people and adults to co-create thriving schools and
contribute to safe, healthy, and just communities.
Social emotional learning can be further defined by
understanding that we are all social beings, each with
our individual emotions. As we interact with others,
our words, actions, and other behaviors are in
response to the given context. We have thoughts based
on this context which causes us to have emotions and
then behaviors based on these emotions we feel. This
process is called the Cognitive Behavioral Theory
(CBT). In turn, our behaviors begin the CBT
(thoughts, feelings, and behaviors) in others. It’s this
cyclical process that is the foundation for interactions. By simply changing one aspect of the
context (e.g., the person, setting, time, etc.), this changes our interactions beginning with our
thoughts, feelings, and then behaviors. In this respect, social skills and emotions are interwoven
in our daily lives. Additionally, we experience emotions apart from others (e.g., when home
alone). However, these emotions outside of interactions still include the same process - a given
context that produces a thought, which leads to an emotion and then subsequently to behavior(s).
Because learning is a social process, schools must teach, utilize, and support social emotional
skills in daily routines (Hodson & Hodson, 2018). This document provides school leaders,
teachers, and other essential staff with key information, standards, strategies, and teaching
resources to implement school-wide SEL.

WHY SEL?
The development of SEL skills fosters social competencies and increases positive social skills,
reduces behavioral problems, decreases emotional stress, and improves academic outcomes for
students (Greenberg et al., 2003). Additionally, social emotional competence increases our

SEL Learning Standards 4

ability to form relationships and build social awareness and enhances our ability to connect with
individuals of diverse perspectives, cultures, languages, histories, identities, and abilities. When
SEL is implemented on a macro-level, more equitable, better performing schools and
communities can result. This type of cultural change creates environments in which all students
acquire the skills necessary for life and learning.
As an educational approach, SEL recognizes students as complex human beings whose learning
and behavior are just as impacted by their emotions – and their control over those emotions – as
they are by discipline and quality of academic instruction. Student academic success is strongly
linked to the development of necessary skills, behaviors, attitudes, and strategies that are critical
to academic performance, but which may not be reflected in cognitive test scores (Farrington et
al., 2012). The ability to recognize and manage emotions and establish and maintain positive
relationships impacts both readiness and ability to learn.
In 2011, a team of researchers conducted a comprehensive meta-analysis of school-based
universal social emotional interventions, which included 213 schools and 270,034 students
ranging from kindergarten through high school (Durlak et al., 2011). The researchers found that,
on average, students receiving social emotional interventions improved significantly compared to
those not receiving an intervention. The results indicated that social emotional skills, social
behaviors, and academic performance increased, attitudes towards self and others were more
positive, conduct problems were reduced, and emotional distress lessened.
The results from the meta-analysis (Durlak et al., 2011) found the most growth was among
students receiving classroom-based interventions administered by their regular classroom
teachers. This finding held true across all education levels (elementary, middle, and high school),
and across urban, suburban, and rural schools. Based on a small subset of studies, the same meta-
analysis of interventions found a positive association between social emotional learning
programs and academic achievement, including an 11 percent gain in academic performance.
These results build upon a growing body of research that indicate SEL programming enhances
students’ connection to school, classroom behavior, and academic achievement (Zins et al.,
2004). Social emotional learning interventions strategically develop non-cognitive abilities, such
as goal-directed efforts (e.g., perseverance, self-control, growth mind-set), healthy social
relationships (e.g., gratitude, emotional intelligence, social belonging), and sound judgement and
decision making (e.g., curiosity, open-mindedness). Longitudinal research confirms that such
qualities can predict academic, economic, social, psychological, and physical well-being
(Almlund et al., 2011).

SEL Learning Standards 5

ADULT SEL COMPETENCE
In order to promote students’ social and emotional competence, it’s important for schools to
simultaneously foster a supportive staff environment that cultivates the social and emotional
competence and capacity of the adults in the building. Through their research, CASEL has
learned that schools are more effective at teaching and reinforcing SEL for students when they
also cultivate SEL competencies in adults. Successful SEL implementation depends on how well
staff work together to facilitate SEL instruction, foster a positive school community, and model
social and emotional competence. This requires a focus on adults’ professional growth as
educators as well as their own social and emotional learning (Jones et al., 2018).
Successful implementation of SEL will call on every available adult to take an active role in
promoting social and emotional learning. Adults must possess and model the social emotional
competencies they hope to develop in their students. This is not an easy task when research has
found that teaching is one of the most stressful occupations in the U.S. (Gallup, 2014). Stress
affects teachers’ health and well-being, job satisfaction, job turnover, and student outcomes
(Greenberg et al., 2016). For these reasons, it’s crucial that adults foster their own social
emotional skill development in order to effectively support, empower, and build relational trust
with students and peers. A study by the Yale Center for Emotional Intelligence found that adults
who recognize, understand, label, and regulate their own emotions are less likely to report
burnout, demonstrate higher levels of patience and empathy, encourage healthy communication,
and create safe student learning environments. In schools where educators develop strong
communication and trust, teachers are more likely to learn from each other, stay in the
profession, and boost student performance.

PURPOSE & GOALS

The overarching purpose of the Mississippi SEL Standards is to address the social and emotional
needs of all students to ensure their success in school and in life. Developing SEL skills
improves student capacity to engage in academic learning and prepares them to meet college and
career readiness standards (CCRS). The Mississippi SEL Standards assists school staff with their
respective roles in integrating social emotional learning into daily classroom and school
experiences of students.

SEL Learning Standards 6

The goals of the Mississippi SEL Standards are to:
Provide knowledge, skills, tools, and other resources to all school staff to help improve
student social and emotional learning skills and encourage students to exhibit positive
social behaviors

Enhance the knowledge of all school staff of what teaching practices that focus on SEL
look like in the classroom and in other areas of the school campus

Describe examples of adult and student behaviors that foster teaching practices to
promote SEL skills

Enhance the ability of all school staff to knowledgeably engage in dialogue on SEL skills

Provide strategies and resources to all school staff to help create a positive classroom
experience for all students through defining clear expectations of good practice as well as
opportunities for adults to reflect and grow from those experiences

SCHOOL-WIDE IMPLEMENTATION
Research supports the idea that in order for high quality and sustained implementation of social
emotional learning (SEL) to occur, it must be integrated and aligned with frameworks and/or
initiatives already existing within the school community (Meyers, Domitrovich, Dissi, Trejo, &
Greenberg, 2018). These frameworks or initiatives include but are not limited to, academic
content, Multi-Tiered System of Supports (MTSS), Positive Behavioral Interventions and
Supports (PBIS), mental health and wellness, employability and work force readiness, and
character education and development. Just as important as alignment and integration, is the
commitment of all staff, not just administrators and teachers, but lunchroom monitors, bus
drivers, librarians, and specialist to implementing SEL with high fidelity and to participate in
ongoing planning and sustainability efforts (Shafer, L. 2016).
The Collaborative for Academic, Social, and Emotional Learning (CASEL) identifies four focus
areas (https://schoolguide.casel.org/rubric/) in the implementation of school-wide SEL. They
are building foundational support, strengthening adult SEL, promoting SEL with students, and
establishing practices for continuous improvement. Building foundational support includes
identifying SEL team members and assigning roles and responsibilities, raising the level of SEL
awareness, and developing and adopting a school-wide vision. Building foundational support
also includes assessing the school’s current needs and resources in order to develop and
implement a plan that includes clear goals, action steps, and assigned ownership. Strengthening
adult SEL, the second area of focus calls for adults to engage in their own SEL development and
to continuously model SEL throughout the school and in their interactions with students.

SEL Learning Standards 7

Promoting SEL and supporting students across the school, classrooms, home, and community is
the third area of focus. The fourth and last area of focus, establishing practices for continuous
improvement, involves creating a systematic process for collecting data regarding
implementation fidelity and student outcomes and analyzing that data to evaluate practices and to
ensure continuous improvement of SEL for staff and students (CASEL.org).

As systems are being developed for school-wide implementation, individual teachers can begin
to utilize Mississippi’s K -12 SEL Standards to view the overarching anchor standards and
individual performance standards for their specific grade levels under each of the domains. By
aligning academic content, teachers can integrate SEL skills into lessons, activities, and daily
routines without an increase in overall workload. The teaching strategies serve as a bank of ideas
teachers can utilize to begin the alignment of SEL with academics. Teachers can seek further
professional development with aspects of SEL in order to become more knowledgeable and
confident in their teaching efforts and day-to-day routines.

SEL SCHOOL-WIDE TEAM

The SEL team is responsible for the initial development of systems and practices that promote
alignment and integration with existing frameworks or initiatives. The team will meet monthly to
review implementation data, analyze student outcomes, and identify next steps for continuous
improvement.
The team should include a broad representation of stakeholders, administrators, school staff,
students, community members, and family members. Specific roles and responsibilities should
be assigned. Please see below for an example of CASEL’s team roles and responsibilities.

SEL Learning Standards 8

 SEL SCHOOL-WIDE TEAM

Role Responsibilities

Leads the team through the agenda and discussion for each planned item.
Facilitator Reviews the team’s working agreements as an initial agenda item.

Timekeeper Ensures that the team uses its time wisely and sticks to the allotted time for
and Redirector each agenda item. Redirects the conversation if it goes off task.

Presents data to monitor progress toward SEL goals (e.g., dashboard reports,
Data Lead observation data, survey results, etc.). Leads the team through a discussion
about the implications of the data and guides the team to identify next steps.

Ensures that conversations, decisions, and next steps are accurately recorded
and assigned. The note taker sends out notes, action steps, and details about
Note Taker the next meeting as a follow up. As necessary, the note taker updates the
next agenda.

Prepares and sends/posts communication about progress and next steps to

Communicator share with the larger school community.

Monitors airtime and social dynamics within the meeting and reports general
observations (e.g. ratio of comments by gender, by race, by administrator:
other staff, frequency of interruptions), to the group to ensure all team
Equity Monitor members are listened to and treated equitably. Reminds the team to
consider the perspectives of stakeholders outside the meeting as well --
particularly groups that are often marginalized in the school’s decision-
making.

Welcome Captain Focuses on the “climate” of the meeting by greeting team members as they arrive,
planning and leading a short welcome activity, and bringing a snack.

SEL Learning Standards 9

FIVE CORE SOCIAL AND EMOTIONAL COMPETENCIES
Mississippi identifies five social and emotional domains aligned to CASEL’s five core
competencies, each of which is composed of multiple skills and abilities (CASEL, 2013)

Domain 1: Self-awareness is the ability to identify one’s thoughts, values and emotions and
recognize how these shape behaviors. Self-awareness involves the assessment of one’s abilities
(i.e., strengths and areas of growth) and includes the need for confidence, optimism and
knowledge of which areas can be improved.

Domain 2: Self-management is the ability to self-regulate emotions, thoughts and behaviors

across settings and to set and work towards personal and academic goals.

Domain 3: Social awareness is the ability to empathize with and relate to others, including those
from diverse backgrounds. Social awareness involves understanding societal norms for behavior
and contribution to community well-being.

Domain 4: Relationship skills include the ability to effectively communicate, cooperate, seek and
provide support to others, manage conflict, and effectively handle peer pressure in order to
establish and maintain positive relationships.

Domain 5: Decision-making skills includes the ability to make constructive choices and problem-
solve based on safe, ethical, and social norms while evaluating the outcomes of previous choices.

SEL Learning Standards 10

MISSISSIPPI K-12 SOCIAL EMOTIONAL LEARNING STANDARDS
The SEL standards are comprised of 5 domains aligned to content and the national model from the
Collaborative for Academic and Social Emotional Learning (CASEL) as well as other states including
Tennessee and Illinois.

The graphic below details the 5 domains and their corresponding anchor standards.
Domain 1: Self-Awareness Domain 2: Self-Management
Self-awareness is the ability to identify one’s thoughts, Self-management is the ability to self-regulate
values and emotions and recognize how these shape emotions, thoughts and behaviors across settings and
behaviors. Self-awareness involves the assessment of to set and work towards personal and academic goals.
one’s abilities (i.e., strengths and areas of growth) and
2A. Develop skills necessary to control impulses and
includes the need for confidence, optimism and
appropriately manage thoughts, stress, emotions, and
knowledge of which areas can be improved.
behaviors in school, home and community life.
1A. Identify emotions and related feelings in one’s self.
2B. Identify and utilize skills needed in organization
1B. Develop an accurate perception of one’s self (i.e., and self-motivation.
beliefs, values, skills, talents, and interests).
2C. Demonstrate ability to set and accomplish specific
1C. Determine one’s strengths and areas for growth. tasks and goals.
1D. Develop personal responsibilities and a feeling of
one’s abilities, qualities and judgment.

Domain 3: Social Awareness Domain 4: Relationship Skills

Social awareness is the ability to empathize with and Relationship skills include the ability to effectively
relate to others, including those from diverse communicate, cooperate, seek and provide support to
backgrounds. Social awareness involves understanding others, manage conflict, and effectively handle peer
societal norms for behavior and contribution to pressure in order to establish and maintain positive
community well-being. relationships.
3A. Demonstrate an understanding of others’ 4A. Demonstrate the ability to effectively
emotions and perspectives, including social cues. communicate, utilize social skills, and support others.
3B. Develop an awareness of and respect for individual 4B. Develop and maintain positive relationships with
differences, including cultural diversity. others.
3C. Identify and develop an understanding of societal 4C. Demonstrate the ability to successfully manage
norms for the well-being of school, home, and and resolve conflict in relationships.
community.

Domain 5: Responsible Decision-Making

Responsible decision-making includes the ability to 5A. Develop, implement, and model effective choice-
make constructive choices and problem-solve based on making skills at school, at home, and in the community.
safe, ethical, and social norms while evaluating the
5B. Analyze outcomes of decisions including the
outcomes of previous choices.
consideration of their effects on others.

Each domain is divided into 4 grade bands (i.e., K-2, 3-5, 6-8, and 9-12) and contains measurable
performance standards that students should be able to master before exiting the given grade band.

SEL Learning Standards 11

SELF-AWARENESS
Self-awareness is the ability to identify one’s thoughts, values and emotions, and recognize how these
shape behaviors. Self-awareness involves the assessment of one’s abilities (i.e., strengths and areas of
growth) and includes the need for confidence, optimism and knowledge of which areas can be improved.
Anchor Standards:

1A. Identify emotions and related feelings in one’s self.

