What does a student learn in
New York, Grade 11, Social Emotional Learning ?

Students look at how the way they express feelings at work, online, or with friends changes how others respond and how they feel about themselves afterward.

Students practice naming how they feel in complicated moments, like a tough class, a conflict, or a job interview, and use that self-knowledge to speak up for what they need.

Students put a personal plan into action, taking steps to grow a strength or work through a challenge in a way that stays true to who they are.

Students look at clubs, causes, or local groups they belong to and consider how that involvement shapes who they are and what they want to do with their lives.

Students identify real resources, such as a counselor, a community program, or a policy, that can help them push through obstacles standing between them and their goals, including obstacles rooted in systemic inequality.

Students name what is getting in the way of a post-high-school goal, then practice specific strategies for pushing past it.

Students consider how someone else's background shapes the way that person sees the world. They reflect on their own experiences to understand why others might think or feel differently than they do.

Students practice listening to and working alongside peers whose backgrounds and views differ from their own, putting those perspectives into words when the group talks through disagreements.

Students identify specific ways to build community that respect what different people bring to the group, including differences in background, culture, and identity.

Students practice recognizing when someone is being treated unfairly and think through what they can actually do about it. The focus is on why speaking up for others, not just yourself, matters to the whole group.

Students think through what it actually looks like to treat themselves and others with respect, and practice how to respond when someone faces stereotyping or a subtle put-down.

Students look back at how recent conversations or group situations went, notice what worked and what didn't, and make a plan to handle the harder moments better next time.

Students look back at their work in a community group and judge what actually changed because they were involved.

Students look back at how they've handled disagreements in the past, spot where they struggled, and make a specific plan to handle those moments better next time.

Students practice working through disagreements by finding solutions that respect everyone involved, including differences in background, identity, and belief.

Students look at how their surroundings, like school, family, or community, shape a decision before making it. They think through how that choice affects their own well-being and the people around them.

Students look at how social norms, peer pressure, and cultural background quietly push people toward certain choices. They consider why the same situation might lead to different decisions depending on where or how someone grew up.

Students examine how the choices they make now, about classes, jobs, friendships, and habits, shape what college, career, and personal paths are realistically open to them later.

Students look at real decisions made by individuals or groups and judge whether those decisions treated people fairly. They also consider how fairer choices could strengthen communities and encourage people to get involved in civic life.

Students work with classmates to plan and carry out a real project that solves an actual problem in their school, then look back together at what worked.

Students work with classmates to plan and carry out a real project that tackles a social justice issue in their school, town, or the wider world. They check how well the project worked when it's done.