YourStateStandards

Virginia K–6 social-emotional learning standards

Virginia writes its own social-emotional learning standards. They are published as VIRGINIA SOCIAL EMOTIONAL LEARNING GUIDANCE STANDARDS 2021, adopted 2021 and are not a version of a national framework. Every one is matched to a national standard.

Framework
VIRGINIA SOCIAL EMOTIONAL LEARNING GUIDANCE STANDARDS 2021
Adopted
2021
Source last checked
August 2, 2026
Read the official document

116 standards, kindergarten through 6th grade

  • DeM1: KaK
    I can describe how I want to be treated.
  • DeM1: KbK
    I can feel good about myself by showing kindness towards others.
  • DeM1: KcK
    I can describe that all actions have outcomes.
  • ReS1: KaK
    I can be considerate of others by taking turns, sharing; and using compliments to encourage others.
  • ReS1: KbK
    I can name the actions of an active listener.
  • ReS1: KcK
    I can recognize when I can solve a problem on my own or when I need adult support.
  • ReS1: KdK
    I can identify situations that are unkind or unfair.
  • ReS2: KaK
    I can name the actions of a helpful teammate or group member.
  • ReS2: KbK
    I can understand that everyone has a need for personal space.
  • SeA1:KaK
    I can name basic emotions.
  • SeA1:KbK
    I can classify emotions as either comfortable or uncomfortable.
  • SeA1:KcK
    I can be aware of how my body feels when I have different emotions.
  • SeA2:KaK
    I can list things I do well (strengths) and things I like (interests).
  • SeA2:KbK
    I can recognize when things are hard for me and that it is okay to make mistakes, or ask for help.
  • SeA2:KcK
    I can identify a value/something important to me.
  • SeA2:KdK
    I can recognize how I have similarities with others as well as how I am unique.
  • SeM1: KaK
    I can use verbal and nonverbal language to communicate different emotions.
  • SeM1: KbK
    I can identify strategies that allow me to stay calm.
  • SeM1: KcK
    I can define and identify a time when I showed courage and perseverance.
  • SeM2: KaK
    I can describe something I have accomplished.
  • SeM2: KbK
    I can identify a personal or academic goal.
  • SeM2: KcK
    I can work independently and ask for help when needed.
  • SoA1: KaK
    I can recognize the feelings and strengths of others.
  • SoA1: KbK
    I can identify and value similarities and differences in abilities, cultures, traditions and beliefs.
  • SoA1: KcK
    I can explain why I am grateful for someone or something in my life.
  • SoA2: KaK
    I can explain why something is fair or unfair.
  • DeM1:1-2a1–2
    I can classify a problem based on its size.
  • DeM1:1-2b1–2
    I can list strategies to solve a problem.
  • DeM1:1-2c1–2
    I can recognize that I have choices in how to respond in a situation.
  • DeM2:1-2a1–2
    I can describe and appreciate ways that I am similar to and different from other people.
  • DeM2:1-2b1–2
    I can explain how the choices I make impact others.
  • ReS1:1-2a1–2
    I can communicate my needs, wants and ideas to adults and peers in a positive way.
  • ReS1:1-2b1–2
    I can demonstrate active listening skills when interacting with adults and peers.
  • ReS1:1-2c1–2
    I can demonstrate when to resolve conflicts with peers independently and when to include an adult.
  • ReS1:1-2d1–2
    I can describe what I would do if I saw someone being treated unkindly or unfairly.
  • ReS2:1-2a1–2
    I can demonstrate the actions of a helpful teammate or group member.
  • ReS2:1-2b1–2
    I can identify non-verbal cues that indicate how others may feel.
  • SeA1:1-2a1–2
    I can identify a variety of emotions.
  • SeA1:1-2b1–2
    I can understand that my emotions are natural and will change.
  • SeA1:1-2c1–2
    I can understand that certain events and situations can impact my emotions.
  • SeA2:1-2a1–2
    I can identify my personal strengths and interests inside and outside of the school setting.
