YourStateStandards

Oregon K–6 social-emotional learning standards

Oregon writes its own social-emotional learning standards. They are published as Oregon’s Transformative Social and Emotional Learning Framework & Standards, adopted 2023 and are not a version of a national framework. Every one is matched to a national standard.

Framework
Oregon’s Transformative Social and Emotional Learning Framework & Standards
Adopted
2023
Source last checked
August 1, 2026
Read the official document

72 standards, kindergarten through 6th grade

  • 1.A.1K–6
    Name emotions, thoughts, strengths and potential.
  • 1.A.2K–6
    Describe the intensity of emotions, thoughts, strengths and potential, and how they can fluctuate and change.
  • 1.A.3K–6
    Investigate areas of strength, growth, interest and passion that signal strong emotions and responses.
  • 1.A.4K–6
    Connect emotions, thoughts, strengths, and potential to developing interests and sense of purpose.
  • 1.B.1K–6
    Identify physiological cues related to the stress response system and what they look like, feel like, and sound like.
  • 1.B.2K–6
    Interpret environmental and experiential cues for dysregulation that activate the stress response system, and what environments or experiences support regulation.
  • 1.B.3K–6
    Draw conclusions about what stress response state that one is experiencing based on the identified cues.
  • 1.B.4K–6
    Apply concepts of the stress response system to identify tools to help regulate across situations and environments.
  • 1.C.1K–6
    Identify one’s emotions, thoughts, perspectives, and behaviors.
  • 1.C.2K–6
    Infer causes of one’s emotions, thoughts, perspectives, and behaviors.
  • 1.C.3K–6
    Assess consequences of behaviors based on one’s emotions, thoughts, and perspectives.
  • 1.C.4K–6
    Analyze patterns of behavior based on one’s emotions, thoughts, and perspectives over time.
  • 1.D.1K–6
    Define and ask questions about one’s personal and social intersectional identity and positionality.
  • 1.D.2K–6
    Describe one’s personal and social intersectional identity and positionality.
  • 1.D.3K–6
    Assess one’s personal assets related to intersectional identity and how they relate to a sense of purpose.
  • 1.D.4K–6
    Analyze how one’s intersectional identity impacts the perspectives of self and others, and how this is connected to one’s sense of belonging.
  • 2.A.1K–6
    Notice and label thoughts, emotions, impulses, and stressors.
  • 2.A.2K–6
    Recognize the cause and effect relationship of expressing thoughts, emotions, impulses, and stressors across situations and environments.
  • 2.A.3K–6
    Compare and utilize different strategies and skills to manage and express thoughts, emotions, impulses, and stressors.
  • 2.A.4K–6
    Analyze thoughts, emotions, impulses, and stressors, how they are internalized and externalized, and the impact these have on oneself and others.
  • 2.B.1K–6
    Name a variety of management strategies and skills.
  • 2.B.2K–6
    Identify which management strategy to use across situations and environments.
  • 2.B.3K–6
    Assess how the management strategies were used across situations and environments.
  • 2.B.4K–6
    Analyze how management strategies and skills impact oneself, others, and the community.
  • 2.C.1K–6
    Identify personal and collective goals and aspirations.
  • 2.C.2K–6
    Construct a plan to meet personal and collective goals and aspirations.
  • 2.C.3K–6
    Assess and evaluate one’s actions to achieve personal and collective goals and aspirations.
  • 2.C.4K–6
    Analyze the impact of achieving personal and collective goals and aspirations and make adjustments as necessary.
  • 2.D.1K–6
    Define personal and collective agency, and name the skills needed in order to take initiative.
  • 2.D.2K–6
    Apply personal and collective agency by showing courage and taking initiative.
  • 2.D.3K–6
    Assess the impact of personal and collective agency while identifying barriers that contribute to or restrict agency.
  • 2.D.4K–6
    Critique and remove barriers that restrict personal and collective agency.
  • 3.A.1K–6
    Recognize and identify factors that define and influence personal and collective identities.
  • 3.A.2K–6
    Distinguish between similarities and differences that define and influence personal and collective identities.
  • 3.A.3K–6
    Formulate and assess strategies used to affirm personal and collective identities.
  • 3.A.4K–6
    Analyze and critique why factors influence personal and collective identities.
  • 3.B.1K–6
