Mississippi K–6 social-emotional learning standards

With prompting, identify positive and negative emotions (i.e., happy, sad, mad, angry, surprised, loved, embarrassed, anxious, afraid, proud) based on characteristics associated with each emotion.

With prompting, determine the antecedents to own emotions.

Utilize words or gestures to communicate own feelings.

Distinguish between own likes and dislikes.

Describe skills and special abilities.

Identify personal qualities that assist in making good choices.

Identify instances of strength.

Describe areas where help is needed.

With support, develop connections between personal strengths and corresponding skills and talents.

With support, identify responsibility as it relates to school-wide expectations and rules.

Distinguish differences in good choices and bad choices.

Identify the importance(s) of taking ownership of bad choices.

Takes care of own and others’ belongings.

With support, describe connections among thoughts, emotions (i.e., feelings) and behaviors (e.g., if my sister makes me mad, I might want to yell at her).

Use simple, developmentally appropriate words to express thoughts and emotions (i.e., feelings – e.g., mad, sad, happy).

Begin to develop the ability to selfregulate when experiencing negative emotions.

Demonstrate the ability to wait (e.g., for a turn, for a response, for an item, etc.).

Demonstrate frequent participation with minimal teacher prompting.

With encouragement, demonstrate the ability to complete a task and/or work towards a goal over time.

Identify multiple ways to stay organized in different aspects of life (e.g., keeping things tidy, labeling where items go, using lists, having a daily schedule).

With reminders, participate in cleaning up own space and items used at home and at school.

Determine tasks and goals that need accomplishing in daily routines.

Complete small tasks and/or simple goals independently, with few requests for assistance (e.g., assignment, brush teeth, feed pet, etc.).

Seek assistance from trusted adults for steps in a task or objectives of a goal that are difficult to complete (e.g., student packing up to go home and asks teacher for help with the zipper that got off track, student checking out books from a community library and asks librarian where the easy reader section is).

Identify behaviors associated with emotions (e.g., sad - crying, mad - yelling and grimacing, happy - smiling, angry - tantruming and physical aggression, excited - squealing and jumping, etc.).

Recognize the emotions of others by the behaviors they display.

Determine whether/how to approach others based on their current emotion(s).

Make connections between own words and actions and others’ emotions.

Recognize that another person can think differently than self about the situation (e.g., that the Lego structure needs to be wider to build the airport instead of taller or that playing basketball is a fun thing to do).

Participate in the study of cultures (e.g., learning facts, celebrations).

With prompting, identify commonalities between self and other(s) (e.g., physical characteristics, likes/dislikes, family members, etc.).

Identify differences between self and other(s).

Determine whether own actions result in fair and safe treatment of others.

Distinguish the differences among rules at school, rules at home, and rules in various community settings.

Identify ways to help others in multiple settings.

Use words, drawings, or other means to show why helping others is important.

Differentiate between safe and unsafe behaviors.

Identify appropriate words, gestures, and other forms of nonverbal communication, and appropriately use more than one in interactions with others.

Share, take turns, and engage cooperatively with others, especially when encouraged by trusted adults.

Determine how to identify when someone is in need of assistance, and provide needed assistance, as age appropriate.

With encouragement from trusted adults, identify and practice ways to put others’ wants, needs, opinions, choices, etc. before own.

Initiate interactions with others appropriately (e.g., tapping them on shoulder, using words to communicate the desire to join in, etc.).

Identify reasons why people befriend one another.

Engage in behaviors that promote positive relationships with others (e.g., using kind words, following others’ interests, helping others, etc.).

Identify helpful and harmful behaviors in relationships.

Use words and/or illustrations to define peer pressure.

Identify examples of conflict that occur in relationships at school and at home (e.g., not sharing or taking turns with others, using harsh words, lying, misunderstanding/miscommunicating, bullying, gossiping, etc.).

Recognize emotions and behaviors that result in relational conflict.

With supports from a trusted adult, determine and utilize appropriate solutions in order to resolve conflicts with others.

Recognize that peer pressure can either be helpful or harmful.

Determine instances where the problem-solving process should be used.

Identify the steps of the problemsolving process. a. Identify the problem. b. Think of possible solutions. c. Analyze solutions. d. Choose a solution and try it.

