Knowing yourself
Students learn to name what they are feeling and notice how moods affect their choices at school and at home. They also start to see their own strengths and the spots where they want to grow.
What does a student learn in
This is the stretch when students start watching themselves from the outside. They notice what sets them off, what calms them down, and how their choices land on the people around them. Friendships get more complicated, and students practice speaking up, listening, and working through conflict instead of avoiding it. By spring, students can name a strong feeling, choose a way to handle it, and think through how a decision affects someone else before making it.
- Self-awareness
- Managing emotions
- Empathy
- Healthy friendships
- Conflict resolution
- Responsible decisions
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Handling stress and staying on track
Students practice calming down when they are upset, thinking before they react, and keeping track of homework and goals. Parents may notice steadier mornings and fewer last-minute meltdowns over deadlines.
- 3
Seeing other points of view
Students work on understanding what other people think and feel, especially classmates from different backgrounds. They also learn who to turn to at school, at home, or in the neighborhood when something is hard.
- 4
Friendships and working together
Students focus on healthy friendships, group projects, and what to do when people disagree. They practice speaking up clearly, listening, and asking for help instead of bottling things up.
- 5
Making thoughtful choices
Students think through decisions by weighing what might happen and who could be affected. By the end of the year, they can pause, consider the people around them, and choose actions they feel good about.
Mastery Learning Standards
The required skills a student should display by the end of Grade 7.
Social Emotional Learning
Social Emotional Learning
- Grades 6-8
The abilities to understand one's own emotions, thoughts
Students learn to notice what they are feeling and why, then connect those feelings to how they act. They also take stock of what they are good at and where they still need to grow.
- Grades 6-8
The abilities to manage emotions, thoughts
Students practice keeping their emotions and reactions in check when situations get hard. That includes managing stress, pausing before reacting, and staying organized enough to follow through on goals.
- Grades 6-8
The abilities to understand the perspectives of and empathise with others…
Students practice seeing situations from someone else's point of view, including people whose backgrounds differ from their own. They also learn to identify who and what they can turn to for support at school, at home, and in their community.
- Grades 6-8
The abilities to establish and maintain healthy and supportive relationships…
Students practice the skills that keep friendships and group work on track: listening well, handling disagreements without letting them blow up, and asking for help or offering it when someone is struggling.
- Grades 6-8
The abilities to make caring and constructive choices about personal behavior…
Students practice weighing the pros and cons of a choice before acting, thinking about how their decision affects other people as well as themselves. This applies to personal habits and how they treat others in different social situations.
| Standard | Definition | Code |
|---|---|---|
| The abilities to understand one's own emotions, thoughts Grades 6-8 | Students learn to notice what they are feeling and why, then connect those feelings to how they act. They also take stock of what they are good at and where they still need to grow. | DC-SEL.1.6-8 |
| The abilities to manage emotions, thoughts Grades 6-8 | Students practice keeping their emotions and reactions in check when situations get hard. That includes managing stress, pausing before reacting, and staying organized enough to follow through on goals. | DC-SEL.2.6-8 |
| The abilities to understand the perspectives of and empathise with others… Grades 6-8 | Students practice seeing situations from someone else's point of view, including people whose backgrounds differ from their own. They also learn to identify who and what they can turn to for support at school, at home, and in their community. | DC-SEL.3.6-8 |
| The abilities to establish and maintain healthy and supportive relationships… Grades 6-8 | Students practice the skills that keep friendships and group work on track: listening well, handling disagreements without letting them blow up, and asking for help or offering it when someone is struggling. | DC-SEL.4.6-8 |
| The abilities to make caring and constructive choices about personal behavior… Grades 6-8 | Students practice weighing the pros and cons of a choice before acting, thinking about how their decision affects other people as well as themselves. This applies to personal habits and how they treat others in different social situations. | DC-SEL.5.6-8 |
Common Questions
What does social emotional learning look like in middle school?
Students learn to name what they feel, calm themselves down when stressed, and think before they react. They also practice listening to people who see things differently and working through disagreements with friends. The focus shifts from naming feelings to actually managing them under pressure.
How can I help my child handle stress at home?
Ask what is on their plate this week and help them break it into smaller steps. Keep a steady routine for sleep, homework, and phone use, since middle schoolers manage emotions better when they are rested. When they vent, listen first before offering advice.
My child shuts down when upset. What should I do?
Give them space for a few minutes, then come back and talk when they are calmer. Try a short walk or a snack before the conversation. Naming the feeling out loud, even something simple like frustrated or embarrassed, helps them get unstuck.
How do I sequence these skills across the year?
Start with self-awareness and emotion vocabulary in the first weeks, since students need that language before anything else. Move into stress management and goal setting once routines are set, then build into empathy, conflict resolution, and decision-making as the group trusts each other.
Which skills usually need the most reteaching?
Impulse control and conflict resolution are the slowest to stick. Students can explain the steps in a calm moment and forget them the second a friend says something rude. Plan to revisit these skills after every break and after big social events.
How do I know my child is on track by the end of the year?
By spring, students should be able to name a strong feeling, use a calming strategy without being told, and talk through a disagreement instead of shutting down or lashing out. They should also be able to ask for help from a trusted adult when something is too big to handle alone.
How should I handle conflicts between students in class?
Step in early, separate the students, and let each one cool down before talking. Have them describe what happened from their own view, then name what they want to be different. The goal is practice with the process, not a perfect resolution every time.
Should I worry if my child seems more moody this year?
Some mood shifts are normal at this age as friendships and bodies change. Watch for patterns that last more than a couple of weeks, like pulling away from everyone or losing interest in things they used to love. If that happens, talk to the school counselor or your doctor.