1B. Develop an accurate perception of one’s self (i.e., beliefs, values, skills, talents, and interests).
1C. Determine one’s strengths and areas for growth.
1D. Develop personal responsibilities and a feeling of one’s abilities, qualities and judgment.

1A. Identify emotions and related feelings in one’s self.

Grade
Performance Standards Strategies
Band
K-2 1. With prompting, identify positive and ● Discuss with students what facial features are
negative emotions (i.e., happy, sad, associated with various emotions using
mad, angry, surprised, loved, pictures (e.g., photos, graphic visuals, in books,
embarrassed, anxious, afraid, proud) on websites, etc.). Include faces from different
based on characteristics associated cultures.
with each emotion. ● Use words to label own emotions to students.
2. With prompting, determine the ● Read/view age-appropriate books to students
antecedents to own emotions. and discuss the emotions of the characters,
3. Utilize words or gestures to labeling their emotions and discussing
communicate own feelings. incidents that happened before specific
emotions that may have triggered them.
● Post a check-in chart for students to use to
communicate their emotions by having clips
with their names and pictures on them that
they use to clip to a labeled graphic of an
emotion.
● Play games using dice, a spinner, drawing out
of a hat of emotion choices and have students
act out an emotion, tell what they do when
they have a certain feeling, and describe a
specific time when they have experienced a
certain emotion.
3-5 4. Identify range of emotions ● Have students role-play or watch videos of
experienced. different situations that trigger a variety of
5. Describe situations that cause range emotions.
of emotions. ● Read/view stories and discuss emotions
experienced by characters in a story and how
behavior was affected by emotions.

SEL Learning Standards 12

 1A. Identify emotions and related feelings in one’s self.
Grade
Performance Standards Strategies
Band
6. Identify physical responses to intense ● Use visuals, such as a thermometer, to discuss
emotions. how emotions can go up and down and how
7. Communicate emotions through physical responses can vary.
appropriate means (i.e. appropriate ● Create a calm space where students can
words, gestures, tone, facial choose to go and reflect on feelings.
expressions, etc.). Describe how ● Use journaling or drawing to have students’
emotions impact behavior. express range of emotions experienced in
various situations.
6-8 8. Identify and label a variety of ● Utilize an emotions chart to discuss a variety of
emotional states. emotions students may experience (e.g.,
9. Describe emotional states associated surprise, disgust, confusion, exhaustion, etc.)
with different situations (e.g., ● Discuss varying situations and the emotions
stressful, sad, exciting, frustrating, that typically result (e.g., a failed test results in
disappointing, etc.) shock, sadness, frustration, etc.)
10. Determine typical physical responses ● Have students create a “map” of where
to a variety of emotions. emotions are felt in their bodies or create one
11. Describe ways to communicate one’s as a class.
emotions in a socially acceptable ● Role-play or view scenarios of typical ways
manner. students express different emotions. Discuss
12. Identify how different emotional interpersonal problems that may arise from
states impact one’s ability to this type of communication. Role-play or view
problem solve. scenarios of more appropriate ways to
communicate those emotions.
● Discuss emotions experienced by literary
characters and how their choices were
affected by emotions.
● Have students journal about a situation that
occurred that day, their emotions during the
situation and choices they made as a result of
their emotions.
9-12 13. Identify and label emotions. ● Teach vocabulary for a wide range of emotions
14. Identify feelings and behaviors (e.g., Emotion Wheel).
associated with specific emotions. ● Discuss how one feels and acts with differing
15. Analyze and evaluate how emotions emotions.
affect responsible decision making. ● Ask students to journal about a time when
16. Analyze and evaluate how one’s their reaction to a situation positively and/or
emotions impact relationships. negatively impacted a relationship.
17. Develop socially appropriate ● Ask students to role-play how an emotion
communication strategies to express positively and/or negatively impacted a
emotions and feelings. decision in their lives.

SEL Learning Standards 13

1B. Develop an accurate perception of one’s self (i.e., beliefs, values, skills, talents, and interests).
Grade
Performance Standards Strategies
Band
K-2 1. Distinguish between own likes and ● Utilize a picture-based interest inventory to
dislikes. assist students in gauging areas they like
2. Describe skills and special abilities. versus areas they do not.
3. Identify personal qualities that assist ● Prepare an “All About Me” activity for students
in making good choices. to complete.
● Graph students’ likes regarding a specific topic
or question.
● Give students choices among items or books
and comment on their interests based on
choices made (e.g., “I see you like books about
animals.” or “You wear boots a lot. What do
you like about them?”).
● Incorporate time in the schedule for a weekly
“Show and Tell.”
● Discuss own areas of interest, skills, talents,
values, etc.
● Read/view age-appropriate books to students
and discuss character interests, skills, talents,
beliefs, and values.
● Provide students with choices among and
within activities (e.g., learning center to visit,
type of writing utensil to use, partner for a
collaboration activity, etc.).
● Encourage students to draw something they
like or do well, or a time when they made a
good choice, etc.
3-5 4. Identify personal qualities and ● Allow students to create self-portraits using
characteristics one possesses. any medium such as sketching, drawing, or
5. Describe benefits of personal painting. It’s good to do this more than once
qualities and characteristics. during the year to see how perceptions have
changed.
6. Describe how personal qualities and
interests impact decision-making. ● Have students complete a “Who Am I”
questionnaire about their likes, dislikes, what
7. Compare and contrast qualities and makes them happy, sad, scared, etc.
interests of self.
● Have students create a collage of pictures,
words, or symbols of things they enjoy, people
they admire or careers they desire.
● Allow students to create an “About Me” art
piece to share using the letters of their name
to describe qualities or interests about
themselves. For example, Ben could be
described as a Big brother, Energetic, and Nice.

SEL Learning Standards 14

 Students would create a visual representation
to share.
6-8 8. Identify positive attributes and ● Have students create a list of personal qualities
qualities about oneself including starting with “I am” (e.g., I am kind, I am good
talents, interests, physical at art, I am interested in animals, I am a hard
characteristics, etc. worker.) Students could also use their lists to
9. Describe characteristics that are create a piece of art, video or slideshow.
important to oneself (i.e., loyalty, ● Have students divide into pairs in class or
honesty, etc.) online and interview one another. Students
10. Describe how one’s personal then introduce each other to the class.
qualities, interests, beliefs and ● Instruct students to complete a “What’s
academic/career goals impact Important to Me” worksheet.
decision making. ● Have students create a collage using words,
symbols, pictures that describe individual
characteristics, interests, values, etc.
● Role-play or view situations involving different
peer pressure situations. Discuss how students
feel when the group was trying to pressure
them to change their behavior against their
personal values.
9-12 11. Identify areas of likes, dislikes, skills, ● Have students take an inventory of their
talents, interests, strengths, and areas personal strengths and describe them through
of growth. journal writing, creating a PowerPoint
12. Create strategies that promote a more presentation, graphic novel, collage, etc.
optimistic/positive outlook. ● Ask students to create and implement a plan to
13. Utilize one’s beliefs and personal further develop areas of strength.
qualities in planning and decision ● Provide opportunities for students to develop
making. critical thinking skills through prompts,
14. Explore and identify cultural norms, literature, and/or small group discussions.
customs, and beliefs of one’s family. ● Ask students to interview family members
regarding culture, customs, and beliefs. Using
the information gathered from the interviews
have students create a presentation, (e.g., essay,
power point, artwork) that represents these
three elements.

1C. Determine one’s strengths and areas for growth.

Grade
Performance Standards Strategies
Band
K-2 1. Identify instances of strength. ● Point out successes and things each student
2. Describe areas where help is needed. does well.
3. With support, develop connections ● Designate a Cool Kid of the week/day either
between personal strengths and by something s/he wears (e.g., cape, hat,
corresponding skills and talents. button) or through a classroom job.

SEL Learning Standards 15

 1C. Determine one’s strengths and areas for growth.
Grade
Performance Standards Strategies
Band
Encourage the other students to randomly
compliment the successes of this student.
● Encourage students to draw instances in
which they need help and then discuss what
the commonalities are among these
instances.
● Host a class or school-wide Talent Show. After
the show, discuss with children how they
chose which talent (i.e., skill) to include in the
show.
● Use a chart with arrows and graphics to assist
students in understanding how strengths lead
to skills and talents.
3-5 4. Identify strengths and areas for ● Have students create/draw a personal shield
growth. divided into sections about themselves
5. Describe personal skills in need of including things they do well, things they
further development. want to improve, favorite things,
goals/aspirations, etc.
6. Describe how personal strengths
impact choices. ● Use journaling activities for students to
identify easy or challenging tasks for them in
school.
● Have students compose lists of their interests
and strengths and allow them to share with
peers.
● Utilize cooperative learning activities to
support student strengths.
6-8 7. Inventory personal strengths and ● Have students complete a strengths
areas for growth. inventory. Discuss strengths and then discuss
8. Identify ways to utilize strengths to areas that were not scored highly and may be
build skills in an area for growth. areas for growth.
9. Identify how individual strengths ● Use journaling prompts for students to
and areas of growth impact success discuss an identified strength and activities
in specific activities. they are successful in as a result of that
strength.
● Have students journal about an area for
growth that could be impacted by one of their
strengths.
● Have students make a list of mistakes,
weaknesses or obstacles. Then instruct them
to “flip” them so they are positive (e.g.,” I
failed a math quiz” would flip to “I will ask

SEL Learning Standards 16

 1C. Determine one’s strengths and areas for growth.
Grade
Performance Standards Strategies
Band
teacher for help understanding the concepts
from that quiz.”)
9-12 10. Accurately identify strengths and ● Provide a prompt and have students write a
areas of growth. bio about themselves to include beliefs and
11. Develop and implement a plan to personal qualities.
address areas in need of growth. ● Have students create a postsecondary plan
12. Utilize identified areas of likes, (i.e., work, college, internship,
dislikes, skills, talents, interests, vocational/trade school) based on
strengths, and areas of growth to information provided through completing a
create postsecondary plans. personal inventory.
13. Exhibit confidence in one’s self based ● Ask students to create a system to monitor
on accurate identification of skills, and evaluate progress of postsecondary plan.
talents, interests, and strengths. ● Have students create and implement a plan to
address areas identified in need of growth.
● Ask students to research required skills and
knowledge for specific postsecondary
activities (e.g. college, work, trade school).
● Have students develop a resume based on
identified areas of skill, talent, interest, and
strengths.

1D. Develop personal responsibilities and a feeling of one’s abilities, qualities, and judgment.
Grade
Performance Standards Strategies
Band
K-2 1. With support, identify responsibility ● Create and teach school-wide expectations and
as it relates to school-wide rules to students, ensuring that responsibility is
expectations and rules. included in the expectations.
2. Distinguish differences in good ● Create a chart with two columns with visuals -
choices and bad choices. one for good choices and one for bad choices.
3. Identify the importance(s) of taking Discuss the rationale for the placement of each
ownership of bad choices. choice.
4. Takes care of own and others’ ● Play stop and go by having students create a
belongings. sign using a craft stick with a red stop on one
side and a green go on the other. Describe a
behavior, reflect back on a classroom incident,
or read about a character’s actions. Have
students hold up either the stop or go sign to
indicate if the choice was good or bad.
● Provide a space for student belongings. Teach
students the procedures/rules regarding
handling others’ belongings (e.g., how to use

SEL Learning Standards 17

 1D. Develop personal responsibilities and a feeling of one’s abilities, qualities, and judgment.
Grade
Performance Standards Strategies
Band
words to ask to borrow/use items, only touch
things in own cubby).
● Demonstrate appropriate ways to manipulate
belongings at school and explain why we care
for each item in the way that we do. Create a
short song or chant about caring for items to
say/sing.
● After a science lesson on parts of the body,
have students sit or lie down in a relaxed
position with their eyes closed. Ask them to
think about a time earlier in the day or
yesterday when a part of the body (e.g., arm,
ears, eyes, leg, hands, etc.) had done
something amazing. Relate what the students
share to following expectations and rules,
making good choices, and taking care of items.
3-5 5. Define personal responsibility and ● Have students write or share aloud things they
identify ways to exhibit it in daily life. are responsible for at home and school.
6. Identify how personal choices affect ● Have students create “Helpful Hands” coupons
self and others. for tasks they will do at home or school to help
7. Describe benefits of personal others and reflect on why helping others is
responsibility. important.
8. Demonstrate responsible behaviors. ● Create and assign class jobs for students.
● Role-play with students or have students
watch videos of different scenarios depicting
responsible choices and actions.
● Have students reflect in a journal on their
responsibilities at home and school.
6-8 9. Define personal responsibility and ● Lead a classroom discussion on personal
apply in different scenarios. responsibility. Discuss the personal
10. Identify outcomes of responsible and responsibilities in different scenarios.
safe behaviors versus risky, unsafe ● Show a video of characters making responsible
behaviors. and safe behaviors versus risky and unsafe
11. Analyze areas of one’s life that are behaviors. Discuss the results of these
within one’s control. behaviors.
12. Demonstrate ability to set and ● Have students create a piece of art (drawing,
adhere to personal boundaries. video, PowerPoint, skit) or journal about areas
of their life that they can control (e.g.,
completing homework) and those they cannot
(e.g., the people in their family.)

SEL Learning Standards 18

 1D. Develop personal responsibilities and a feeling of one’s abilities, qualities, and judgment.
Grade
Performance Standards Strategies
Band
● Provide a “Setting and Respecting Boundaries”
worksheet for individuals or groups of students
to complete.
9-12 13. Describe one’s personal ● Ask students to create a system to document
responsibility to family, friends, weekly responsibilities (e.g., student planner,
schools, community, and society as a online calendar, online reminders).
whole. ● Have students reflect and share, in small
14. Develop and apply decision-making groups, on a time when they did and did not
skills that promote personal accept personal responsibility and the
responsibility. outcome.
15. Analyze how personal responsibility ● Ask students to write an essay or create a
affects individual and group PowerPoint, skit, or any other type of
relationships. multimedia presentation that depicts the
16. Demonstrate the ability to take impact of personal responsibility and
personal responsibility for one’s relationships.
behavior. ● Have students organize a school or community
event that provides needed information or
service.

