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Learning Standards Standards

What does a student learn in ?

These are the years students learn to name what they feel and start handling it on their own. Students put words to big feelings like mad, sad, or worried, and try simple ways to calm down before reacting. They practice taking turns, listening to a friend's side, and asking a grown-up for help when something goes wrong. By spring, a student can pause when upset, say what is bothering them, and work out a small problem with a classmate.

  • Naming feelings
  • Calming down
  • Kindness and empathy
  • Making friends
  • Solving small problems
  • Asking for help
Source: Maine Maine Learning Results
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. 1

    Naming feelings and noticing self

    Students learn words for what they feel inside, like happy, sad, frustrated, or excited. They start to notice what they are good at and what feels hard, and share that with grown-ups and friends.

  2. 2

    Calming down and trying again

    Students practice what to do when feelings get big. They try deep breaths, counting, or asking for a break, and they keep working on a task even when it feels tricky.

  3. 3

    Seeing how others feel

    Students start to notice that classmates may feel differently than they do. They learn that families, homes, and traditions can look different, and they practice being kind when someone is upset.

  4. 4

    Playing and working with others

    Students share, take turns, and listen during group time. They practice using words to solve small fights at recess or at a table, and they learn to ask a teacher or friend for help.

  5. 5

    Making good choices

    Students stop and think before acting. They learn that choices have results for themselves and for others, and they practice picking the kind or safe option, even when no one is watching.

Mastery Learning Standards
The required skills a student should display by the end of Kindergarten.
Social Emotional Learning

  • The abilities to understand one's own emotions, thoughts

    ME-SEL.1.k-2
    Grades K-2

    Students learn to name what they are feeling and understand why they acted a certain way. They also start to recognize what they are good at and where they need more practice.

  • The abilities to manage emotions, thoughts

    ME-SEL.2.k-2
    Grades K-2

    Students learn to pause before reacting, handle frustration without falling apart, and stay organized enough to finish what they started. These are the habits that help kids follow through, even when something feels hard or overwhelming.

  • The abilities to understand the perspectives of and empathise with others…

    ME-SEL.3.k-2
    Grades K-2

    Students practice seeing a situation from someone else's point of view and noticing how that person might feel. They also learn who they can turn to for help at school, at home, and in their neighborhood.

  • The abilities to establish and maintain healthy and supportive relationships…

    ME-SEL.4.k-2
    Grades K-2

    Students practice getting along with others: taking turns in conversation, working as a team, asking for help when stuck, and working out disagreements without giving up on the relationship.

  • The abilities to make caring and constructive choices about personal behavior…

    ME-SEL.5.k-2
    Grades K-2

    Students practice stopping to think before they act, weighing what might happen next and how their choice could affect other people. The goal is making decisions that are fair and kind, not just convenient.

Common Questions
  • What does social emotional learning look like in the early grades?

    Students learn to name what they feel, calm down when upset, share and take turns, and notice when a friend needs help. A lot of it happens through everyday moments like lining up, losing a game, or working with a partner.

  • How can I help my child name their feelings at home?

    When a big feeling shows up, give it a word out loud: frustrated, nervous, proud, left out. Over time, students start using those words instead of yelling or shutting down. A short check-in at dinner or bedtime works well.

  • What can I do when my child melts down over something small?

    Stay calm and wait for the wave to pass before talking. Then try a simple reset together, like slow breaths, a drink of water, or counting to ten. Afterward, talk about what happened and what to try next time.

  • How do I build these skills into a packed schedule?

    Tuck them into routines already in place. A two-minute morning check-in, a quick breathing reset after recess, and a short class meeting on Friday cover most of the year. Skills stick when practiced in real moments, not separate lessons.

  • Which skills tend to need the most reteaching?

    Impulse control during transitions, handling small conflicts without an adult, and asking for help instead of shutting down. Most students need many tries across the year before these feel automatic. Plan to revisit them every few weeks.

  • How should I handle conflicts between students?

    Slow it down and let each student say what happened and how they felt. Coach a simple repair, such as an apology with a plan: I am sorry I grabbed the marker, next time I will ask. Step back as students get better at running the steps.

  • How can I help my child make friends?

    Practice the small moves at home: saying hi, asking to join a game, and taking turns picking the activity. Set up short playdates so there is time to play and time to recover. Talk afterward about what felt good and what was tricky.

  • How do I know students are ready for the next grade?

    By the end of second grade, students can name common feelings, use a calming strategy with a reminder, work with a partner without an adult hovering, and ask for help when stuck. They also start thinking about how choices affect other people.