With support, develop more than one solution to a problem and appropriately communicate the chosen solution to others.

For relational problems, appropriately communicate the chosen solution to others.

Reflect on whether solutions to similar past problems were appropriate or inappropriate when considering solutions to current problems (e.g., I really want the red marker he has. Last time I snatched something from him, it broke. This time a good solution would be to…).

Identify range of emotions experienced.

Describe situations that cause range of emotions.

Identify personal qualities and characteristics one possesses.

Describe benefits of personal qualities and characteristics.

Describe how personal qualities and interests impact decision-making.

Compare and contrast qualities and interests of self.

Identify strengths and areas for growth.

Describe personal skills in need of further development.

Describe how personal strengths impact choices.

Define personal responsibility and identify ways to exhibit it in daily life.

Identify how personal choices affect self and others.

Describe benefits of personal responsibility.

Demonstrate responsible behaviors.

Identify the relationship between thoughts, stress, emotions (i.e. feelings) and behavior.

Identify situations that cause self to experience negative emotions (e.g., sadness, anger, anxiety, disappointment, etc.).

Demonstrate ability to appropriately express emotions.

Develop strategies to use when angry or stressed (e.g., walk away, counting to 10, seek help, etc.).

Identify strategies for controlling impulses and demonstrate the utilization of at least one (e.g., deep breathing, self-talk, seek help, etc.).

Demonstrate the ability to stay on task with limited distractions.

Describe steps necessary for setting and achieving tasks and goals.

Differentiate between shortand long-term goals.

Complete shortor long-term goal with minimal assistance.

Monitor progress toward achieving personal or academic goals.

Determine home and school supports or resources needed to complete tasks or goals.

Recognize the emotions of others using verbal and visual cues.

Recognize non-verbal social cues from others and their impact on emotions.

Identify how one’s own behavior impacts others’ emotions.

Identify multiple perspectives or viewpoints in different situations.

Recognize the existence of various groups based on social and cultural factors (e.g., race, gender, age, religion, disability, etc.)

Identify similarities between various social and cultural groups.

Develop strategies for building relationships with individuals who are different from self.

Explain the definition of stereotyping, prejudice, and discrimination.

Identify bullying behaviors and their impact on others.

Identify different social norms in the school and community.

Recognize ways to help peers complete tasks, goals, or address needs.

Identify how helping behaviors impact self and others.

Utilize appropriate verbal and nonverbal communication with others (e.g. words, tone, facial expressions, gestures, etc.)

Determine cooperative group behaviors (e.g. listening, encouraging, acknowledging others’

Determine and demonstrate qualities of good friends.

Describe and utilize more than one strategy to build positive relationships with peers, family, and others.

Differentiate among safe and unsafe behaviors in relationships with others.

Identify the six types of peer pressure (e.g., spoken, unspoken, direct, indirect, negative and positive).

Recognize that conflict occurs as a natural part of life.

Identify causes and effects of conflict and how one’s response impacts self and others.

Utilize steps of a simple conflict resolution/problem solving process such as identifying problems, active listening, expressing emotions, brainstorming solutions, evaluating solutions, etc.

Describe proactive ways to prevent conflict.

Recognizes the difference between constructive and destructive ways of handling conflict and peer pressure.

Describe steps of decision-making process and utilize more than one.

Identify choices or solutions to various situations at home, school, or in community and demonstrate ability to make appropriate selections.

Develop criteria for evaluating decisions and consequences for self and others.

Identify examples of ethical behaviors (e.g. fairness, honesty, respect, etc.) in decision making and demonstrate more than one.

Demonstrate knowledge of social norms and how they affect decision making.

Explain why safety and ethical considerations are important in making decisions.

Evaluate impact of past and present choices and decisions on self and others.

Identify and label a variety of emotional states.

Describe emotional states associated with different situations (e.g., stressful, sad, exciting, frustrating, disappointing, etc.)

Determine typical physical responses to a variety of emotions.

Describe ways to communicate one’s emotions in a socially acceptable manner.

Identify how different emotional states impact one’s ability to problem solve.

Identify positive attributes and qualities about oneself including talents, interests, physical characteristics, etc.