SEL Learning Standards 19

SELF-MANAGEMENT
Self-management is the ability to self-regulate emotions, thoughts and behaviors across settings and to set
and work towards personal and academic goals.
Anchor Standards:
2A. Develop skills necessary to control impulses and appropriately manage thoughts, stress, emotions,
and behaviors in school, home and community life.
2B. Identify and utilize skills needed in organization and self-motivation.
2C. Demonstrate ability to set and accomplish specific tasks and goals.

2A. Develop skills necessary to control impulses and appropriately manage thoughts, stress,
emotions, and behaviors in school, home and community life.
Grade
Performance Standards Strategies
Band
K-2 1. With support, describe connections ● Utilize a Wiggle Cool Down to prepare students
among thoughts, emotions (i.e., to be ready to learn by counting backwards with
feelings) and behaviors (e.g., if my the students from 10 to 1, getting quieter as they
sister makes me mad, I might want count and having them roll their shoulders back
to yell at her). on 3 and take a deep breath at 2.
2. Use simple, developmentally ● Ask students an academic content related
appropriate words to express question and instruct them to hold on to the
thoughts and emotions (i.e., feelings answer. Play the “hot potato” game with a
– e.g., mad, sad, happy). potato or ball being tossed around from student
3. Begin to develop the ability to self- to student while music plays. When the music
regulate when experiencing negative stops, the student with the item should give the
emotions. answer to the question. After the game, discuss
whether anyone felt nervous or anxious to
4. Demonstrate the ability to wait (e.g., remember how to play or to have the correct
for a turn, for a response, for an answer. Develop strategies to use when anxious
item, etc.). (e.g., keep saying the instructions in head, take a
deep breath to relax, give others helpful hints,
etc.).
● Read books and/or view social stories with
students and ask them questions about how the
characters expressed their feelings/emotions
and exhibited behaviors in response to negative
behaviors. Discuss with them other ways the
characters could have expressed their
feelings/emotions, responded, and what would
be a good plan for next time.
● Practice simple breathing strategies (e.g., STAR,
balloon, pretzel, drain) as a group, and
encourage students to use them when they
experience negative emotions.

SEL Learning Standards 20

 2A. Develop skills necessary to control impulses and appropriately manage thoughts, stress,
emotions, and behaviors in school, home and community life.
Grade
Performance Standards Strategies
Band
● During wrap-up at the end of the day, reflect on
situations that occurred during the day at home
or at school regarding self-regulation, using
words, and waiting - providing positive feedback
for good choices and thoughts for next time on
poor choices.
● Play Simon Says. After the game, ask students
what it felt like to have to not do something they
really wanted to do. Discuss with students how
just like in Simon Says we have to stop and think
before we follow our thoughts through with
actions.
3-5 5. Identify the relationship between ● Provide students opportunities to practice
thoughts, stress, emotions (i.e. addressing thoughts, emotions and behaviors
feelings) and behavior. through “I” messages (e.g. I feel __ when you
6. Identify situations that cause self to __. I would like for you to __).
experience negative emotions (e.g., ● Use books, videos, or role play to discuss what
sadness, anger, anxiety, characters might be thinking and feeling and
disappointment, etc.). how it impacts their behavior. Reflect on
7. Demonstrate ability to appropriately whether their response was appropriate.
express emotions. ● Provide opportunities for students to practice
8. Develop strategies to use when angry calming techniques such as self-talk, deep
or stressed (e.g., walk away, counting breathing, or counting to 10.
to 10, seek help, etc.). ● Use journaling or drawing activities for students
9. Identify strategies for controlling to reflect on situations where they were
impulses and demonstrate the stressed, how they handled their stress, and
utilization of at least one (e.g., deep what they could have done differently.
breathing, self-talk, seek help, etc.). ● Use games such as Red-Light Green-Light,
Freeze Frame, or Simon Says to demonstrate
and reinforce self-control skills.

6-8 10. Analyze the connection between ● Have students create a timeline and then
one’s thoughts, emotions and journal about a problem they encountered,
behavior. what their thoughts and feels were about the
11. Utilize strategies to monitor one’s situation and their resulting behaviors.
emotions, stress level and behavior. ● Create a class Emotional Planner on the board
12. Identify how appropriately and or online. Have class identify upsetting or
inappropriately expressing one’s anxiety producing activities. As a class
emotions affects others. determine the emotions related to thoughts
about these activities. Discuss & list strategies
13. Demonstrate the ability to use self- students can use to effectively manage the
regulation skills to reduce anger, situations.
stress or anxiety.

SEL Learning Standards 21

 2A. Develop skills necessary to control impulses and appropriately manage thoughts, stress,
emotions, and behaviors in school, home and community life.
Grade
Performance Standards Strategies
Band

14. Demonstrate ability to control ● Discuss and practice different self-management

impulses through use of self-control strategies such as deep-breathing, yoga, self-
strategies (e.g., self-talk, Stop, Think, talk, etc.
Go technique, counting to 3, ● Have students complete a stress questionnaire
controlled breathing, setting a goal, that rates their level of stress during different
self-reinforcement). situations.
● Allow students to create a slideshow, art piece,
or video about the situations that cause them
the most stress and strategies they will use to
manage stressful situations.
● Have students create comic strips showing
appropriate and inappropriate ways to
communicate emotions.
● Discuss and practice different self-control
strategies, including breathing, that are useful
for impulse control.
● Have students create a plan to use one or more
self-control strategies in an area of their life
where controlling impulses is difficult. Create an
impulse journal to document successes and
roadblocks.

9-12 15. Analyze how thoughts and emotions ● Ask students to identify past situations where
impact one’s decisions. thoughts and feelings led to behaviors with a
16. Apply self-monitoring techniques negative and positive outcome.
(e.g., note to self, visual cue, ● Have students research effective age-
recording form, identifying and appropriate self-regulatory techniques (belly
avoiding triggers). breathing, yoga, counting to 10, self-talk,
17. Evaluate the impact of appropriate relaxation exercises, mental
and inappropriate emotional rehearsal) and write a paper on the technique(s)
expression on self and others. they feel are best suited for them and why.
18. Identify specific self-regulatory ● Have students demonstrate a technique(s) they
strategies that can be used across will implement when feeling overwhelmed with
settings (i.e., school, home, negative emotions utilizing small groups.
community). ● Ask students to keep a journal of when and how
19. Demonstrate self-regulatory they used self-monitoring techniques and
strategies. evaluation of effectiveness of regulating their
20. Demonstrate the ability to utilize behavior.
multiple impulse control strategies ● Have students read a book where a character
(e.g., Stop and Think about did not demonstrate impulse control and what
Consequence for oneself and the possible consequences could be for the
others). character as well as others.

SEL Learning Standards 22

 2B. Identify and utilize skills needed in organization and self-motivation.
Grade
Performance Standards Strategies
Band
K-2 1. Demonstrate frequent participation ● Provide students with the opportunity to create
with minimal teacher prompting. focus binoculars using toilet paper tubes, yarn,
2. With encouragement, demonstrate and various art supplies. Practice using the
the ability to complete a task and/or binoculars to follow directions, limit distractions,
work towards a goal over time. and focus in on one item.
3. Identify multiple ways to stay ● Limit distractions in the classroom for the whole
organized in different aspects of life class, and keep in mind individual distractions
(e.g., keeping things tidy, labeling and attention spans when doing things such as
where items go, using lists, having a seating students, pairing students together, etc.
daily schedule). ● Provide students with activities that will need
4. With reminders, participate in more than one sitting to be completed (e.g., art
cleaning up own space and items activities like a Paper Mache animal, science
used at home and at school. activities like nurturing a seed to a plant, writing
activities that are longer).
● Have students pretend to be a superhero in
order to finish difficult tasks they have started
and are struggling to finish (e.g., complete a
puzzle, write a 4-sentence paragraph, a chore at
home).
● Model organization for students by keeping an
orderly classroom (e.g., labels for spaces and
items, a tidy teacher’s desk, a home for every
item, etc.).
● Make time in the daily schedule to have students
clean/put up after each big routine. At the
beginning of the year, model for students how to
clean and put away things in each area and/or
for each routine. Encourage families to do the
same.
● Show students pictures of various spaces at
school, home, and the community. Discuss which
ones are organized and which ones aren’t and
why. Facilitate conversations about how
organized spaces help us to be successful (e.g.,
quickly gathering supplies we need) and how
unorganized spaces cause us stress (e.g., losing a
needed item, no space to complete a task, etc.).
● Encourage students to draw pictures or make
lists of things that need to be completed.
3-5 5. Demonstrate the ability to stay on ● Use polls or surveys to allow student input into
task with limited distractions. what assignments will be based on selected
topics.

SEL Learning Standards 23

 2B. Identify and utilize skills needed in organization and self-motivation.
Grade
Performance Standards Strategies
Band
6. Develop willingness to attempt new ● Provide students with choices within the
tasks and share ideas with others. classroom such as where to work, what materials
7. Identify strategies for persevering to use, and how to represent what they’ve
through difficult situations or tasks. learned.
8. Determine supports needed to ● Use “ticket out” activities where students write
organize aspects of home and school out or share what they learned from a lesson
life. and how it is or will be useful in their lives.
● Allow students the opportunity to lead lessons or
share the steps they used to solve a problem.
● Use journaling or art activities to allow students
to identify situations or tasks that were difficult,
what they did in response, and whether that
response was helpful.
● Provide students with multiple tools for
organization such as planners, cubbies or
lockers, and designated locations for materials or
assignments.
● Allow students to create their own
organizational tools such as checklists,
daily/weekly schedules, folders, etc.

6-8 9. Demonstrate the ability to maintain ● When assigning a project, have students break it
focus and use time wisely in order to down into smaller parts then create a checklist
complete a task. with a timeline of the smaller parts to monitor
10. Demonstrate the ability to break a progress and ensure completion of the project.
large assignment into smaller parts. ● Role-play or view scenarios that involve a
11. Utilize strategies for persevering frustrating task such as a difficult math problem.
through challenges and setbacks. Use words that students’ typically use when
frustrated or stuck. Have students describe the
12. Identify and utilize a variety of situation and then provide options for working
organizational strategies (e.g., through the problem.
planner, graphic organizers,
checklists, time limits, etc.) ● Have students journal about tasks that were
challenging and strategies they use to persevere
and complete the task.
● Discuss and provide examples of different
organizational strategies. Have students create a
booklet, video or PowerPoint of each strategy
with pictures and examples of tasks for which it
would be beneficial.
● As a class, create an anchor chart of the different
organizational strategies.
● Prior to an assignment, have students identify
and journal about an organizational strategy they

SEL Learning Standards 24

 2B. Identify and utilize skills needed in organization and self-motivation.
Grade
Performance Standards Strategies
Band

will use. At the end of the assignment, have

them journal about the pros and cons of the
strategy used.

9-12 13. Demonstrate the ability to stay ● Have students create a task analysis of necessary
focused on different tasks and to use resources and timeframe to reach a specific goal.
time effectively and efficiently in ● Have students work in small groups to complete
order to reach a goal. a task while rotating the role of the leader.
14. Demonstrate the ability to initiate ● Provide various written prompts of an obstacle
and complete tasks individually and or challenge. Distribute prompts to small groups
in groups. and have the groups brainstorm solutions to the
15. Analyze and apply motivation obstacle or challenge and then report out to the
strategies to persevere through larger group the solution and how to apply it to
difficult situations, tasks, or goals. the situation.
16. Utilize organization skills to plan, ● Ask students to identify specific tools they will
schedule activities, meet deadlines, use to help with organization (e.g. student
research resources, and meet goals. planner, online calendar, timer, graphic
organizer).

2C. Demonstrate ability to set and accomplish specific tasks and goals.
Grade
Performance Standards Strategies
Band
K-2 1. Determine tasks and goals that need ● Provide students with tasks to complete and
accomplishing in daily routines. routines to engage in, including choices as the
2. Complete small tasks and/or simple activities allow. Encourage families to do the
goals independently, with few same.
requests for assistance (e.g., ● Have students write down their daily/weekly
assignment, brush teeth, feed pet, homework and/or review the homework tasks
etc.). with them each day.
3. Seek assistance from trusted adults ● Review the schedule with students daily,
for steps in a task or objectives of a discussing specific routines or tasks that may be
goal that are difficult to complete new, difficult, or of special interest. Encourage
(e.g., student packing up to go home families to do the same.
and asks teacher for help with the ● Encourage students to ask for help when
zipper that got off track, student needed and teach students safe ways to illicit
checking out books from a help from adults in the community. View visuals
community library and asks librarian of community members and have students say
where the easy reader section is). whether or not this is a safe adult and what
kind of help might be asked of him or her. Be
sure to include visuals of people from various
cultures.

SEL Learning Standards 25

 2C. Demonstrate ability to set and accomplish specific tasks and goals.
Grade
Performance Standards Strategies
Band
● Respond to requests for help.
3-5 4. Describe steps necessary for setting ● Have students compile lists of previous
and achieving tasks and goals. accomplishments and the steps they took to
5. Differentiate between short- and achieve them.
long-term goals. ● Allow students to select a class project to work
6. Complete short- or long-term goal on together and identify steps necessary to
with minimal assistance. achieve it.
7. Monitor progress toward achieving ● Have students create a bucket list of things they
personal or academic goals. want to accomplish in the short and long term.
8. Determine home and school ● Allow students to create a vision board using
supports or resources needed to pictures or words that represent their goals.
complete tasks or goals. ● Use a progression visual (e.g. steps, ladder, etc.)
to help students break down their goals into
manageable steps.
● Allow students to track their progress with a
visual chart or graph.
● Have students play a matching game of various
home and school supports or resources and the
services they provide, such as teachers,
counselors, doctors, police officers, etc.
6-8 9. Set a short-term goal and develop a ● Allow students to create a poster or PowerPoint
plan to achieve it. that highlights support available to them in
10. Set a long-term goal with assistance their family, school and community.
front teacher and develop a plan to ● Provide a “SMART Goal Planner” worksheet to
achieve it. assist students in identifying a short-term goal
11. Determine how to evaluate progress (e.g., completing homework for 1 week) and a
toward a goal and modify long-term goal.
accordingly. ● Provide students with a daily chart or goal
12. Identify factors that influenced setting app to chart when they complete steps
whether a goal was achieved. toward their goal.
13. Determine supports that are ● If obstacles occur allow students to brainstorm
available within the family, school or options for modifying the goal or steps to reach
community. the goal (e.g., I have basketball practice at
night, and I struggle to find time to read. He
might read when he gets home from school
instead of playing video games.)
● Provide a journaling prompt for students to
reflect on why they met or did not meet their
goal.
9-12 14. Create short- and long-term goals ● Support students in setting short and long-term
(postsecondary). postsecondary goals incorporating personal

SEL Learning Standards 26

 2C. Demonstrate ability to set and accomplish specific tasks and goals.
Grade
Performance Standards Strategies
Band
15. Develop an action plan that includes interests (e.g., hobby, work, exercise, sports,
necessary resources, specific steps, academics).
timeframe, and evaluation of both ● Have students research components of an
short- and long-term goals. effective action plan and develop a template.
16. Apply strategies to overcome ● Ask each student to set an achievable goal
obstacles or barriers to goal within a month or two, related to an area of
achievement. interest (e.g., a sport, hobby, musical
17. Identify family, community, school, instrument).
and peer resources and supports. ● Facilitate follow-up discussions regarding
progress and accomplishment of the stated
goals.
● Ask students to develop a plan to monitor and
evaluate achievement of short- and long-term
goals.
● Have students organize a Resource Fair with
“vendors” from the community, families,
school, and peers.
● Ask students to reflect on a time when they
overcame an obstacle to accomplish something
that was important to them, and then share
their accomplishments through small-group
discussion.
● Have students role play situations, obstacles,
and/or barriers that may prevent them from
reaching identified long- or short-term goals.