    Identify the social skills necessary for healthy relationships and achieving goals.
  • 3.B.2K–6
    Recognize in oneself and others how social skills affect relationships and achieving goals.
  • 3.B.3K–6
    Use social skills to collectively achieve mutual goals that affirm identities and perspectives.
  • 3.B.4K–6
    Analyze and critique the health of relationships and whether they affirm identities and perspectives.
  • 3.C.1K–6
    Identify and define the qualities of belonging within a diverse community.
  • 3.C.2K–6
    Distinguish how systemic injustices across situations and environments affect a sense of belonging.
  • 3.C.3K–6
    Demonstrate qualities that foster a sense of belonging in a diverse community.
  • 3.C.4K–6
    Evaluate how one’s responses to situations and environments can impact systemic injustices and foster a sense of belonging.
  • 4.A.1K–6
    Identify how backgrounds can be similar and different and recognize that people may experience situations differently.
  • 4.A.2K–6
    Use strategies for accepting, respecting, and supporting similarities and differences between oneself and others.
  • 4.A.3K–6
    Assess communication skills to highlight the personal strengths and unique contributions of relationships with others.
  • 4.A.4K–6
    Demonstrate empathy through various forms of communication to work collaboratively with others.
  • 4.B.1K–6
    Understand the needs and emotions of others, and identify ways others are similar and different from oneself.
  • 4.B.2K–6
    Recognize how to respond to the various social, verbal, physical, and situational cues of others while practicing personal and collective agency.
  • 4.B.3K–6
    Adapt strategies for accepting, respecting, and supporting similarities and differences between oneself and others.
  • 4.B.4K–6
    Connect how one’s communication and cultural identity influence perspectives and how it might differ from others.
  • 4.C.1K–6
    Identify when someone is experiencing harm or when there is a conflict that needs to be resolved.
  • 4.C.2K–6
    Recognize when a conflict is able to be resolved between peers and when to seek outside support.
  • 4.C.3K–6
    Repair and restore relationships with individuals and to communities where harm has occurred.
  • 4.C.4K–6
    Reflect on participation in practices that repair and restore harm to individuals or community groups.
  • 4.D.1K–6
    Identify ways to solve a problem that is culturally sensitive to the perspective of those involved.
  • 4.D.2K–6
    Use collaborative problem solving skills to resolve conflict in a way that is culturally responsive to those involved.
  • 4.D.3K–6
    Understand the context and perspective from which others are making decisions and actively use collaborative approaches to problem solving.
  • 4.D.4K–6
    Analyze the impact of working together to strengthen relationships by affirming cultural and social perspectives.
  • 5.A.1K–6
    Define and recognize curiosity, openmindedness, and critical thinking.
  • 5.A.2K–6
    Show, interpret, and make observations of curiosity, openmindedness, and critical thinking across situations and environments.
  • 5.A.3K–6
    Develop, explain and investigate opportunities to be curious, openminded, and think critically across situations and environments.
  • 5.A.4K–6
    Apply the concepts of curiosity, openmindedness, and critical thinking to make choices and understand the impact across situations and environments.
  • 5.B.1K–6
    Use information, data, and/or facts to define, and recognize choices and solutions for personal and social injustices.
  • 5.B.2K–6
    Interpret, and make observations about information, data, and/or facts to construct choices and solutions for personal and social injustices.
  • 5.B.3K–6
    Cite information, data, and/or facts to develop informed choices and solutions for personal and social problems.
  • 5.B.4K–6
    Design solutions for personal and social injustices based on information, data, and/or facts, and analyze the impact of choices.
  • 5.C.1K–6
    Identify, define and recognize choices and contributions in promoting personal, family, and community well-being.
  • 5.C.2K–6
    Make observations and show how choices and contributions promote personal, family, and community well-being.
  • 5.C.3K–6
    Anticipate and explain how choices and contributions promote personal, family, and community well-being.
  • 5.C.4K–6
    Reflect and evaluate the impact of choices and contributions in promoting personal, family, and community well-being.

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