Knowing yourself
Students start the year looking inward. They notice how their emotions, values, and habits shape choices at school, at home, and with friends, and they name strengths they want to build on.
What does a student learn in
This is the year students start running their own inner life with adult-level awareness. They learn to notice what they're feeling, name why, and choose a response instead of reacting. Students practice managing stress, keeping commitments, working through conflict with people who see the world differently, and weighing how a choice affects others. By spring, a student can talk honestly about a setback, explain how they handled it, and name who they'd go to for help.
- Self-awareness
- Stress management
- Empathy
- 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 pressure from classes, jobs, and busy schedules. They set goals they care about and learn ways to stay organized, pause before reacting, and keep going when things get hard.
- 3
Seeing other perspectives
Students work on understanding people whose backgrounds and viewpoints differ from their own. They also learn where to turn for support at school, at home, and in the community when they or a friend need help.
- 4
Building healthy relationships
Students practice the everyday skills that keep friendships and group work on track. They speak up clearly, listen well, work through disagreements, and ask for or offer help without making it a bigger deal than it needs to be.
- 5
Making thoughtful choices
Students think through real decisions about school, friends, money, and safety. They weigh likely outcomes and consider how a choice affects the people around them, not just themselves in the moment.
Mastery Learning Standards
The required skills a student should display by the end of Grade 9.
Social Emotional Learning
Social Emotional Learning
- High School
The abilities to understand one's own emotions, thoughts
Students examine their own emotions and values, notice how those feelings shape their choices, and take stock of where they are strong and where they still have room to grow.
- High School
The abilities to manage emotions, thoughts
Students practice keeping emotions and reactions in check across different situations, from high-pressure moments to everyday routines. They build habits for managing stress, staying focused, and following through on personal goals.
- High School
The abilities to understand the perspectives of and empathise with others…
Students practice seeing situations from other people's points 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 habits that keep relationships healthy: listening well, working through disagreements, and asking for help or stepping up to offer it across different people and situations.
- High School
The abilities to make caring and constructive choices about personal behavior…
Students practice making thoughtful choices about how they act and treat others, weighing what each option costs and who it affects. This applies in everyday situations, from friend group conflicts to bigger personal decisions.
| Standard | Definition | Code |
|---|---|---|
| The abilities to understand one's own emotions, thoughts High School | Students examine their own emotions and values, notice how those feelings shape their choices, and take stock of where they are strong and where they still have room to grow. | MA-SEL.1.9-12 |
| The abilities to manage emotions, thoughts High School | Students practice keeping emotions and reactions in check across different situations, from high-pressure moments to everyday routines. They build habits for managing stress, staying focused, and following through on personal goals. | MA-SEL.2.9-12 |
| The abilities to understand the perspectives of and empathise with others… High School | Students practice seeing situations from other people's points 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. | MA-SEL.3.9-12 |
| The abilities to establish and maintain healthy and supportive relationships… High School | Students practice the habits that keep relationships healthy: listening well, working through disagreements, and asking for help or stepping up to offer it across different people and situations. | MA-SEL.4.9-12 |
| The abilities to make caring and constructive choices about personal behavior… High School | Students practice making thoughtful choices about how they act and treat others, weighing what each option costs and who it affects. This applies in everyday situations, from friend group conflicts to bigger personal decisions. | MA-SEL.5.9-12 |
Common Questions
What does social emotional learning look like in high school?
Students learn to notice what they're feeling, manage stress, work well with people who are different from them, and think through choices before making them. Most of this happens through real situations at school, not a separate class.
How can I help my teen handle stress at home?
Ask what's on their plate this week and listen without jumping to fix it. Help them break big tasks into smaller steps and protect time for sleep, food, and a break from the phone. Naming the stress out loud often takes the edge off.
My teen shuts down when I ask about feelings. What can I do?
Skip the direct question and try side-by-side time instead, like a walk or a drive. Share something small from your own day first. Teens often open up when there's no eye contact and no pressure to perform.
How do I weave this into my content area without losing instructional time?
Pick two or three routines that fit your subject, like a quick check-in at the door, structured partner talk, or a short reflection after a hard task. Five minutes done consistently beats a one-off lesson.
Which skills usually need the most reteaching at this age?
Conflict resolution and asking for help are the two that lag. Students often have the vocabulary but freeze in the moment. Short role-plays and sentence starters posted in the room give them something to fall back on.
How should I handle a student who keeps making poor choices socially?
Have a private conversation that focuses on the pattern, not the person. Ask what they were trying to get out of the situation and what a different move might look like next time. Loop in a counselor if the pattern keeps showing up.
How do I know my teen is ready for life after high school?
Look for small signs of independence: setting an alarm, handling a problem with a coach or teacher without you stepping in, asking for help when stuck, and following through on plans they made themselves. Readiness shows up in habits, not big speeches.
What should I do when my teen has a conflict with a friend?
Resist the urge to call the other parent or solve it for them. Help them think through what they want to say and practice it out loud with you. Then step back and let them handle the conversation.