SEL Learning Standards 27

SOCIAL AWARENESS
Social awareness is the ability to empathize with and relate to others, including those from diverse
backgrounds. Social awareness involves understanding societal norms for behavior and contribution to
community well-being.
Anchor Standards:
3A. Demonstrate an understanding of others’ emotions and perspectives, including social cues.
3B. Develop an awareness of and respect for individual differences, including cultural diversity.
3C. Identify and develop an understanding of societal norms for the well-being of school, home, and
community.

3A. Demonstrate an understanding of others’ emotions and perspectives, including social cues.
Grade
Performance Standards Strategies
Band
K-2 1. Identify behaviors associated with ● Have students view pictures of faces and
emotions (e.g., sad - crying, mad - discuss what emotions they think each
yelling and grimacing, happy - person/face is feeling. Be sure to include
smiling, angry - tantruming and pictures of people from various cultures.
physical aggression, excited - ● Play “What Would I Do” with students by
squealing and jumping, etc.). stating/listing an emotion and having them
2. Recognize the emotions of others by reply with the behaviors that might display if
the behaviors they display. they were feeling that way.
3. Determine whether/how to ● Encourage students to use words to
approach others based on their communicate what emotions they are feeling.
current emotion(s). ● Using a short scenario of an event, a story, or a
4. Make connections between own real-life example from the classroom or at
words and actions and others’ home, ask students to think about if and why
emotions. they would interact with the people/characters.
5. Recognize that another person can For example, Frederica fell on the playground
think differently than self about the and is crying. When and how would you
situation (e.g., that the Lego approach her (e.g., get her a Band-Aid, hug her,
structure needs to be wider to build wait until she stops crying if she is crying loudly,
the airport instead of taller or that etc.)?
playing basketball is a fun thing to ● Point to an instance that happened during the
do). day between two or more students or have
students dictate a family occurrence. Then,
have students think about and discuss the
correlation between the actions of one or more
and the feelings of the others.
● After reading a book to the class or viewing a
social story, discuss the relationship among
what one character says and does and how it
makes another character feel (e.g., sharing,

SEL Learning Standards 28

 3A. Demonstrate an understanding of others’ emotions and perspectives, including social cues.
Grade
Performance Standards Strategies
Band
complimenting, snatching, tattling, lying,
helping, hitting, tone of voice used, etc.). Also,
discuss the different emotions of each of the
characters they are in the same situations. Ask
students why two characters could feel
differently about the same thing?
3-5 6. Recognize the emotions of others ● Allow students to work together in small groups
using verbal and visual cues. to discuss and share how different verbal and
7. Recognize non-verbal social cues visual cues indicate how others are feeling.
from others and their impact on ● Allow students to play Charades with various
emotions. emotions by acting them out with no words and
8. Identify how one’s own behavior having other students guess which emotion
impacts others’ emotions. they are demonstrating.
9. Identify multiple perspectives or ● Use a journaling activity for students to reflect
viewpoints in different situations. on situations where someone else’s behavior
affected their emotions and situations where
their behavior affected others’ emotions.
● Role-play or watch videos of social situations
from books or history where students act out
and discuss how the characters were feeling
and how it impacted their behavior.
● Lead a whole-group discussion with students
about why it’s important for various jobs to look
at different perspectives (e.g. police, judge,
teacher, etc.).
6-8 10. Recognize and respond to social cues ● Have students role-play or view interview
in an appropriate manner. situations where they must respond to the
11. Analyze ways one’s behavior may social cues of the interviewer.
affect the feelings of others. ● Have students write alternate endings to stories
12. Demonstrate respect for other through changing the behavior of one
people’s opinions. character.
13. Identify ways to provide support and ● On the outside of a paper bag have students
encouragement to others in need. make a collage of how they think others feel
about an issue, and on the inside have them put
pictures/words of how they feel about that
issue.
● Assign students a current topic and ask them to
interview important people in their lives to
gather their opinions and perspectives on the
topic. Then have students share their results
with the class through a mode of their choice
(e.g., writing, art, slideshow, etc.).

SEL Learning Standards 29

 3A. Demonstrate an understanding of others’ emotions and perspectives, including social cues.
Grade
Performance Standards Strategies
Band
● Discuss behaviors that show respect for others
and behaviors that show disrespect for others.
Have students create an art piece that depicts
the importance of showing respect to others.
● Hold class meetings in person or online where
students are given the opportunity to support
one another.

9-12 14. Develop the ability to connect ● Have students write an essay, create a
specific feelings (e.g., sad, angry, PowerPoint, comic strip, piece of art, etc. to
happy,) and one’s behavior. share a time when feelings led to behaviors that
15. Develop the ability to read and resulted in positive and/or negative outcomes.
respond appropriately to social cues. ● Have students work in pairs using nonverbal
16. Demonstrate the ability to recognize communication to express and identify a variety
the impact of one’s behavior on of emotions and what might be an appropriate
others’ emotions and corresponding response to those specific emotions/feelings.
behavior. ● Have students label emotions and behaviors by
17. Analyze perspectives which differ responding to various age/school/community
from oneself and compare and pictures or video snippets (e.g., not getting
contrast. asked to prom, being cyber-bullied/online
conflict, sitting alone at lunch, rumor circulating
18. Demonstrate the ability to express in school). Discuss why they chose the specific
empathy and concern for people label and how they identified the behavior.
with differing perspectives.
● Using students’ own neighborhoods, ask them
19. Decipher meaning of communication to identify different types of diversity: old
of others through the use of verbal people, young people, people of different
(tone of voice, rate of speech, professions, people with disabilities, and people
volume) and non-verbal (facial of different political beliefs. Discuss the
expression, body language, and opinions/perspectives that are similar and
proximity) communication. different from one’s own.
● As a large group, discuss the aspects of different
cultures, language, food, religion, customs and
traditions, child rearing etc. from their
neighborhoods. Divide the students into small
groups and have them create a PowerPoint
describing a culture they create. Each group will
present the PowerPoint to the class discussing
why they chose each of the aspects.
● Ask students to answer the following question:
“How does where you are from influence who
you are?” This might include religion, region,
ethnicity, how old parents/caregivers are, what
beliefs you share as a family, whether you come
from a single or two-family home, whether or
not you have siblings. Discuss how these things

SEL Learning Standards 30

 3A. Demonstrate an understanding of others’ emotions and perspectives, including social cues.
Grade
Performance Standards Strategies
Band
impact the perception and understanding of
others.
● Have students work in pairs, using cards with
the name of an emotion written on it, to try to
convey the emotion using verbal and nonverbal
communication.

3B. Develop an awareness of and respect for individual differences, including cultural diversity.
Grade
Performance Standards Strategies
Band
K-2 1. Participate in the study of cultures ● Hold celebrations in class of various cultural
(e.g., learning facts, celebrations). events as they occur over the school year. Invite
2. With prompting, identify families of that culture to share information
commonalities between self and about themselves during the celebration.
other(s) (e.g., physical characteristics, ● As part of a science or math activity, encourage
likes/dislikes, family members, etc.). students to use measuring utensils and the
3. Identify differences between self and properties of science to create a “family
other(s). heritage” dish to (and bring to school, if
possible). Or, have students share recipes of
4. Determine whether own actions their family heritage dish and discuss both the
result in fair and safe treatment of cultural and math/science aspects of the
others. recipe/dish.
● Travel the world all year or unit long. Create
passports for students, and visit a county each
week, month, or day. Using visuals and videos,
discuss what should be packed in your suitcases
for each country’s trip as well as types of
customs, foods, celebrations, and facts unique
to that country.
● Using a built-in “All About Me” activity, have
students identify their likes and dislikes by
drawing or writing them. Have students share
with each other.
● As an extension of a math concept, have
students work together as a class to create a
graph of their likes, dislikes, physical
characteristics, and family members (e.g.,
favorite type of ice cream with columns for
chocolate, vanilla, strawberry, etc.; eye color;
who has a brother, sister, dog, cat, etc.).

SEL Learning Standards 31

 3B. Develop an awareness of and respect for individual differences, including cultural diversity.
Grade
Performance Standards Strategies
Band
● Use Show and Tell as a way for students to
communicate their likes and information about
their culture.
● After reading/viewing a story, have students
show a thumbs up or a thumbs down
corresponding to whether each action to
another in the story was safe/unsafe. Do this
again for how fair the action is.
● Have students view pictures or visual recordings
of unfair or unsafe situations and have them
discuss why the behavior in these instances is
not appropriate (e.g., hitting others, making fun
of others, snatching items from others, etc.).
3-5 5. Recognize the existence of various ● Allow students to participate in a Culture Fair
groups based on social and cultural where each student or small group of students
factors (e.g., race, gender, age, create projects to present information about
religion, disability, etc.) various social and cultural groups.
6. Identify similarities between various ● Use a Bubble Map to have students compare and
social and cultural groups. contrast information about various social groups.
7. Develop strategies for building ● Have students create a list of rules for treating
relationships with individuals who are others with fairness and kindness. Discuss these
different from self. as a whole group and create a classroom
8. Explain the definition of stereotyping, contract all students sign in agreement.
prejudice, and discrimination. ● Allow students to role play or watch videos of
9. Identify bullying behaviors and their various situations where they interact with
impact on others. someone of a different background. Provide
examples and non-examples of appropriate
interactions.
● Discuss historical people or events, current news
topics, or literary examples of stereotyping,
prejudice and discrimination with students.
● Provide examples and non-examples of bullying
behavior for students using fictional examples
and literary or media representations. Allow
students to identify or list the bullying behaviors,
discuss how it makes them feel, and ways they
can avoid bullying behaviors.
6-8 10. Demonstrate respect for the values, ● Read To Kill a Mockingbird or Charlie and the
traditions and practices of different Chocolate Factory. Discuss the value of the
cultures or social groups. different groups in the story.
● Identify different cultures within the community
and have students choose one to research
including commonalities between the student’s

SEL Learning Standards 32

 3B. Develop an awareness of and respect for individual differences, including cultural diversity.
Grade
Performance Standards Strategies
Band
11. Recognize the value of perspectives, culture and the one researching. Students may
cultures or social groups different present their research through slideshows,
from oneself. written essays or a tri-fold board presentation.
12. Identify examples of stereotyping, ● Discuss different groups within the school
discrimination and prejudice and the (cheerleaders, athletes, math club, yearbook
negative impact they have on others. staff, etc.) Have students select a group with
13. Develop strategies to prevent or stop which they are involved and present a slideshow
bullying. describing what participation in their group
entails.
● Discuss the definition of stereotypes. Provide
individuals or small groups with a different social
group (i.e., men, women, older people,
cheerleaders, athletes, construction workers,
etc.) Have students list characteristics or
qualities of their chosen social group. Discuss the
qualities and whether they are true for everyone
in that group or not.
● Read current event articles about prejudice and
discrimination and evaluate the response of the
community giving suggestions for improvement
where appropriate.
● Define the different levels of the Pyramid of
Hate. Provide examples and have students
determine which example goes with each level.
Students then journal about ways to prevent the
escalation of hate.
● Have students complete a questionnaire about
being bullied. Lead a discussion about how
bullying feels. Discuss different strategies to
prevent bullying. Have students develop a
slideshow depicting different ways students can
prevent or stop bullying.
9-12 14. Demonstrate the ability to recognize the ● Have students identify all of the social groups (e.g.,
positive contributions of other cultures athletics, academicians, artists, student
and perspectives to the well-being of government, yearbook) in a high school setting and
society. their contributions to the school community. Discuss
15. Exhibit behaviors that communicate an what the community might be like without the
understanding and respect (avoid variety of cultures and perspectives and how this
judgements, imposing one’s own values, relates to society as a whole.
and stereotyping) for perspectives, ● Have students generate a list of beliefs they have for
differences, and cultures that differ from a culture/background different from their own.
oneself. Then, have students interview a person from that
culture/background and compare and contrast the

SEL Learning Standards 33

 3B. Develop an awareness of and respect for individual differences, including cultural diversity.
Grade
Performance Standards Strategies
Band
16. Analyze the origins of prejudice, person’s responses with their original list. Discuss
stereotypes, and discrimination and why how misconceptions may impact one’s behavior.
they sustain. ● Have students generate a list of
17. Develop an understanding of one's own appropriate/respectful responses to
prejudice, stereotypes and cultures/customs that are unfamiliar to them and
discrimination and how they impact then role play the situation using the response (e.g.,
one’s behavior and relationships with eating a specific type of food, greetings, personal
others. space).
18. Recognize and create strategies to ● Have students choose a medium to present their
address behaviors associated with research to the class on the beginnings of
bullying (poor impulse control, lack of stereotypes, prejudices and discrimination for a
empathy, intolerance of others) in particular group or culture.
oneself and others. ● Have students generate a list of behaviors
associated with bullying. Develop school wide
strategies and processes to prevent and to stop
bullying behaviors.

