New York K–6 social-emotional learning standards

Recognize and name their basic emotions, where they feel them in their bodies, and describe situations that may evoke these emotions.

Identify their emotions and make choices to support their well-being, including simple selfregulation techniques such as belly breathing).

Identify likes, dislikes, and personal strengths.

Identify family, peer, school, and community assets that contribute to their identity in multiple groups and communities.

Identify and set short-term personal or academic goals.

Describe how learning is helpful to their personal and academic growth.

Recognize that others may experience situations differently from them.

Use listening skills to identify the feelings and perspectives of others.

Recognize their similarities to and differences from others.

Express respectful curiosity about the history and lived experiences of others.

Recognize bullying behaviors and practice safety and courage in seeking help from a trusted adult to respond.

Identify ways to interact with others that protect personal and collective safety and wellbeing, including establishing, maintaining, and respecting boundaries.

Demonstrate adaptability in social contexts that consider community and personal wellbeing.

Identify opportunities, challenges, and conflicts commonly experienced by themselves and their peers.

Communicate needs and wants clearly with peers and trusted adults, and practice approaches to navigating conflicts with adult support.

Explain how their actions impact self and others.

Create, understand, and practice shared classroom expectations that support the wellbeing of self and others.

Identify a range of decisions that they make at school and at home and the effects of those decisions.

Apply a simple decision-making approach to make intentional choices when they are interacting across lines of difference.

Identify ways they can help their classroom community.

Identify ways they can help their family.

Identify a range of increasingly complex emotions and possible causes.

Identify and practice selfregulation skills and coping strategies that help them to express their emotions.

Describe aspects of their identity, such as strengths, skills, beliefs, qualities, opinions, and interests, including those reflective of membership in multiple identity groups.

Explain how family members, peers, school personnel, and community members can support their identity development.

Set a shortterm goal and begin working toward it.

Identify steps in working toward a goal.

Identify verbal, physical, and situational cues that indicate how others may feel.

Communicate perceived understanding of the expressed feelings and perspectives of others.

Identify contributions of individuals and social and cultural groups across lines of difference.

Demonstrate ability to communicate across a variety of groups.

Identify ways to respond when they experience or witness bullying and/or relational aggression, such as seeking support of a trusted adult, or demonstrating courage in speaking up for themself or a peer.

Describe and practice approaches for developing and maintaining supportive relationships, including ways to respond to peer pressure.

Engage in strategies to work effectively and cooperatively across lines of difference.

Identify strategies for preventing, managing, or navigating interpersonal conflicts.

Apply simple approaches to navigating conflicts.

Demonstrate consideration for the safety and well-being of self and others.

Demonstrate knowledge of how social expectations affect decision making and actions in multiple contexts.

. Identify and apply decisionmaking steps that consider impact on self and others.

As part of a decision-making approach, generate multiple solutions and evaluate the impact on self and others for a range of academic and social situations.

Identify ways they can take action to support their school community.

Identify ways they can take action to support their local community.

Identify the connections between their thoughts, feelings, and behaviors.

Apply selfregulation skills to effectively express emotions, including strong emotions.

Develop a plan and prioritize steps in working toward a goal.

Monitor progress on a shortterm goal and make necessary adjustments to their plan to work toward their goal.

Practice perspective-taking to infer understanding of others’ thoughts, feelings, and intentions.

Practice respectful curiosity to better understand others’ lived experiences.

Exchange ideas and beliefs with individuals and social and cultural groups across lines of difference through open-minded communication.

Demonstrate understanding of how culture or life experience shapes communication within and between identity groups.

Reflect on the role of bias against individual, social, and cultural differences in bullying, stereotyping, prejudice, and microaggressions.

Practice empathy in order to establish and maintain positive relationships with individuals and groups across lines of difference

Demonstrate cooperation and teamwork to promote group wellbeing and collective efficacy.

Describe potential causes and consequences of conflicts; recognizing that power and privilege impact relationships.

Practice strategies for responding constructively to conflict and relational aggression.

Consider how curiosity, honesty, fairness, and compassion enable them to take the needs and wants of self and others into account when making decisions, including seeking help from an adult for a peer whose well-being may be endangered

Analyze the sources and effects of school and societal rules, including those that cause or perpetuate injustice, and their impact on individuals and groups.

Reflect on how decision-making skills contribute to their study habits, academics, relationships, and participation in group activities in and out of school.

As part of decision-making, consider strategies for making choices based on their values that promote personal and collective safety and well-being.

Participate in civic experiences such as community service to address identified needs in their school, including those rooted in bias and injustice, and reflect on their efforts.

Participate in civic experiences such as community service to address identified needs in their community, including those rooted in bias and injustice, and reflect on their efforts.