  • SeA2:1-2b1–2
    I can recognize when I have worked hard to overcome a challenging situation.
  • SeA2:1-2c1–2
    I can recognize my personal values.
  • SeA2:1-2d1–2
    I can develop an awareness of multiple groups in society.
  • SeM1:1-2a1–2
    I can identify safe, kind, and helpful ways to express my emotions.
  • SeM1:1-2b1–2
    I can recognize my body's signals and apply a strategy to help me stay in control.
  • SeM1:1-2c1–2
    I can describe times when I showed courage and when I kept trying in a challenging situation.
  • SeM2:1-2a1–2
    I can describe something I have accomplished and identify something I would like to accomplish in the future.
  • SeM2:1-2b1–2
    I can set and achieve simple, short-term goals.
  • SeM2:1-2c1–2
    I can follow a multi-step plan independently.
  • SoA1:1-2a1–2
    I can recognize other people’s feelings and respond in kind and safe ways.
  • SoA1:1-2b1–2
    I can discuss similarities and differences in abilities, cultures, traditions, and beliefs.
  • SoA1:1-2c1–2
    I can explain what gratitude is and why it is important to show it.
  • SoA2:1-2a1–2
    I can understand that fair does not always mean that everyone gets the same thing.
  • DeM1:3-4a3–4
    I can explain what is within my control and what is outside of my control when facing a problem.
  • DeM1:3-4b3–4
    I can explain the information I used as well as the steps I took when making a decision. I can explain the information I used when making a decision, along with the steps I took.
  • DeM1:3-4c3–4
    I can recognize that my choices may result in different outcomes.
  • DeM2:3-4a3–4
    I can develop an awareness of and comfort with my membership in multiple groups in society.
  • DeM2:3-4b3–4
    I can consider the feelings and rights of myself and others when making decisions.
  • ReS1:3-4a3–4
    I can demonstrate positive verbal and non-verbal communication skills through my words, tone of voice, and body language (incorporate social media).
  • ReS1:3-4b3–4
    I can independently apply active listening skills in different situations.
  • ReS1:3-4c3–4
    I can apologize in a meaningful way when I have made a mistake (even if it was an accident).
  • ReS1:3-4d3–4
    I can brainstorm ways to tell someone when their words or actions are hurtful.
  • ReS2:3-4a3–4
    I can identify different roles within a group setting and I understand how they all contribute.
  • ReS2:3-4b3–4
    I can adapt my behavior based on another's non-verbal cues.
  • ReS2:3-4c3–4
    I can identify the difference between positive and negative peer pressure.
  • SeA1:3-4a3–4
    I can understand I can have more than one emotion at the same time.
  • SeA1:3-4b3–4
    I can recognize the difference between negative and positive self-talk.
  • SeA1:3-4c3–4
    I can identify my emotions based on my body signals, events, and situations.
  • SeA2:3-4a3–4
    I can identify my personal strengths and interests inside and outside of the school setting.
  • SeA2:3-4b3–4
    I can identify my personal challenges and recognize that I can address these challenges by having a growth mindset.
  • SeA2:3-4c3–4
    I can identify ways I can show values such as honesty, kindness, and integrity through my actions.
  • SeA2:3-4d3–4
    I can describe the multiple groups in society that help create my identity.
  • SeM1:3-4a3–4
    I can evaluate ways that I currently express emotions as either kind or unkind.
  • SeM1:3-4b3–4
    I can identify coping skills for specific situations that cause me to feel stress or uncomfortable emotions.
  • SeM1:3-4c3–4
    I can describe how I can use courage and perseverance to overcome a challenging situation.
  • SeM2:3-4a3–4
    I can recognize the connection between short-term and long-term goals.
  • SeM2:3-4b3–4
    I can set a goal, divide it into steps, and identify strategies to reach it.
  • SeM2:3-4c3–4