3C. Identify and develop an understanding of societal norms for the well-being of
school, home, and community.
Grade
Performance Standards Strategies
Band
K-2 1. Distinguish the differences among ● At the beginning of the school year before
rules at school, rules at home, and class/school rules are shared with students,
rules in various community settings. have students share some of their rules at
2. Identify ways to help others in home. Then, have them share some of the
multiple settings. “rules” their parents say to them when they are
in the community. Discuss similarities and
3. Use words, drawings, or other differences in the rules (e.g., voice level, walking
means to show why helping others is vs. running, wearing uniforms, etc.).
important.
● Use a Venn Diagram as a visual way to
4. Differentiate between safe and
represent the similarities and differences in
unsafe behaviors.
school, home, and community rules or even
various places in the community.
● Have students list with words or by drawing the
ways they help their family, friends, and people
in their neighborhood. Link it to a phonetic skill
by having them list helping behaviors that start
or end with a specific sound, that rhyme a
particular way, that have a specific number of
syllables in a word, etc.

SEL Learning Standards 34

 3C. Identify and develop an understanding of societal norms for the well-being of
school, home, and community.
Grade
Performance Standards Strategies
Band
● Allow each student to choose a community
helper and draw or write how this person helps
in the community and why that is important.
● Assign daily/weekly class jobs. Discuss with
students how these jobs are helpful to the
functioning of the classroom. Create a list of the
causes that might occur if students didn’t have
class jobs.
● Create a stop/go sign for each student by
taping/gluing a red circle to one side of a craft
stick and green circle to the other side of the
craft stick. Have students view pictures of
actions or read a specific line or two of a story
and then hold up the stop side if they think the
behavior was unsafe or the go side if they think
the behavior was safe.
● Provide students with a list of words or pictures
of actions and have students circle or highlight
the ones they think are safe.
3-5 5. Identify different social norms in the ● Have students list different societal norms for
school and community. home and community. Compare and contrast
6. Recognize ways to help peers similarities and differences between the norms.
complete tasks, goals, or address ● Allow students to create a poster or bulletin
needs. board with pictures of individuals with helping
7. Identify how helping behaviors roles in school or community, and how they
impact self and others. help others.
● Allow students to identify and participate in a
service project that helps others in the school or
community.
● Promote cooperative learning groups and
encourage students to work together and help
each other on certain assignments or projects.
● Have students trace their hands and write
examples of how helping impacts self and
others. Share “helping hands” around the
classroom.
● Use a journaling or art activity for students to
describe ways they can help others, how
helping makes them feel, and why it’s
important.

SEL Learning Standards 35

 3C. Identify and develop an understanding of societal norms for the well-being of
school, home, and community.
Grade
Performance Standards Strategies
Band
6-8 8. Explain why societal norms are ● Discuss the definition of “social norms.” Have
important in school and community. students identify different norms in school and
9. Recognize the importance of helping the community.
others in one’s family, school and ● Have students journal, create an art piece or
community. slide show about the importance of following
10. Explore a school, community or social norms.
global need and generate possible ● Have students research about kids who have
solutions. made a difference in their community or in the
11. Explain how individual decisions and world. Have them pick one person and write a
behaviors positively and negatively paper about the impact that student has made
affect the well-being of their school by helping others.
and community. ● Have students look at global needs and discuss
what they would do to help if they were in
charge.
● Have students draw an “Impact web” of how
their actions could potentially affect others, or
how a historical figure's actions affected
society.
9-12 12. Analyze the origins of societal ● Ask students to research various societal norms
norms. (e.g., handshaking, eye contact when speaking
13. Demonstrate an understanding of to someone, personal space) and provide a brief
societal norms and the impact on presentation to the class.
society as a whole. ● Have students create hypotheses and describe
14. Develop the ability to positively a world where social norms did not exist.
contribute to society. ● Have students create a plan of action (who,
15. Analyze how one’s behavior impacts what, when, how) to address an identified
relationships, family, school, and the school or community need that would improve
community. the well-being of its members.
● Have students create a scenario where they had
to decide to follow societal norms or to behave
in a way that was contradictory to societal
norms. Create a mapping of how far reaching
the decision expands (e.g., a relationship,
school, family members, community and/or
society as a whole).

SEL Learning Standards 36

RELATIONSHIP SKILLS
Relationship skills include the ability to effectively communicate, cooperate, seek and provide support to
others, manage conflict, and effectively handle peer pressure in order to establish and maintain positive
relationships.
Anchor Standards:
4A. Demonstrate the ability to effectively communicate, utilize social skills, and support others.
4B. Develop and maintain positive relationships with others.
4C. Demonstrate the ability to successfully manage and resolve conflict in relationships.

4A. Demonstrate the ability to effectively communicate, utilize social skills, and support others.
Grade
Performance Standards Strategies
Band
K-2 1. Identify appropriate words, gestures, ● Plan instructional activities for students where
and other forms of nonverbal they work together in a small group to complete
communication, and appropriately simple activities or projects.
use more than one in interactions ● Encourage students to use their (kind) words,
with others. especially when they are exhibiting negative
2. Share, take turns, and engage behaviors and when others are exhibiting
cooperatively with others, especially negative behaviors that include them (e.g.,
when encouraged by trusted adults. taking items, pouting, not waiting for a turn,
3. Determine how to identify when etc.).
someone is in need of assistance, ● Play board, card, and other games in small
and provide needed assistance, as groups. Emphasize the communication and
age appropriate. social skills needed in order to successfully play
4. With encouragement from trusted the game. Encourage families to play games at
adults, identify and practice ways to home.
put others’ wants, needs, opinions, ● Instead of using a 1:1 ratio, provide a limited
choices, etc. before own. amount of supplies needed to complete
cooperative activities so that students will have
to use their words, engage socially with others,
and assist others in order to complete tasks.
● Discuss with students what “clues” they notice
from people who need help. Utilize video clips,
stories, role play etc. to make the discussion
more robust.
3-5 5. Utilize appropriate verbal and ● Allow students to role play or watch videos of
nonverbal communication with various verbal and non-verbal communication
others (e.g. words, tone, facial and discuss what is and is not appropriate for
expressions, gestures, etc.) positive communication.
6. Determine cooperative group ● Allow students to work in groups on a project,
behaviors (e.g. listening, such as building a structure with limited
encouraging, acknowledging others’ materials. Have students discuss how they

SEL Learning Standards 37

 4A. Demonstrate the ability to effectively communicate, utilize social skills, and support others.
Grade
Performance Standards Strategies
Band
perspectives, compromising, and worked together to build the structure and why
reaching agreement). cooperation is important.
7. Identify ways to encourage and ● Designate a Day of Encouragement where
support others and their students can share words of encouragement
contributions. and support to all classmates verbally, in
8. Demonstrate good sportsmanship by notes/letters, and/or social media posts.
playing fairly and being gracious in ● Use teachable moments when playing games to
winning and losing. discuss good sportsmanship and provide
9. Demonstrate ability to give and examples and non-examples.
receive compliments appropriately. ● Read and discuss the book “Have You Filled a
Bucket Today?” Then, create a class bucket for
students to give compliments to each other.
6-8 10. Determine the positive and negative ● Have students role play or view videos of
impact of one’s verbal and nonverbal different scenarios where characters use
communication on other people appropriate and inappropriate verbal and
when interacting with them. nonverbal interactions. Discuss the positive and
11. Demonstrate the ability to negative impacts of the scenarios.
determine roles in a cooperative ● Assign a small group task. Discuss different roles
group. for the group based on the class (i.e., in
12. Demonstrate the ability to literature the roles may be researcher,
encourage and support peers. facilitator, and wordsmith; while in math the
roles may be questioner, summarizer and
13. Identify appropriate and clarifier). Provide students with the tasks for
inappropriate posts on social media each role and questions the person in that role
and the potential consequences. may ask during the group work. This may be
14. Exhibit the ability to respond non- done in class or given as an outside assignment
defensively to constructive criticism. that students can complete through online
meetings.
● As a class, brainstorm ways to encourage and
support others. Have students journal about
specific instances when they have received
encouragement and how it made them feel as
well as times, they provided encouragement
and how it made them feel.
● Invite a representative from a human resources
department to speak (in class or during an
online meeting) about how a person's social
media use is used for hiring decisions.
● Lead a discussion on appropriate and
inappropriate posts on social media. Have
students create an art piece, journal, or slide
show of the possible consequences of each.

SEL Learning Standards 38

 4A. Demonstrate the ability to effectively communicate, utilize social skills, and support others.
Grade
Performance Standards Strategies
Band
● Show a video or read a passage from a book
depicting a character providing constructive
criticism with appropriate and inappropriate
responses from another character.

4A. Demonstrate the ability to effectively communicate, utilize social skills, and support others.
Grade
Performance Standards Strategies
Band
9-12 15. Analyze the effects of one’s ● Have students use effective communication
communication (verbal and skills to select/assign roles (providing support
nonverbal) and social skills in for the decision) for a group project.
interactions with family, peers, and ● Have students participate in group projects
adults. serving different roles to reach a goal at school
16. Demonstrate the ability to work or in the community.
cooperatively in various roles within ● Have students identify needed support to reach
groups (e.g., leader, recorder, a goal or complete a project.
timekeeper) to successfully reach a
goal or to complete a school or ● Have students use a graphic organizer depicting
community project. those who support them and those who they
support in various areas of their lives (e.g.,
17. Identify and obtain support for one’s school, community, family) in reaching goals or
self and provide support to others. completing a project.
18. Analyze own and others’ posts on ● Have students analyze sample digital footprints
social media and the impact they from two characters on social media. Have
may have on relationships. students use critical thinking skills about how
their own digital footprints can lead others to
draw conclusions, both positive and negative,
about who they are.

SEL Learning Standards 39

 4B. Develop and maintain positive relationships with others.
Grade
Performance Standards Strategies
Band
K-2 1. Initiate interactions with others ● Provide opportunities for students to interact
appropriately (e.g., tapping them on with one another. Display visuals and/or review
shoulder, using words to appropriate ways to get others’ attention, join
communicate the desire to join in, in interactions, and suggest a plan/next step for
etc.). the interaction.
2. Identify reasons why people befriend ● Make a collage with words, pictures, drawings,
one another. etc. of the reasons why two people are friends
3. Engage in behaviors that promote with each other.
positive relationships with others ● Provide specific positive feedback to students
(e.g., using kind words, following who are using behaviors of positive
others’ interests, helping others, etc.). relationships with others.
4. Identify helpful and harmful ● Read a book or view a video clip. Discuss the
behaviors in relationships. characters’ interactions and friend choices. List
5. Use words and/or illustrations to appropriate initiation of interactions, positive
define peer pressure. friend choices, and behaviors that promote
positive relationships the characters used in the
book.
● Read a book, asking for children to be on the
lookout for helpful and harmful behaviors the
characters in the book display towards one
another. Play thumbs up/thumbs down - with
thumbs down for harmful behaviors and
thumbs up for helpful behaviors. Designate one
or two students to keep a tally of each type of
behavior and then discuss which behavior
(helpful or harmful) was used more in the book.
● Ask children to write or draw their own
definition of peer pressure, an example of peer
pressure, or about a time when they
experienced peer pressure.
3-5 6. Determine and demonstrate ● Allow students to compare and contrast
qualities of good friends. characteristics a good friend should have with
7. Describe and utilize more than one their own personal characteristics.
strategy to build positive ● Have students journal about or discuss what
relationships with peers, family, and friendship means to them. This could include
others. examples of people they consider good friends,
8. Differentiate among safe and unsafe what qualities their friends possess (positive
behaviors in relationships with and negative), how friends make them feel,
others. ways their friends help them/they help friends,
and why friends are important.
9. Identify the six types of peer
pressure (e.g., spoken, unspoken, ● Discuss with students the characteristics of
direct, indirect, negative and building relationships such as making eye
positive). contact, introducing yourself, asking about the

SEL Learning Standards 40

 4B. Develop and maintain positive relationships with others.
Grade
Performance Standards Strategies
Band
10. Develop strategies for resisting other person, sharing about yourself, and
negative peer pressure. finding common interests. Provide
opportunities and activities for students to
interact. For example, students can participate
in a New Friend Scavenger Hunt where they
complete a form with information and
characteristics about themselves (e.g. favorite
color, favorite food, hobbies, birthday month,
etc.) and find classmates that have matching
information.
● Read social stories with students or have them
read on their own and discuss harmful and
helpful behaviors and characteristics of good
friends.
● Provide examples of positive and negative peer
pressure. Have students discuss what makes
each positive or negative.
● Discuss with students strategies for dealing with
negative peer pressure (e.g. walking away, peer
mediation, adult assistance, etc.) Have students
role-play various scenarios using the strategies.
6-8 11. Demonstrate ability to maintain ● Have students journal, create a piece of art or a
positive relationships (e.g., slide show describing the qualities they would
participating in shared like in a friend. Then have the students
interests/activities, spending time determine what they would need to do in order
together, helping one another, and to develop a relationship with that type of
practicing forgiveness). person.
12. Determine the difference between ● Have students brainstorm about behaviors that
behaviors of healthy relationships indicate a healthy relationship and behaviors
versus behaviors of unhealthy that would indicate an unhealthy relationship in
relationships (e.g. adult-child different types of relationships. Have students
relationships, peer-peer create a story with characters that exhibit
relationships, and romantic behaviors of a healthy relationship and
relationships). characters that exhibit behaviors of an
13. Distinguish impact of positive and unhealthy relationship.
negative peer pressure on self and ● Show video scenarios, role play or discuss
others. scenarios in a book where characters employ
14. Demonstrate different strategies to positive and negative peer pressure. Have
resist negative peer pressure (i.e., students identify:
say “no”, the delay tactic, offer an 1. who is pressuring,
alternative, code word with parents, 2. what words or gestures they use to
etc.). pressure others,
3. the effect of those words or gestures,

SEL Learning Standards 41

 4B. Develop and maintain positive relationships with others.
Grade
Performance Standards Strategies
Band
4. is this a positive or negative influence?
● Have students journal about a time they
experienced negative peer pressure including
words or gestures that were used and how they
felt.
● Provide different scenarios of negative peer
pressure to individuals or small groups. Allow
the students to identify ways to resist the
pressure to conform. Have students present
their ideas to the class.
9-12 15. Exhibit the ability to develop and ● Have students create a “perfect friend” using an
maintain positive relationships based avatar, picture, drawing etc., and have the
on shared values, interest, goals, and student provide a description of why they are
reciprocity of support. the perfect friend. Discuss what attributes they
16. Analyze types of peer pressure possess that they themselves want to develop
(positive and negative) and evaluate and what steps they might take to initiate and
the impact on initiating and maintain a relationship.
maintaining relationships. ● Provide visuals of adolescents participating in a
17. Demonstrate the ability to resist variety of appropriate (e.g., working,
peer/social pressure to engage in graduating, volunteering, exercising) and
unwanted, unsafe, unethical inappropriate (e.g., smoking, texting while
behavior. driving, cheating on tests, drinking alcohol).
Have students evaluate the pictures as positive
or negative behaviors.
● Utilizing the positive and negative behavior
pictures have students discuss consequences of
each behavior in the pictures and create
strategies for responding to peers regarding all
behaviors.

