District of Columbia K–6 social-emotional learning standards

Generates possible solutions and recognizes there may be more than one way to solve a problem with adult support

Considers how possible solutions to a problem align with the norms of their class or community, with adult support

Recognizes that everyone has choices in how to respond in a situation and that all choices have consequences

Identifies expectations and safety considerations that guide behavior, with adult support

Considers the outcomes of one’s decisions before acting, including how decisions affect others, with adult support

Begins to consider others during the decision-making process, with adult support

Understands and advocates for one’s own needs, with adult support

Identifies the differences among a stranger, acquaintance and friend, with adult support

Uses positive language and behaviors to communicate (e.g., taking turns, sharing with others, using compliments to encourage others, using active listening skills)

Pays attention to others when others are speaking

Takes turns and shares with others

Identifies various types of relationships one can have with others (e.g., family, friendships, teachers)

Identifies the traits of a good friend

Creates a plan for making friends, with adult support when needed

Identifies when a peer is in need of support or help, with adult support

Provides help or encouragement when a peer is in need, with adult support

Builds positive relationships with peers through actions such as collaboration, encouragement and sharing

Identifies actions to resolve conflicts with peers, with adult support when needed

Recognizes and names basic emotions and feelings (e.g., happy, sad, mad, afraid, hurt)

Uses words or pictures to explain how emotions are healthy and have a purpose

Describes how one’s body feels when experiencing emotions (e.g., happy, sad, angry, confused)

Describes emotions and the situations that cause them (e.g., triggers), with adult support when needed

Communicates basic feelings and emotions using verbal and non-verbal expressions, with adult support when needed

Identifies and describes personal likes and dislikes as they relate to personal experiences, with adult support

Identifies strengths and opportunities for growth, with adult support

Describes things one does well or concepts they have learned (e.g., I am good at adding numbers; I can write my name; I can kick a soccer ball)

Identifies one’s linguistic and cultural strengths and assets, with adult support

Identifies when to seek support from a trusted adult

Reads body language and facial expressions and responds appropriately, with adult support

Names how others may feel in different situations and why

Identifies and shows concern for the feelings of others

Demonstrates empathy for oneself and others, with adult support

Recognizes and acknowledges others’ experiences and perspectives, with adult support

Identifies and describes characteristics that are similar and different between oneself and others, with adult support

Names qualities of cultures and groups and defines the role family and culture play in identity and beliefs, with adult support

Identifies personal and social skills (e.g., curiosity, empathy, helping others, seeking help) that support healthy relationships with students and adults, with adult support

Identifies and uses self-regulating strategies (e.g., count to 3, starfish breathing, hold an adult’s hand) to regulate emotions, thoughts, impulses and stress, with adult support

Practices using words, visuals or gestures to share emotions about an interaction or situation, with adult support

Implements emotional regulation strategies, with adult support, to refocus and exhibit signs of readiness to reintegrate into classroom activities

Identifies a short- term goal, wish or dream, with adult support

Identifies ways that one’s peers and adults can help to achieve a goal, with adult support

Takes the steps needed to accomplish a short-term goal, with adult support

Approaches challenges and obstacles with optimism and motivation, with adult support

Focuses one’s attention by demonstrating a variety of strategies to tolerate distractions, with adult support

Decides on a choice when options are provided, with adult support when needed

Generates workable solutions to a problem, recognizing that there may be more than one perspective

Asks questions to deepen understanding and inform problem-solving

Chooses an action after considering the potential consequences of one’s choice

Understands how external influences impact decision-making including media, social media and social norms

Respects the personal space, property and opinions of others

Describes the “why” behind one’s beliefs and actions

Considers the outcomes of decisions before acting, including how decisions affect oneself and others

Demonstrates an ability to adjust goals or strategies in response to progress made

Understands and asks for what one needs to be successful

Demonstrates the ability to act with integrity when facing adversity

Demonstrates cooperative behaviors in groups (e.g., listen, encourage, acknowledge opinions, compromise)

Uses interpersonal skills to learn and connect with others to forge new relationships

