Knowing yourself
Students look at what they value, where they shine, and where they struggle. They start to notice how a mood or a belief shapes the choices they make at school, at home, and with friends.
What does a student learn in
This is the stretch when students start steering their own lives. Students learn to name what they're feeling, manage stress, and notice how their choices ripple out to other people. They practice listening to perspectives different from their own, working through conflict without blowing up the relationship, and asking for help when they need it. By spring, students can talk through a tough decision by weighing the trade-offs for themselves and the people around them.
- Self-awareness
- Managing stress
- Empathy
- Healthy relationships
- Decision making
- Conflict resolution
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
Managing stress and goals
Students practice handling pressure from school, work, and life. They set goals they care about and build habits like planning ahead, slowing down before reacting, and keeping track of what is due.
- 3
Understanding other people
Students work on seeing a situation from someone else's point of view, especially people whose background is different from their own. They also learn where to turn for help at school, at home, and in the community.
- 4
Building healthy relationships
Students practice the day-to-day skills of getting along: speaking up clearly, listening, working on a team, working through disagreements, and asking for help when something is too much to handle alone.
- 5
Making thoughtful choices
Students learn to pause before deciding, weigh what could go right and wrong, and think about how a choice affects other people. The goal is steadier decisions in tough moments, not just easy ones.
Mastery Learning Standards
The required skills a student should display by the end of Grade 12.
Social Emotional Learning
Social Emotional Learning
- High School
The abilities to understand one's own emotions, thoughts
Students examine their own emotions and values to understand why they act the way they do in different situations. They also take stock of what they're good at and where they need to grow.
- High School
The abilities to manage emotions, thoughts
Students practice noticing when emotions or stress are pulling them off track and choosing a response that keeps them moving toward their goals. That includes managing distractions, handling pressure, and staying organized when things get hard.
- High School
The abilities to understand the perspectives of and empathise with others…
Students practice seeing situations through someone else's eyes, especially people whose backgrounds differ from their own. They also learn to spot the adults, programs, and community resources available when they or a peer needs support.
- High School
The abilities to establish and maintain healthy and supportive relationships…
Students practice the skills that keep relationships working: listening well, sorting out disagreements, and asking for or offering help when things get hard.
- High School
The abilities to make caring and constructive choices about personal behavior…
Students practice weighing the benefits and consequences of a choice before acting, factoring in how that choice affects others. This applies to everyday decisions, from personal habits to how students treat people around them.
| Standard | Definition | Code |
|---|---|---|
| The abilities to understand one's own emotions, thoughts High School | Students examine their own emotions and values to understand why they act the way they do in different situations. They also take stock of what they're good at and where they need to grow. | OH-SEL.1.9-12 |
| The abilities to manage emotions, thoughts High School | Students practice noticing when emotions or stress are pulling them off track and choosing a response that keeps them moving toward their goals. That includes managing distractions, handling pressure, and staying organized when things get hard. | OH-SEL.2.9-12 |
| The abilities to understand the perspectives of and empathise with others… High School | Students practice seeing situations through someone else's eyes, especially people whose backgrounds differ from their own. They also learn to spot the adults, programs, and community resources available when they or a peer needs support. | OH-SEL.3.9-12 |
| The abilities to establish and maintain healthy and supportive relationships… High School | Students practice the skills that keep relationships working: listening well, sorting out disagreements, and asking for or offering help when things get hard. | OH-SEL.4.9-12 |
| The abilities to make caring and constructive choices about personal behavior… High School | Students practice weighing the benefits and consequences of a choice before acting, factoring in how that choice affects others. This applies to everyday decisions, from personal habits to how students treat people around them. | OH-SEL.5.9-12 |
Common Questions
What is social emotional learning in high school actually about?
It is the work of knowing yourself, handling stress, getting along with people who are different from you, and making decisions you can stand behind. By the end of high school, students should be able to do this without an adult walking them through it every time.
How can I help my teen at home without it feeling like a lecture?
Talk about your own day first. Mention something that frustrated you, what you did about it, and what you would do differently. Teens pick up far more from watching adults name emotions out loud than from being asked how they feel.
My teen shuts down when stressed. What helps?
Build a short routine they can reach for when things spike, such as a walk, a glass of water, ten minutes off the phone, or writing down what is actually due this week. The goal is one or two habits they trust, not a long list of coping strategies.
How do I plan SEL across the year without it feeling tacked on?
Anchor each quarter to one cluster: self-awareness, self-management, social awareness, and relationships and decision-making. Tie the work to what is already happening in advisory, group projects, and conflicts that come up in the hallway. SEL sticks when it shows up inside real situations, not as a standalone unit.
What does mastery look like by the end of senior year?
Students can name what they are feeling and why, manage their own time and stress without constant reminders, take another person's perspective even when they disagree, and make decisions that account for other people. They also know who to ask for help and will actually ask.
Which SEL skills usually need the most reteaching in high school?
Conflict resolution and asking for help. Many students will avoid both well into senior year. Short, structured practice with scripts and role-play, repeated across the year, moves the needle more than a single lesson.
My teen has a friend going through something hard. How do I coach them?
Tell them they do not have to fix it. Listening, sitting with the friend, and knowing one trusted adult to loop in is enough. Walk through who that adult could be before they need to make the call.
How do I know my teen is ready for life after high school?
Look for small signs of independence: setting their own alarm, emailing a teacher or coach without prompting, handling a disagreement without you stepping in, and noticing when they need a break. These habits matter more than any single grade or test score.