SEL Learning Standards 42

 4C. Demonstrate the ability to successfully manage and resolve conflict in relationships.
Grade
Performance Standards Strategies
Band
K-2 1. Identify examples of conflict that occur ● Make a chart of conflicts that students
in relationships at school and at home experience. Have students draw a check beside
(e.g., not sharing or taking turns with each conflict they have experienced. Discuss the
others, using harsh words, lying, conflicts, particularly those most experienced.
misunderstanding/miscommunicating, ● Create a “life cycle of a conflict” sheet with pre-
bullying, gossiping, etc.). written or pre-drawn conflicts. Have students
2. Recognize emotions and behaviors write or draw the emotions and behaviors that
that result in relational conflict. occur before the given conflict.
3. With supports from a trusted adult, ● Read a book or view a video clip. Discuss the
determine and utilize appropriate resolution to the conflict, the other possible
solutions in order to resolve conflicts solutions that occurred before the resolution
with others. that did not work, and the differences between
4. Recognize that peer pressure can them.
either be helpful or harmful. ● Analyze real life conflicts that occur in the
classroom and at home. Discuss the emotions
and behaviors that occur before the conflicts,
whether or not the chosen solutions were good
choices, and if the solutions were bad choices,
what could be done differently for the next time.
● Using completed writing samples and/or
drawings about peer pressure (4B), sort each by
paper or electronic picture into two stacks - peer
pressure that results in positive outcomes and
peer pressure that results in negative outcomes.
3-5 5. Recognize that conflict occurs as a ● Have students discuss (verbally or in writing)
natural part of life. situations at home and school where there might
6. Identify causes and effects of conflict be disagreements and conflict and how they can
and how one’s response impacts self handle them.
and others. ● Use naturally occurring situations in the
7. Utilize steps of a simple conflict classroom to discuss when students did or did
resolution/problem solving process not handle conflict successfully. Ask students to
such as identifying problems, active reflect and problem solve how they could
listening, expressing emotions, respond differently.
brainstorming solutions, evaluating ● Have students read or watch fictional and non-
solutions, etc. fictional/historical stories that demonstrate
8. Describe proactive ways to prevent conflict and discuss the causes and effects of
conflict. each.
9. Recognizes the difference between ● Use role playing scenarios or have students
constructive and destructive ways of watch videos that show the causes and effects of
handling conflict and peer pressure. conflict and peer pressure and options for
peaceful resolution.

SEL Learning Standards 43

 4C. Demonstrate the ability to successfully manage and resolve conflict in relationships.
Grade
Performance Standards Strategies
Band
● Allow students to create a visual checklist of
problem-solving steps and various solutions to
common conflict or peer pressure situations.

4C. Demonstrate the ability to successfully manage and resolve conflict in relation
Grade
Performance Standards Strategies
Band
6-8 10. Demonstrate an understanding of ● Utilize the conflict cycle diagram to explain and
the conflict cycle (e.g., event - discuss each part of the cycle. Have students
emotion - reaction - outcome) and complete a blank handout of the diagram with a
which part one has control over to real or hypothetical conflict. Discuss how
shape the outcome of the conflict. changing one’s reaction can change the outcome
11. Identify behaviors that create of the conflict.
conflict (e.g., spreading rumors, ● Lead a discussion of behaviors that often create
inappropriate posts or texts on social conflict. Have small groups of students write
media, wrongful accusations, and conflict scenarios and perform them for the class
insult or put downs). or have individual students create conflict
12. Apply conflict resolution skills in scenarios through slideshows and present to the
order to de-escalate, defuse and class. Have the class identify the behaviors that
resolve a conflict. led to the conflict and how that behavior could
be changed in order to have a peaceful ending.
13. Determine strategies for avoiding or
resolving conflicts related to ● In literature, discuss the cycle of any conflicts
destructive peer pressure. and how changing the reaction could change the
outcome of the conflict.
● Teach students about the six steps to conflict
resolution (e.g., cool off; use “I” messages;
restate the conflict; take responsibility,
brainstorm solutions, and affirm, forgive, or
thank). Role play or view conflict scenarios using
the six steps depicting conflicts resolved using
the six steps.
● Discuss different types of destructive peer
pressure (e.g., pressure to engage in bullying,
drugs or alcohol, sexual behavior, stealing, or
dangerous behaviors.). Have students select a
type of peer pressure and create a plan to avoid
or resolve the conflict.
9-12 14. Analyze and define causes of various ● Have students role play types of conflict while
types of conflict, (e.g., internal other students, working in small groups, identify
conflict, conflict among peers, the cause and create ideas for solutions. Have
conflict with authority).

SEL Learning Standards 44

15. Demonstrate appropriate conflict the small groups share findings with the larger
resolution skills (e.g., group.
communication, problem solving, ● Have students research the components of the
stress management, active listening) conflict cycle (e.g., relationship, event, emotion,
to achieve mutually agreeable assumptions, reaction, and outcome) and
solutions. describe (orally or in writing) a conflict in their
16. Identify and implement strategies to lives and their behavior through the stages of the
successfully avoid and/or address cycle. Did they demonstrate appropriate conflict
peer conflict on social media. resolution skills? What was the outcome?
17. Exhibit skills and strategies to avoid ● Have students create and submit a plan of action
and escape bullying (as target and (e.g., delete post, block sender, report to adult,
bystander), threats, physical no response) to address social media conflict.
violence, and harassment to ● Have students create and distribute to peers a
maintain personal safety. list of resources (e.g., people, literature, training)
to support others in developing skills and
strategies to address various types of conflict.

SEL Learning Standards 45

RESPONSIBLE DECISION-MAKING
Responsible decision-making includes the ability to make constructive choices and problem-solve based
on safe, ethical, and social norms while evaluating the outcomes of previous choices.
Anchor Standards:
5A. Develop, implement, and model effective choice-making skills at school, at home, and in the
community.
5B. Analyze outcomes of decisions including the consideration of their effects on others.

5A. Develop, implement, and model effective choice-making skills at school, at home, and in the
community.
Grade
Performance Standards Strategies
Band
K-2 1. Determine instances where the ● Intentionally teach the problem-solving process
problem-solving process should be to students by using a visual of the problem-
used. solving process and real-life problems.
2. Identify the steps of the problem- ● Display visual(s) of the problem-solving process
solving process. in the room and refer to it when students have
a. Identify the problem. a problem to solve or decision to make.
b. Think of possible solutions. ● Use the National Center for Pyramid Model
Innovations’ “We Can Be Problem Solvers”
c. Analyze solutions. social story and activity to practice solving
d. Choose a solution and try it. problems.
3. With support, develop more than ● Read a book through a problem
one solution to a problem and between/among characters and stop.
appropriately communicate the Brainstorm possible solutions to the problem.
chosen solution to others.
4. For relational problems,
appropriately communicate the
chosen solution to others.
3-5 5. Describe steps of decision-making ● Discuss steps of decision-making process with
process and utilize more than one. students and allow students to role play, read
6. Identify choices or solutions to social stories, or watch examples of characters
various situations at home, school, making decisions. Allow students to reflect on
or in community and demonstrate each step of the process and why it is
ability to make appropriate important.
selections. ● Provide students with examples of common
7. Develop criteria for evaluating problems at home, school, and in the
decisions and consequences for self community. Have students identify choices or
and others. solutions and reflect on which is best for each
situation.
● Allow students to create a list of pros and cons
for choices to common home, school, or

SEL Learning Standards 46

 5A. Develop, implement, and model effective choice-making skills at school, at home, and in the
community.
Grade
Performance Standards Strategies
Band
community situations. Discuss what makes
them good or bad choices.
● Have students journal about times they made
good and bad decisions (e.g. what happened,
why was it good or bad, how did they feel, how
did others feel, what could they have done
differently?).
6-8 8. Identify and apply the five-step ● Have students brainstorm different decisions or
decision making process (identify choices that are made regarding school (i.e., to
problem or goal, gather skip school, to study for a big test, to follow
information, weigh consequences, friends in making fun of a new student, etc.) or
make the decision, and evaluate the provide scenarios (written or video).
decision) for a school-based Individually or in small groups have students
decision. work through the five steps of the decision-
9. Analyze how decision-making skills making process. Have students present their
regarding study habits at home choices and how they arrived at that choice.
affect academic performance. ● Have students read excerpts from literature
10. Apply the decision-making process that shows characters using the decision-
to a community issue considering making processes to make effective or
ethical, safety and societal norms. ineffective choices. Have students describe the
steps the character uses to solve the problem or
11. Model appropriate decision making make the decision.
at school (i.e., choosing to follow
the school rules, choosing not to ● For one testing cycle in one subject, have
follow peer pressure to bully, students journal, create an art piece or slide
choosing to answer questions in show depicting how their decisions each day to
class instead of talking with a peer, complete homework and study impacted their
etc.). grade on the test.
● Provide a list of different community issues.
12. Demonstrate the ability to take Have individuals or groups of students apply the
personal responsibility for the decision-making steps to determine an ethical,
decisions and choices one makes. safe and appropriate decision for the issue.
● Have a community leader speak to the class
about how decisions are made at the
community or city level.
● Lead a class or online discussion about what it
means to take personal responsibility for our
decisions and choices. Discuss what taking
responsibility looks like in different scenarios
and what it does not look like (e.g., blaming
others for mistakes one makes or failing to
complete tasks one agreed to complete).
● Have students identify a decision or choice he
or she will make in the next week (e.g.,

SEL Learning Standards 47

 5A. Develop, implement, and model effective choice-making skills at school, at home, and in the
community.
Grade
Performance Standards Strategies
Band
completing homework, completing chores at
home, standing up for a friend when they are
teased, etc.). Have students journal about how
they took responsibility for their decision and
the outcome.
9-12 14. Implement decision making ● Have students create a flowchart of the decision-
processes by gathering and analyzing making process. Utilizing the flowchart, have
information, brainstorming options students work through a real-life decision.
and barriers, thinking through the ● Have students read literature involving decision
consequence (outcome), and making (e.g., Lord of the Flies, Othello, Things
reflecting on and evaluating the Fall Apart, Beloved, and The Stranger) and
impact on others. discuss the ethical dilemma, the decision, and
15. Demonstrate the ability to take the consequence (outcome) of the decision.
personal responsibility in making ● Have students research historical events and
ethical decisions. how the world might be if different decisions
16. Model decision making skills to were made (e.g., U.S. decides not to enter
develop positive interpersonal WWII).
relationships at home, school, and in ● Create a fictional scenario involving a big
the community. decision and write four different outcomes on
slips of paper. After reading the scenario to the
class, have
students work in groups to randomly select one
outcome and put together a skit showing what
happens. Once all the groups have performed
their skits,
● discuss which outcome was the best solution,
which was the poorest choice, and how these
decisions affected everyone involved.

5B. Analyze outcomes of decisions including the consideration of their effects on others.
Grade
Performance Standards Strategies
Band
K-2 1. Reflect on whether solutions to ● Using a life applicable problem or one from a
similar past problems were book or video clip, ask students to reflect on a
appropriate or inappropriate when time when they experienced a similar problem
considering solutions to current and how the outcome of their solution played
problems (e.g., I really want the red out with the resolution. Then, have students
marker he has. Last time I snatched apply that to this current problem in deciding
something from him, it broke. This which solutions might be more appropriate
time a good solution would be to…). than others. Was it safe? Was it fair? How did
others feel?

SEL Learning Standards 48

 5B. Analyze outcomes of decisions including the consideration of their effects on others.
Grade
Performance Standards Strategies
Band
2. Determine whether possible solutions ● Using visuals of faces, ask students what sort of
to problems are safe. solution to a problem might have just occurred
3. For relational problems, identify the for that person to make a face like the one in
feelings others might have as a result the visual.
of each possible solution. ● Play a matching game where students match
4. With prompting, use reflection solutions to problems by way of word and/or
practices to determine if a recent visual to associated emotion on visuals of faces.
decision was a good or bad choice. ● Play “What If” with students. Ask students
questions that begin with “what if” like what if
we don’t go outside for recess today, what if I
extend free choice time by 10 minutes, what if I
give you extra homework, what if I didn’t talk to
you all day, etc. Have students tell you how
these “choices” would make them feel. Make
connections between these choices and
solutions to problems regarding feelings
associated with each.
● Play stop and go using a craft stick with a go
sign attached to one side and a stop sign
attached to the other. While discussing a
problem and its solutions from a book, video
clip, or recent occurrence at school or at home,
have children hold up the sign indicating
whether the solution is a good one or not.
3-5 5. Identify examples of ethical behaviors ● Allow students to role play, read social stories,
(e.g. fairness, honesty, respect, etc.) or watch examples of characters making ethical
in decision making and demonstrate decisions. Have students discuss what ethical
more than one. behaviors they observed the characters
6. Demonstrate knowledge of social portraying and how that impacted their
norms and how they affect decision decision.
making. ● Provide examples of social problems that might
7. Explain why safety and ethical occur at school, home, or in the community and
considerations are important in have students discuss and identify solutions
making decisions. that are socially acceptable, safe, and ethical.
8. Evaluate impact of past and present ● Allow students to play “Chutes and Ladders”
choices and decisions on self and and discuss the positive and negative
others. consequences of different choices within the
game.
● Have students journal and reflect on previous
decisions they have made and whether they
were safe and ethical. If not, what could they
have done differently? How did their choices
impact them? How did they impact others?