Identifies the elements of healthy and balanced relationships

Describes the positive and negative impact of peer pressure on oneself and others

Recognizes the difference between positive and negative relationships

Understands the difference between safe and risky behaviors in a relationship

Demonstrates traits of a good friend

Identifies a problem in a relationship and seeks adult assistance to find a productive solution

Includes others in activities to foster a sense of belonging

Demonstrates care and concern or encouragement when a peer needs help

Generates ideas to achieve a resolution during a disagreement, recognizing multiple perspectives, with adult support as needed

Recognizes how each group member’s skills contribute toward group goals

Identifies solutions to interpersonal conflict that balance one’s needs and the needs of others

Identifies and communicates areas of common interests with peers

Demonstrates understanding of another’s point of view when there is conflict

Describes causes and effects of conflicts

Identifies an expanded range of emotions (e.g., stressed, exhaustion, amazed, peaceful)

Recognizes changes in emotions and how feelings and thoughts influence behavior

Explains different ways one shows emotions and how those behaviors can impact others

Recognizes different intensity levels of emotions in a variety of settings

Describes emotions and the situations that cause them (e.g., triggers)

Recognizes and communicates both verbal and non-verbal expressions of emotions

Compares one’s likes and dislikes with the likes and dislikes of others

Identifies one’s own personal qualities and interests, as well as those of others

Identifies personal strengths and opportunities for growth

Describes and prioritizes strengths and interests that one wants to develop

Understands the relationship between one’s interests and continued experiences, practice and development

Identifies one’s linguistic and cultural strengths and assets

Recognizes one’s positive self-identity and individuality as an asset

Identifies peer, home, school and community supports and resources

Knows when to seek help or support from an adult based on situational context

Identifies one’s role in their family and community and how those roles impact their identity

Identifies people and organizations who support their community

Identifies verbal, non-verbal, environmental or situational cues that demonstrate how others feel, with adult support

Recognizes how emotions can change based on situation or context

Demonstrates empathy and respect for oneself and others

Identifies how one’s own words and actions may impact the emotions of others

Uses listening skills to identify the perspectives of others

Identifies and acknowledges multiple perspectives or viewpoints in different situations

Presents their own point of view and recognizes that others can think differently about a situation

Recognizes how beliefs are shaped by social and cultural experiences

Recognizes how family and culture can help one to overcome adversity

Identifies discrimination and exclusion of individuals and groups based upon perceived difference

Identifies how community norms for behavior vary across different settings and within different cultures

Explores a community or global need and generates possible solutions

Practices self- regulating strategies (e.g., self-talk, calm down, walk away, seek help, or meditation) to manage stress and one’s stress-response to regulate emotions

Implements strategies to manage and share emotions, thoughts, impulses and stress, with adult support

Connects thoughts, emotions and behaviors, with adult and peer support

Describes the benefits of a growth mindset and how it can support one in setting and achieving goals

Identifies strategies to adapt and persevere when faced with minor challenges, obstacles or setbacks

Uses strategies (e.g., naming the desired future state, working with others) to persist toward reaching a goal, despite setbacks, with adult support

Identifies personal skills and strategies that lead to the accomplishment of short-term goals (e.g., organizing materials, time management)

Identifies how people use social media as a form of engagement and how it is different from in- person engagement, with adult support.

Works independently with focus and asks for help when necessary

Reflects on the connections between intentions, planning, actions and impact

Communicates the steps of problem- solving that lead to decision-making (e.g., state the problem, brainstorm solutions, choose and implement a solution)

Makes responsible, constructive choices in daily academic and social settings

Identifies and uses productive decision- making strategies

Recognizes that there are positive and negative consequences of one’s personal choices, behaviors and actions

Evaluates how external influences impact decision-making, including media, social media and social norms

Reflects on the outcomes of past decisions and applies the learning to inform future decisions, including how decisions affect oneself and others

Prioritizes steps in achieving goals that are meaningful and follows through on them

Recognizes the importance of making decisions as a group working together toward a shared goal

Describes how decision-making skills affect study habits and academic performance