Describe characteristics that are important to oneself (i.e., loyalty, honesty, etc.)

Describe how one’s personal qualities, interests, beliefs and academic/career goals impact decision making.

Inventory personal strengths and areas for growth.

Identify ways to utilize strengths to build skills in an area for growth.

Identify how individual strengths and areas of growth impact success in specific activities.

Define personal responsibility and apply in different scenarios.

Identify outcomes of responsible and safe behaviors versus risky, unsafe behaviors.

Analyze areas of one’s life that are within one’s control.

Demonstrate ability to set and adhere to personal boundaries.

Analyze the connection between one’s thoughts, emotions and behavior.

Utilize strategies to monitor one’s emotions, stress level and behavior.

Identify how appropriately and inappropriately expressing one’s emotions affects others.

Demonstrate the ability to use selfregulation skills to reduce anger, stress or anxiety.

Demonstrate the ability to maintain focus and use time wisely in order to complete a task.

Demonstrate the ability to break a large assignment into smaller parts.

Utilize strategies for persevering through challenges and setbacks.

Identify and utilize a variety of organizational strategies (e.g., planner, graphic organizers, checklists, time limits, etc.)

Set a short-term goal and develop a plan to achieve it.

Set a long-term goal with assistance front teacher and develop a plan to achieve it.

Determine how to evaluate progress toward a goal and modify accordingly.

Identify factors that influenced whether a goal was achieved.

Determine supports that are available within the family, school or community.

Recognize and respond to social cues in an appropriate manner.

Analyze ways one’s behavior may affect the feelings of others.

Demonstrate respect for other people’s opinions.

Identify ways to provide support and encouragement to others in need.

Demonstrate respect for the values, traditions and practices of different cultures or social groups.

Explain why societal norms are important in school and community.

Recognize the importance of helping others in one’s family, school and community.

Explore a school, community or global need and generate possible solutions.

Explain how individual decisions and behaviors positively and negatively affect the well-being of their school and community.

Determine the positive and negative impact of one’s verbal and nonverbal communication on other people when interacting with them.

Demonstrate the ability to determine roles in a cooperative group.

Demonstrate the ability to encourage and support peers.

Identify appropriate and inappropriate posts on social media and the potential consequences.

Exhibit the ability to respond nondefensively to constructive criticism.

Demonstrate ability to maintain positive relationships (e.g., participating in shared interests/activities, spending time together, helping one another, and practicing forgiveness).

Determine the difference between behaviors of healthy relationships versus behaviors of unhealthy relationships (e.g. adult-child relationships, peer-peer relationships, and romantic relationships).

Distinguish impact of positive and negative peer pressure on self and others.

Demonstrate different strategies to resist negative peer pressure (i.e., say “no”, the delay tactic, offer an alternative, code word with parents, etc.).

Demonstrate an understanding of the conflict cycle (e.g., event - emotion - reaction - outcome) and which part one has control over to shape the outcome of the conflict.

Identify behaviors that create conflict (e.g., spreading rumors, inappropriate posts or texts on social media, wrongful accusations, and insult or put downs).

Apply conflict resolution skills in order to de-escalate, defuse and resolve a conflict.

Determine strategies for avoiding or resolving conflicts related to destructive peer pressure.

Identify and apply the five-step decision making process (identify problem or goal, gather information, weigh consequences, make the decision, and evaluate the decision) for a school-based decision.

Analyze how decision-making skills regarding study habits at home affect academic performance.

Apply the decision-making process to a community issue considering ethical, safety and societal norms.

Model appropriate decision making at school (i.e., choosing to follow the school rules, choosing not to follow peer pressure to bully, choosing to answer questions in class instead of talking with a peer, etc.).

Demonstrate the ability to take personal responsibility for the decisions and choices one makes.

Demonstrate the ability to gather information from different sources (i.e., news sources, respected adults, medical websites, community leaders, teachers, church leaders, etc.) that can be used to make safe, ethical and socially appropriate decisions.

Identify different influences on one’s personal decisions or choices.

Analyze how standing up for others when they are teased, insulted, or left out impacts that person as well as others.

Determine the effectiveness of a previous choice or decision in solving a problem or meeting a short-term goal.