Knowing yourself
Students look at their own emotions, values, and what shapes their reactions. They start naming personal strengths and the spots where they still want to grow.
What does a student learn in
This is the stretch when students learn to run their own lives. They notice what sets off their stress, name what they want, and figure out how to get there without falling apart. Students also practice reading other people honestly, working through conflict, and asking for help before things break. By spring, students can talk through a hard decision out loud, weigh how it affects them and the people around them, and follow through.
- Self-awareness
- Managing stress
- Goal setting
- Healthy relationships
- 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
Managing stress and goals
Students practice handling stress, pausing before reacting, and staying organized. They set goals that matter to them and figure out steps to actually reach them.
- 3
Understanding other people
Students work on seeing things from another person's point of view, including people whose background or culture is different from their own. They also learn where to turn for support at school, at home, and in the community.
- 4
Building healthy relationships
Students practice clear communication, teamwork, and working through conflict without making it worse. They also learn when to ask for help and how to offer it.
- 5
Making thoughtful decisions
Students weigh the benefits and consequences of a choice before they make it, in school and outside of it. They think about how a decision affects them and the people around them.
Mastery Learning Standards
The required skills a student should display by the end of Grade 11.
Social Emotional Learning
Social Emotional Learning
- High School
The abilities to understand one's own emotions, thoughts
Students learn to name what they are feeling, notice how those feelings shape their choices, and take stock of what they are good at and where they still have room to grow.
- High School
The abilities to manage emotions, thoughts
Students practice staying calm under pressure, thinking before acting, and organizing their work and time to reach the goals they set for themselves.
- High School
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.
- High School
The abilities to establish and maintain healthy and supportive relationships…
Students practice the skills that keep relationships healthy: listening well, working through disagreements, and asking for or offering help when someone needs it. These habits apply across different kinds of people and group settings.
- High School
The abilities to make caring and constructive choices about personal behavior…
Students practice weighing the consequences of their choices before acting, considering how a decision affects both themselves and the people around them. This applies to personal habits, friendships, and situations where people come from different backgrounds.
| Standard | Definition | Code |
|---|---|---|
| The abilities to understand one's own emotions, thoughts High School | Students learn to name what they are feeling, notice how those feelings shape their choices, and take stock of what they are good at and where they still have room to grow. | VT-SEL.1.9-12 |
| The abilities to manage emotions, thoughts High School | Students practice staying calm under pressure, thinking before acting, and organizing their work and time to reach the goals they set for themselves. | VT-SEL.2.9-12 |
| The abilities to understand the perspectives of and empathise with others… High School | 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. | VT-SEL.3.9-12 |
| The abilities to establish and maintain healthy and supportive relationships… High School | Students practice the skills that keep relationships healthy: listening well, working through disagreements, and asking for or offering help when someone needs it. These habits apply across different kinds of people and group settings. | VT-SEL.4.9-12 |
| The abilities to make caring and constructive choices about personal behavior… High School | Students practice weighing the consequences of their choices before acting, considering how a decision affects both themselves and the people around them. This applies to personal habits, friendships, and situations where people come from different backgrounds. | VT-SEL.5.9-12 |
Common Questions
What does social emotional learning look like in high school?
Students work on knowing themselves, managing stress, getting along with different kinds of people, and making thoughtful choices. The work shows up in how they handle a tough class, a hard conversation with a friend, or a setback at work. It is less about lessons and more about habits.
How can I help my teenager manage stress at home?
Ask what is on their plate this week and help them pick one thing to start. Keep phones out of bedrooms at night and protect sleep. When they vent, listen first instead of jumping to fix it. Five quiet minutes in the car often does more than a long talk.
My teen shuts down when I ask about school. What should I do?
Shift from questions to side-by-side time. Cook, drive, or walk the dog together and let the talk come up on its own. When they do open up, react small. Big reactions teach them to stop sharing.
How do I plan SEL across a full year without a separate class?
Pick two or three habits to build each quarter, like goal setting in the fall and conflict repair in the winter. Tie them to moments that already happen, such as grade check-ins, group projects, and end-of-semester reflections. Repetition matters more than novelty.
Which SEL skills usually need the most reteaching in high school?
Impulse control under stress and asking for help before things fall apart. Most students can name the right move in a calm room and still struggle to do it on a hard day. Short, low-stakes practice during normal class routines helps more than one big lesson.
How do I help students work with classmates they do not like?
Give group work a clear job, a clear deadline, and a clear way to flag problems early. Teach a simple script for disagreeing without attacking the person. Debrief at the end so students name what worked, not just what went wrong.
Should I push my teen to ask for help, or let them figure it out?
Both. Let them try first, then ask what they have already done before stepping in. Asking for help is a skill, so praise it when they do it instead of treating it as a last resort. Knowing who to ask is half the work.
How do I know a student is ready for life after high school?
Ready students can name their strengths and gaps, set a goal and adjust when it stalls, and handle a hard conversation without burning the bridge. They ask for help before a crisis and think about how their choices land on other people. Grades alone do not show this.