Develops and applies decision-making strategies for avoiding dangerous behaviors

Practices active listening skills and asks probing and clarifying questions to seek understanding

Demonstrates the necessary interpersonal skills to learn and connect with others

Demonstrates strategies that support healthy relationships and builds trust in a variety of relationships

Understands and demonstrates the elements of a healthy relationship (e.g., respect, balance, support, collaboration)

Distinguishes between positive and negative peer pressure

Demonstrates strategies to respond productively to peer pressure and make choices that align with one’s personal values

Understands the benefits of setting limits for oneself and others

Develops encouraging friendships based on personal values and mutual respect

Identifies the impact of social media in building and maintaining positive relationships

Collaborates effectively with those whose perspectives or ideas differ from one’s own

Notices and names the skills of others by identifying their strengths and weaknesses and works with others to maximize skills to achieve common goals

Provides constructive feedback to facilitate cohesive teamwork

Responds respectfully and reflectively and understands why others may respond differently in a given situation (e.g., assertively, passively, aggressively)

Recognizes the importance of personal boundaries and seeks support when needed to maintain them

Understands the ramifications, including emotional, physical and social, of negative relationships

Provides constructive feedback to others to proactively resolve conflicts, de-escalate and resolve differences

Identifies complex emotions and associates them with facial expressions, body language and behaviors

Identifies strategies and techniques for managing one’s emotions

Identifies a range of emotions that may lead to different behaviors

Understands and anticipates how emotions might make one feel or impact others

Describes how different emotions may impact behavior(s), the problem-solving process and relationships with others

Interprets emotions under different circumstances and identifies strategies for making positive choices under those circumstances

Identifies personal interests as a motivator to gain new skills or mastery of concepts

Describes how one’s mood and emotions may change depending on what one likes or does not like

Reflects on one’s personal motivations for learning something new

Demonstrates positive self-identity and recognizes individuality as an asset

Develops a plan to work through an unresolved problem

Creates a list of people who one can go to when resolving a problem

Identifies people and organizations who support one’s well-being in the community

Recognizes and responds accordingly to verbal, non-verbal, environmental or situational cues that demonstrate how others feel

Analyzes how words and actions may impact the emotions of others

Anticipates the needs of others in a given situation and adjusts as needed

Describes more than one positive way to express understanding of differing perspectives

Recognizes and describes the value of learning from the perspective of others

Seeks to understand the varying viewpoints and values of others

Regulates language in ways that are respectful, mindful and sensitive to others

Develops and expresses an awareness of personal and external bias

Recognizes and responds to culturally sensitive situations using positive social and communication skills

Successfully builds shared meaning with people of diverse origins, cultures and viewpoints, through strategic choices in language, medium of expression and lens for interpreting and understanding others

Recognizes the civic impact and contributions of different individuals and groups in society

Identifies different ways to advocate for the needs of others

Engages in social dialogue to examine how different beliefs, biases and choices impact social change

With peer support, discusses ways to advocate for the rights of individuals to reflect their family, culture and community within the school setting

Recognizes and begins to apply the skills necessary to maintain confidence during stressful situations that can cause an emotional response

Uses self- regulating strategies to manage emotions (e.g., breathing, mindfulness, self-affirmation, journaling, artistic expression, exercise)

Recognizes and reflects on the differences between positive and negative consequences before acting

Recognizes personal boundaries of others in both physical and virtual spaces

Consistently sets attainable, realistic goals and persists until these goals are achieved

Demonstrates multiple ways to manage a task, project or goal (e.g., by sorting, categorizing or chunking information)

Utilizes a system of organization that shows progress (e.g., checklist, due by dates)

Recognizes and describes strategies to be used if a task is taking too long to complete

Approaches challenges and obstacles with a growth mindset and sufficient optimism to persevere

Identifies the organizational skills and strategies to work toward long-term personal and academic goals with support as needed

Identifies and practices appropriate use of digital devices and healthy social media communications (e.g., safe and unsafe use, device attachment and abstention)

Practices agency over one’s environment, including removing oneself from triggering environments (e.g., physical, electronic [phone, social media])