SEL Learning Standards 49

 5B. Analyze outcomes of decisions including the consideration of their effects on others.
Grade
Performance Standards Strategies
Band
What factors will they consider when making a
similar decision in the future?
6-8 9. Demonstrate the ability to gather ● Have students choose a social, community or
information from different sources school problem. Then, have students gather
(i.e., news sources, respected adults, information from different sources to help
medical websites, community leaders, them identify a solution for the problem that is
teachers, church leaders, etc.) that safe, ethical, and socially appropriate.
can be used to make safe, ethical and ● Have students use a decision log for 24 hours to
socially appropriate decisions. identify different influences on their decisions.
10. Identify different influences on one’s ● Have students watch a video depicting a
personal decisions or choices. character standing up for a friend who is being
11. Analyze how standing up for others bullied. Have students discuss or journal about
when they are teased, insulted, or left how that choice impacted the friend as well as
out impacts that person as well as others who were witnesses.
others. ● Have students review different social media
12. Determine the effectiveness of a posts and list how each post could impact other
previous choice or decision in solving people.
a problem or meeting a short-term ● Have students journal about a choice or
goal. decision they have made, how they made that
decision, and whether the choice they made
was effective in solving the problem or meeting
their goal.
9-12 13. Analyze various sources of ● Ask students to pick a topic (e.g., climate
information (e.g., print, social media, change, immigration, gun control) and research
news, respected adults) and the how different sources present information and
impact on one’s ability to make safe, how that might impact decision making.
socially appropriate, and ethical ● Ask students to create a list of values they think
decisions. are important and describe how their culture,
14. Analyze and evaluate the impact of family, peers, and community impacted their
culture and how it influences societal list. Have the students explain how these
norms, safety, and ethics in the identified values play a part in their decision-
decision-making process. making process.
15. Analyze and evaluate current and past ● Have students think back over the previous day
decisions for ethics, safety, and and make a list of all the decisions they made.
societal norms and the impact on They may have chosen to hit the snooze button
intrapersonal and interpersonal rather than get up, study for a test instead of
relationships. eating lunch, or not do the assigned reading for
16. Analyze and evaluate past and current an afternoon class. Ask them to look at each
decisions and how they impacted decision and consider what their choices reveal
short- and long-term goals. about what’s important to them. Have them
write a reflective paragraph in which they
consider the potential and obvious results?

SEL Learning Standards 50

 5B. Analyze outcomes of decisions including the consideration of their effects on others.
Grade
Performance Standards Strategies
Band
● Ask teens to make a list of school subjects,
activities and hobbies they enjoy and then list
one potential career that aligns with each item
on the list. Have them choose one career they
would each like to have someday and list the
skills and special training they would need to
hold these jobs. Create action plans of how they
might achieve this career. This will get them
thinking about how the choices they’re
currently making could keep them from their
goals.

SEL Learning Standards 51

RESOURCE APPENDIX
Resources for Self-Awareness
1. Grounding Techniques & Self Soothing for Emotional Regulation
https://eddinscounseling.com/grounding-techniques-self-soothing-emotional-regulation/

2. Identifying Values
http://www.personaldevelopmentinsights.com/wp-
content/uploads/2017/05/Personal_Development_Worksheet-Identifying-Values_CarmenWyld_PDI.pdf

3. Myers-Briggs Type Indicator (MBTI)

https://positivepsychology.com/self-awareness-exercises-activities-test/

4. Trigger Worksheet
https://positivepsychology.com/self-awareness-exercises-activities-test/

5. Mindfulness Meditation
https://ggie.berkeley.edu/practice/eating-a-raisin-with-mindfulness/

6. Personal SEL Self-Assessment

https://schoolguide.casel.org/resource/adult-sel-self-assessment/

For more resources to assist with self-awareness, visit the following websites:
● https://positivepsychology.com

Resources for Self-Management

1. How to Set Healthy Boundaries: 10 Examples + PDF Worksheets
https://positivepsychology.com/great-self-care-setting-healthy-boundaries/

2. Breathing Techniques for Stress Relief

https://www.webmd.com/balance/stress-management/stress-relief-breathing-techniques#1

3. Positive Self Talk Worksheet

https://positivepsychology.com/positive-self-talk/

4. Increasing Self-Control Through Repeated Practice

https://positivepsychology.com/self-control-regulation-tools/

5. Brief Body Scan Mindfulness Activity for Stress Relief

https://ggie.berkeley.edu/practice/brief-body-scan/

6. Self-Compassion Break
https://ggie.berkeley.edu/practice/self-compassion-break-for-adults/

For more resources to assist with self-management, visit the following websites:
● https://ggie.berkeley.edu/my-well-being/sel-for-adults-self-awareness-and-self-management/
● https://positivepsychology.com/toolkit/

SEL Learning Standards 52

Resources for Social Awareness
1. Five Simple Lessons for Social and Emotional Learning for Adults
https://www.edutopia.org/blog/five-social-emotional-learning-lessons-for-adults-elena-aguilar

2. Empathy at Work: Developing Skills to Understand Other People

https://www.mindtools.com/pages/article/EmpathyatWork.htm

3. Self-Compassion Test
https://self-compassion.org/test-how-self-compassionate-you-are/

4. 12 Exercises & Activities for Training Compassion

https://positivepsychology.com/compassion-training/

5. Common Beliefs Survey

https://ggie.berkeley.edu/practice/common-beliefs-survey-teaching-racially-and-ethnically-diverse-students/

6. Understanding Justice Exercises

https://ggie.berkeley.edu/practice/understanding-justice/

For more resources to assist with social awareness, visit the following websites:
● https://www.change-management-coach.com/social-awareness.html
https://positivepsychology.com/

Resources for Relationship Skills

1. Active Listening: Hear What People Are Really Saying
https://www.mindtools.com/CommSkll/ActiveListening.htm

2. Conflict Resolution Skills

https://www.helpguide.org/articles/relationships-communication/conflict-resolution-skills.htm

3. How to Build Trust

https://positivepsychology.com/build-trust/

4. Active Constructive Communication Model

https://positivepsychology.com/communication-in-relationships/

5. Overcoming Obstacles to Relationship Building

https://ggie.berkeley.edu/practice/overcoming-obstacles-to-an-open-heart/

For more resources to assist with relationship skills, visit the following websites:
● https://www.mindtools.com/pages/article/good-relationships.htm
● https://positivepsychology.com/

Resources for Responsible Decision-Making

1. 10 Ways to Improve Your Decision-Making Skills
https://www.wisebread.com/10-ways-to-improve-your-decision-making-skills

SEL Learning Standards 53

2. Effective Decision Making – A Framework
https://www.skillsyouneed.com/ips/decision-making2.html

3. Goal Setting Exercises, Tools, & Games

https://positivepsychology.com/goal-setting-exercises/

4. Problem Solving Skills for Adults

https://classroom.synonym.com/problemsolving-skills-adults-8262043.html

For more resources to assist with responsible decision-making, visit the following websites:
● https://psychcentral.com/blog/15-tips-to-help-you-make-the-most-important-decisions/
● https://positivepsychology.com/

SEL Learning Standards 54

 MISSISSIPPI K-12 SOCIAL EMOTIONAL LEARNING STANDARDS
PERFORMANCE STANDARDS SEQUENCE

Grade
Band Self-Awareness Self-Management Social-Awareness Relationship Skills Decision Making
K-2
• With prompting, • With support, describe • Identify behaviors • Identify appropriate • Determine instances
identify positive and connections among associated with words, gestures, and where the problem-
negative emotions (i.e., thoughts, emotions emotions (e.g., sad - other forms of solving process should
happy, sad, mad, angry, (i.e., feelings) and crying, mad - yelling nonverbal be used.
surprised, loved, behaviors (e.g., if my and grimacing, happy - communication, and • Identify the steps of the
embarrassed, anxious, sister makes me mad, I smiling, angry - appropriately use more problem-solving
afraid, proud) based on might want to yell at tantruming and than one in interactions process.
Performance Standards Sequence

characteristics her). physical aggression, with others. • Identify the problem.

associated with each • Use words to express excited - squealing and • Share, take turns, and • Think of possible
emotion. thoughts and emotions jumping, etc.). engage cooperatively solutions.
• With prompting, (i.e., feelings). • Recognize the with others. • Analyze solutions.
determine the • Begin to develop the emotions of others by • Determine how to • Choose a solution and
antecedents to own ability to self-regulate the behaviors they identify when someone try it.
emotions. when experiencing display. is in need of assistance, • With support, develop
• Utilize words or negative emotions. • Determine and provide needed more than one solution
gestures to • Demonstrate the ability whether/how to assistance, as age to a problem and
communicate own to wait (e.g., for a turn, approach others based appropriate. appropriately
feelings. for a response, for an on their current • With encouragement communicate the
• Distinguish between item, etc.). emotion(s). from trusted adults, chosen solution to
own likes and dislikes. • Demonstrate frequent • Make connections identify and practice others.
• Describe skills and participation with between own words ways to put others’ • For relational
special abilities. minimal teacher and actions and others’ wants, needs, opinions, problems,
• Identify personal prompting. emotions. choices, etc. before appropriately
qualities that assist in own. communicate the
making good choices. chosen solution to
• Identify instances of others.
strength.

SEL Learning Standards 55

Grade
Band Self-Awareness Self-Management Social-Awareness Relationship Skills Decision Making
K-2
• With support, develop • With encouragement, • Recognize that another • Initiate interactions • Reflect on whether
connections between demonstrate the ability person can think with other solutions to similar past
personal strengths and to complete a task differently than self appropriately (e.g., problems were
corresponding skills and/or work towards a about the situation tapping them on appropriate or
and talents. goal over time. (e.g., that the Lego shoulder, using words inappropriate when
• With support, identify • Identify multiple ways structure needs to be to communicate the considering solutions to
responsibility as it to stay organized in wider to build the desire to join in, etc.). current problems (e.g., I
Performance Standards Sequence

relates to school-wide different aspects of life airport instead of taller • Identify reasons why really want the red
expectations and rules. (e.g., keeping things or that playing people befriend one marker he has. Last
• Distinguish differences tidy, labeling where basketball is a fun thing another. time I snatched
in good choices and items go, using lists, to do). • Engage in behaviors something from him, it
bad choices. having a daily schedule). • Participate in the study that promote positive broke. This time a good
• Identify the • With reminders, of cultures (e.g., relationships with solution would be to…).
importance(s) of taking participate in cleaning learning facts, others (e.g., using kind • Determine whether
ownership of bad up own space and items celebrations). words, following possible solutions to
choices. used at home and at • With prompting others’ interests, problems are safe.
• Takes care of own and school. identify commonalities helping others, etc.). • For relational problems,
others’ belongings. • Determine tasks and between self and • Identify helpful and identify the feelings
goals that need other(s) (e.g., physical harmful behaviors in others might have as a
accomplishing in daily characteristics, relationships. result of each possible
routines. likes/dislikes, family • Use words and/or solution.
• Complete small tasks members, etc.). illustrations to define • With prompting, use
and/or simple goals • Identify differences peer pressure. reflection practices to
independently, with few between self and determine if a recent
requests for assistance other(s). decision was a good or
(e.g., assignment, brush bad choice.
teeth, feed pet, etc.).

SEL Learning Standards 56

Grade
Band Self-Awareness Self-Management Social-Awareness Relationship Skills Decision Making
K-2
• Seek assistance from • Determine whether • Identify examples of
trusted adults for own actions result in conflict that occur in
steps in a task or fair and safe relationships at
objectives of a goal treatment of others. school and at home
that are difficult to • Distinguish the (e.g., not sharing or
complete (e.g., differences among taking turns with
Performance Standards Sequence

student packing up to rules at school, rules others, using harsh

go home and asks at home, and rules in words, lying,
teacher for help with various community misunderstanding,
the zipper that got settings. miscommunicating,
off track, student • Identify ways to help bullying, gossiping,
checking out books others in multiple etc.).
from a community settings. • Recognize emotions
library and asks • Use words, drawings, and behaviors that
librarian where the or other means to result in relational
easy reader section show why helping conflict.
is). others is important. • With supports from a
• Differentiate trusted adult,
between safe and determine and utilize
unsafe behaviors. appropriate solutions
in order to resolve
conflicts with others.
• Recognize that peer
pressure can either
be helpful or harmful.

SEL Learning Standards 57

Grade
Band Self-Awareness Self-Management Social-Awareness Relationship Skills Decision Making
3-5
• Identify range of • Identify the • Recognize the • Utilize appropriate • Describe steps of
emotions experienced. relationship between emotions of others verbal and nonverbal decision-making
• Describe situations that thoughts, stress, using verbal and visual communication with process and utilize
cause range of emotions (i.e. feelings) cues. others (e.g. facial more than one.
emotions. and behavior. • Recognize non-verbal expressions, gestures, • Identify choices or
• Identify physical • Identify situations that social cues from others etc.) solutions to various
responses to intense cause self to and their impact on • Determine cooperative situations at home,
emotions. experience negative emotions. group behaviors (e.g. school, or in
Performance Standards Sequence

• Communicate emotions (e.g., • Identify how one’s own listening, encouraging, community and
emotions through sadness, anger, anxiety, behavior impacts acknowledging others’ demonstrate ability to
appropriate means disappointment, etc.). others’ emotions. perspectives, make appropriate
(i.e., appropriate • Demonstrate ability to • Identify multiple compromising, and selections.
words, gestures, tone, appropriately express perspectives or reaching agreement). • Develop criteria for
facial expressions, etc.). emotions. viewpoints in different • Identify ways to evaluating decisions
• Describe how emotions • Develop strategies to situations. encourage and support and consequences for
impact behavior. use when angry or • Recognize the others and their self and others.
• Identify personal stressed (e.g., walk existence of various contributions. • Identify examples of
qualities and away, counting to 10, groups based on social • Demonstrate good ethical behaviors (e.g.
characteristics one seek help, etc.). and cultural factors sportsmanship by fairness, honesty,
possesses. • Identify strategies for (e.g., race, gender, age, playing fairly and being respect, etc.) in
• Describe benefits of controlling impulses religion, disability, etc.). gracious in winning and decision making and
personal qualities and and demonstrate the • Identify similarities losing. demonstrate more
characteristics. utilization of at least between various social • Demonstrate ability to than one.
• Describe how personal one (e.g., deep and cultural groups. give and receive • Demonstrate
qualities and interests breathing, self-talk, • Develop strategies for compliments knowledge of social
impact decision- seek help, etc.). building relationships appropriately. norms and how they
making. • Demonstrate the ability with individuals who • Determine and affect decision making.
• Compare and contrast to stay on task with are different from self. demonstrate qualities
qualities and interests limited distractions. of good friends.
of self and others.