    I can develop and improve my daily organizational skills.
  • SoA1:3-4a3–4
    I can define empathy and explain ways to demonstrate it.
  • SoA1:3-4b3–4
    I can ask questions in a positive manner about other people's cultures, traditions and beliefs.
  • SoA1:3-4c3–4
    I can develop regular habits that allow me to express gratitude.
  • SoA2:3-4a3–4
    I can understand that people may face different barriers based on their identity and groups in society and that this is not fair.
  • SoA2:3-4b3–4
    I can understand how stereotypes can be harmful.
  • SoA2:3-4c3–4
    I can recognize and value the thoughts and feelings of others.
  • DeM1:5-6a5–6
    I can determine what is within my control, what is outside of my control and what is within my influence when facing a problem.
  • DeM1:5-6b5–6
    I can show curiosity about a social problem by asking questions and gathering evidence to identify potential solutions.
  • DeM1:5-6c5–6
    I can identify the multiple outcomes that can result from my choices.
  • DeM2:5-6a5–6
    I can describe my beliefs, values, and the multiple groups in society that help create my identity and inform my decision making process.
  • DeM2:5-6b5–6
    I can explain how the perspectives of others should be considered when making decisions.
  • ReS1:5-6a5–6
    I can explain and demonstrate how positive communication skills help build and maintain healthy relationships. (Incorporate social media)
  • ReS1:5-6b5–6
    I can use active listening to successfully understand multiple perspectives.
  • ReS1:5-6c5–6
    I can outline and practice the use of conflict resolution skills with adult support.
  • ReS1:5-6d5–6
    I can demonstrate how I will navigate situations when I might feel pressured to go along with injustice.
  • ReS2:5-6a5–6
    I can independently perform different roles in a group setting.
  • ReS2:5-6b5–6
    I can self-assess my relationship building skills.
  • ReS2:5-6c5–6
    I can recognize how positive and negative peer pressure affect me.
  • ReS2:5-6d5–6
    I can demonstrate how to give and receive feedback in a constructive way.
  • SeA1:5-6a5–6
    I can differentiate among a variety of complex emotions.
  • SeA1:5-6b5–6
    I can identify examples of how my positive and negative self-talk can impact my emotions.
  • SeA1:5-6c5–6
    I can anticipate my emotions based on my body signals, events, and situations.
  • SeA2:5-6a5–6
    I can analyze how my personal strengths give me confidence in multiple settings.
  • SeA2:5-6b5–6
    I can identify actions I can take to overcome personal challenges.
  • SeA2:5-6c5–6
    I can understand the relationship between my values and interests.
  • SeA2:5-6d5–6
    I can develop an awareness of and comfort with my membership in multiple groups in society.
  • SeM1:5-6a5–6
    I can identify the difference between healthy and unhealthy stress levels.
  • SeM1:5-6b5–6
    I can proactively plan and apply a coping skill for handling a stressful situation that typically causes me to experience uncomfortable emotions.
  • SeM1:5-6c5–6
    I can identify and utilize strategies for persevering through challenges and setbacks.
  • SeM2:5-6a5–6
    I can identify the importance of setting academic goals for personal growth.
  • SeM2:5-6b5–6
    I can plan, implement, and monitor progress towards reaching my goals.
  • SeM2:5-6c5–6
    I can manage my time to help me achieve my goals.
  • SoA1:5-6a5–6
    I can empathize with others’ thoughts, perspectives, and emotions.
  • SoA1:5-6b5–6
    I can gain a broader understanding by asking questions and listening to those with different perspectives, backgrounds, and cultures.
  • SoA1:5-6c5–6
    I can express gratitude for others, including those with different perspectives.
  • SoA2:5-6a5–6
    I can identify when people are treated unfairly.
  • SoA2:5-6b5–6
    I can explain how stereotypes can create bias.

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