SEL Learning Standards 58

Grade
Band Self-Awareness Self-Management Social-Awareness Relationship Skills Decision Making
3-5
• Identify strengths and • Develop willingness to • Explain the definition of • Describe and utilize • Explain why safety and
areas for growth. attempt new tasks and stereotyping, prejudice, more than one strategy ethical considerations
• Describe personal skills share ideas with others. and discrimination. to build positive are important in
in need of further • Identify strategies for • Identify bullying relationships with making decisions.
development. persevering through behaviors and their peers, family, and • Evaluate impact of past
• Describe how personal difficult situations or impact on others. others. and present choices
strengths impact tasks. • Identify different social • Differentiate among and decisions on self
choices. • Determine supports norms in the school safe and unsafe and others.
Performance Standards Sequence

• Define personal needed to organize and community. behaviors in

responsibility and aspects of home and • Recognize ways to help relationships with
identify ways to exhibit school life. peers complete tasks, others.
it in daily life. • Describe steps goals, or address • Identify the six types of
• Identify how personal necessary for setting needs. peer pressure (e.g.,
choices affect self and and achieving tasks and • Identify how helping spoken, unspoken,
others. goals. behaviors impact self direct, indirect,
• Describe benefits of • Differentiate between and others. negative and positive).
personal responsibility. short- and long-term • Develop strategies for
• Demonstrate goals. resisting negative peer
responsible behaviors. • Complete short- or pressure.
long-term goal with • Recognize that conflict
minimal assistance. occurs as a natural part
• Monitor progress of life.
toward achieving • Identify causes and
personal or academic effects of conflict and
goals. how one’s response
• Determine home and impacts self and others.
school supports or
resources needed to
complete tasks or
goals.

SEL Learning Standards 59

Grade
Band Self-Awareness Self-Management Social-Awareness Relationship Skills Decision Making
3-5
• Utilize steps of conflict
Performance Standards

resolution/problem
solving process such as
identifying problems,
Sequence

active listening,
expressing emotions,
brainstorming
solutions, evaluating
solutions, etc.
• Describe proactive
ways to prevent
conflict.

SEL Learning Standards 60

Grade
Band Self-Awareness Self-Management Social-Awareness Relationship Skills Decision Making
6-8
• Identify and label a • Analyze the connection • Recognize and respond • Determine the positive • Identify and apply the
variety of emotional between one’s to social cues in an and negative impact of five-step decision
states. thoughts, emotions and appropriate manner. one’s verbal and making process
• Describe emotional behavior • Analyze ways one’s nonverbal (identify problem or
states associated with • Utilize strategies to behavior may affect the communication on goal, gather
different situations monitor one’s feelings of others. other people when information, weigh
(e.g., stressful, sad, emotions, stress level • Demonstrate respect interacting with others. consequences, make
exciting, frustrating, and behavior. for other people’s • Demonstrate the ability the decision, and
disappointing, etc.) • Identify how opinions. to determine roles in a evaluate the decision)
Performance Standards Sequence

• Determine typical appropriately and • Identify ways to cooperative group. for a school-based
physical responses to a inappropriately provide support and • Demonstrate the ability decision.
variety of emotions. expressing one’s encouragement to to encourage and • Analyze how decision-
• Describe ways to emotions affects others in need. support peers. making skills regarding
communicate one’s others. • Demonstrate respect • Identify appropriate study habits at home
emotions in a socially • Demonstrate the for the values, and inappropriate posts affect academic
acceptable manner. ability to use self- traditions and practices on social media and the performance.
• Identify how different regulation skills to of different cultures or potential • Apply the decision-
emotional states reduce anger, stress or social groups. consequences. making process to a
impact one’s ability to anxiety. • Recognize the value of • Exhibit the ability to community issue
problem solve. • Demonstrate the ability perspectives, cultures respond non- considering ethical,
• Identify positive to maintain focus and or social groups defensively to safety and societal
attributes and qualities use time wisely in order different from oneself. constructive criticism. norms.
about oneself including to complete a task. • Identify examples of
talents, interests, • Demonstrate the ability stereotyping,
physical characteristics, to break a large discrimination and
etc. assignment into smaller prejudice and the
• Describe characteristics parts. negative impact they
that are important to • Utilize strategies for have on others.
oneself (i.e., loyalty, persevering through
honesty, etc.) challenges and
setbacks.

SEL Learning Standards 61

Grade
Band Self-Awareness Self-Management Social-Awareness Relationship Skills Decision Making
6-8
• Describe how one’s • Identify and utilize a • Develop strategies to • Determine the • Model appropriate
personal qualities, variety of prevent or stop difference between decision making at
interests, beliefs and organizational bullying. behaviors of healthy school (i.e., choosing to
academic/career goals strategies (e.g., • Explain why societal relationships versus follow the school rules,
impact decision planner, graphic norms are important in behaviors of unhealthy choosing not to follow
making. organizers, checklists, school and community. relationships (e.g. peer pressure to bully,
• Inventory personal time limits, etc.). • Recognize the adult-child choosing to answer
strengths and areas for • Set a short-term goal importance of helping relationships, peer- questions in class
Performance Standards Sequence

growth. and develop a plan to others in one’s family, peer relationships, and instead of talking with a
• Identify ways to utilize achieve it. school and community. romantic relationships). peer, etc.).
strengths to build skills • Set a long-term goal • Explore a school, • Distinguish impact of • Demonstrate the ability
in an area for growth. and develop a plan to community or global positive and negative to take personal
• Identify how individual achieve it. need and generate peer pressure on self responsibility for the
strengths and areas of • Determine how to possible solutions. and others. decisions and choices
growth impact success evaluate progress • Explain how individual • Demonstrate different one makes.
in specific activities. toward a goal and decisions and behaviors strategies to resist • Demonstrate the ability
• Define personal modify accordingly. positively and negative peer pressure to gather information
responsibility and apply • Identify factors that negatively affect the (i.e., say “no”, the delay from different sources
in different scenarios. influenced whether a well-being of their tactic, offer an (i.e., news sources,
• Identify outcomes of goal was achieved. school and community. alternative, code word respected adults,
responsible and safe • Determine supports with parents, etc.). medical websites,
behaviors versus risky, that are available • Demonstrate an community leaders,
unsafe behaviors. within the family, understanding of the teachers, church
• Analyze areas of one’s school or community. conflict cycle (e.g., leaders, etc.) that can
life that are within event - emotion - be used to make safe,
one’s control. reaction - outcome) ethical and socially
• Demonstrate ability to and which part one has appropriate decisions.
set and adhere to control over to shape
personal boundaries. the outcome of the
conflict.

SEL Learning Standards 62

Grade
Band Self-Awareness Self-Management Social-Awareness Relationship Skills Decision Making
6-8
• Identify behaviors that • Identify different
create conflict (e.g., influences on one’s
Performance Standards Sequence

spreading rumors, personal decisions or

inappropriate posts or choices.
texts on social media, • Analyze how standing
wrongful accusations, up for others when
and insult or put they are teased,
downs). insulted, or left out
• Apply conflict impacts that person as
resolution skills in well as others.
order to de-escalate, • Determine the
defuse and resolve a effectiveness of a
conflict. previous choice or
• Determine strategies decision in solving a
for avoiding or problem or meeting a
resolving conflicts short-term goal.
related to destructive
peer pressure.

SEL Learning Standards 63

Grade
Band Self-Awareness Self-Management Social-Awareness Relationship Skills Decision Making
9 - 12
• Identify and label • Analyze how thoughts • Develop the ability to • Analyze the effects of • Implement decision
emotions. and emotions impact connect specific one’s communication making processes by
• Identify feelings and one’s decisions. feelings (e.g., sad, (verbal and nonverbal) gathering and analyzing
behaviors associated • Apply self-monitoring angry, happy,) and and social skills in information,
with specific emotions. techniques (e.g., note one’s behavior. interactions with brainstorming options
• Analyze and evaluate to self, visual cue, • Develop the ability to family, peers, and and barriers, thinking
how emotions affect recording form, read and respond adults. through the
responsible decision identifying and appropriately to social • Demonstrate the ability consequence
Performance Standards Sequence

making. avoiding triggers). cues. to work cooperatively (outcome), and

• Analyze and evaluate • Evaluate the impact of • Demonstrate the ability in various roles within reflecting on and
how one’s emotions appropriate and to recognize the impact groups (e.g., leader, evaluating the impact
impact relationships. inappropriate of one’s behavior on recorder, timekeeper) on others.
• Develop socially emotional expression others' emotions and to successfully reach a • Demonstrate the ability
appropriate on self and others. corresponding goal or to complete a to take personal
communication • Identify specific self- behavior. school or community responsibility in making
strategies to express regulatory strategies • Analyze perspectives project. ethical decisions.
emotions and feelings. that can be used across which differ from • Identify and obtain • Model decision making
• Identify areas of likes, settings (i.e., school, oneself and compare support for one’s self skills to develop
dislikes, skills, talents, home, community). and contrast. and provide support to positive interpersonal
interests, strengths, • Demonstrate self- • Demonstrate the ability others. relationships at home,
and areas of growth. regulatory strategies. to express empathy • Analyze own and school, and in the
• Create strategies that • Demonstrate the ability and concern for people others’ posts on social community.
promote a more to utilize multiple with differing media and the impact
optimistic/positive impulse control perspectives. they may have on
outlook. strategies (e.g., Stop relationships.
• Utilize one’s beliefs and and Think about
personal qualities in Consequence for
planning and decision oneself and others).
making.

SEL Learning Standards 64

Grade
Band Self-Awareness Self-Management Social-Awareness Relationship Skills Decision Making
9-12
• Explore and identify • Demonstrate the ability • Decipher meaning of • Exhibit the ability to • Analyze various sources
cultural norms, to stay focused on communication of develop and maintain of information (e.g.,
customs, and beliefs of different tasks and to others through the use positive relationships print, social media,
one’s family. use time effectively and of verbal (tone of voice, based on shared news, respected adults)
• Accept and respect efficiently in order to rate of speech, volume) values, interest, goals, and the impact on
beliefs, likes, dislikes, reach a goal. and non-verbal (facial and reciprocity of one’s ability to make
and interests of others. • Demonstrate the ability expression, body support. safe, socially
• Accurately identify to initiate and language, and • Analyze types of peer appropriate, and
strengths and areas of complete tasks proximity) pressure (positive and ethical decisions.
growth. individually and in communication. negative) and evaluate • Analyze and evaluate
Performance Standards Sequence

• Develop and groups. • Demonstrate the ability the impact on initiating the impact of culture
implement a plan to • Analyze and apply to recognize the and maintaining and how it influences
address areas in need motivation strategies to positive contributions relationships. societal norms, safety,
of growth. persevere through of other cultures and • Demonstrate the ability and ethics in the
• Utilize identified areas difficult situations, perspectives to the to resist peer/social decision-making
of likes, dislikes, skills, tasks, or goals. well-being of society. pressure to engage in process.
talents, interests, • Utilize organization • Exhibit behaviors that unwanted, unsafe, • Analyze and evaluate
strengths, and areas of skills to plan, schedule communicate an unethical behavior. current and past
growth to create activities, meet understanding and • Analyze and define decisions for ethics,
postsecondary plans. deadlines, research respect (avoid causes of various types safety, and societal
• Exhibit confidence in resources, and meet judgements, imposing of conflict, (e.g., norms and the impact
one’s self based on goals. one’s own values, and internal conflict, on intrapersonal and
accurate identification • Create short- and long- stereotyping) for conflict among peers, interpersonal
of skills, talents, term goals perspectives, conflict with authority). relationships.
interests, and (postsecondary). differences, and • Analyze and evaluate
strengths. • Develop an action plan cultures that differ past and current
• Describe one’s personal that includes necessary from oneself. decisions and how they
responsibility to family, resources, specific • Analyze the origins of impacted short- and
friends, schools, steps, timeframe, and prejudice, stereotypes, long-term goals.
community, and society evaluation of both and discrimination and
as a whole. short- and long-term why they sustain.
goals.

SEL Learning Standards 65

Grade
Band Self-Awareness Self-Management Social-Awareness Relationship Skills Decision Making
9-12
• Develop and apply • Apply strategies to • Develop an • Demonstrate
decision-making skills overcome obstacles or understanding of one's appropriate conflict
that promote personal barriers to goal own prejudice, resolution skills (e.g.,
responsibility. achievement. stereotypes and communication,
• Analyze how personal • Identify family, discrimination and how problem solving, stress
responsibility affects community, school, and they impact one’s management, active
individual and group peer resources and behavior and listening) to achieve
relationships. supports. relationships with mutually agreeable
• Demonstrate the ability others. solutions.
Performance Standards Sequence

to take personal • Recognize and create • Identify and implement

responsibility for one’s strategies to address strategies to
behavior. behaviors associated successfully avoid
with bullying (poor and/or address peer
impulse control, lack of conflict on social
empathy, intolerance media.
of others) in oneself • Exhibit skills and
and others. strategies to avoid and
• Analyze the origins of escape bullying (as
societal norms. target and bystander),
• Demonstrate an threats, physical
understanding of violence, and
societal norms and the harassment to maintain
impact on society as a personal safety.
whole.
• Develop the ability to
positively contribute to
society.
• Analyze how one’s
behavior impacts
relationships, family,
school, and the
community.

SEL Learning Standards 66

REFERENCES
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In E. Hanushek, S. Machin, and L. Woessman, eds., Handbook of the Economics of Education,
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Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of
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066x.58.6-7.466

Hodson, D. & Hodson, J. (1998). From constructivism to social constructivism: A Vygotskian perspective
on teaching and learning science. School Science Review, 79 (289), 33-41.

Jones, S. M., Bouffard, S. M., & Weissbound, R. (2013). Educators’ social and emotional skills vital to
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Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.). (2004). Building academic success on
social and emotional learning: What does the research say? Teachers College Press.

Meyers DC, Domitrovich CE, Dissi R, Trejo J, Greenberg MT. Supporting systemic social and emotional
learning with a schoolwide implementation model. Eval Program Plann. 2019.

Shafer, Leah. “What Makes SEL Work?” Harvard Graduate School of Education, 15 July 2016,
www.gse.harvard.edu/news/uk/16/07/what-makes-sel-work

SEL Learning Standards 67