What is social emotional learning in high school?

It is the work of learning how to handle feelings, set goals, get along with people, and make sound decisions. By high school, students apply these skills to bigger situations like jobs, friendships, college plans, and conflicts at home or online.

How can I support social emotional learning at home?

Talk about the day at dinner and ask what felt hard, not just what happened. When a problem comes up, ask what students think the options are before offering advice. Five honest minutes of listening does more than a lecture.

What should students be able to do by the end of the year?

Name what they are feeling and why, calm themselves down when stressed, and follow through on a goal that takes weeks or months. They should also handle a disagreement without shutting down or blowing up.

How do I sequence these skills across the year?

Start with self-awareness and stress management in the first weeks, when routines are new. Move into relationship skills and conflict resolution mid-year, and end with decision making tied to real choices about next year, jobs, or post-graduation plans.

My teenager will not talk to me. Is that a problem?

Usually no. Teenagers pull back as part of growing up. Keep showing up with short, low-pressure moments like a car ride or a shared chore, and let students bring things up on their own timing.

Which skills usually need the most reteaching?

Stress management and conflict resolution. Students often know the right answer in a calm discussion but lose access to it under pressure. Build in low-stakes practice, like role-plays and reflection after group work, so the skills are there when emotions run high.

How do I help a student who is overwhelmed by stress?

Help them name one specific thing that is hard, then break it into the next small step. Sleep, food, and a clear plan for tomorrow morning fix more than most pep talks do. If stress stays heavy for weeks, loop in the school counselor.

How do I know a student is ready for life after high school?

They can ask for help without being told to, manage their own schedule, and recover from a setback within a few days instead of weeks. They can also disagree with someone and still keep the relationship intact.

What does a student learn in ?

This is the year students take real ownership of how they handle pressure, relationships, and big decisions before adulthood. They learn to name what they're feeling, manage stress during heavy weeks, and stay organized when no one is reminding them. Students also practice seeing other points of view, working through conflict with friends or coworkers, and asking for help from the right person. By spring, they can talk through a hard choice by weighing how it affects themselves and the people around them.

Self-awareness
Stress management
Healthy relationships
Conflict resolution
Responsible decisions
Empathy

Source: Maryland Maryland College and Career-Ready Standards

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
Knowing yourself
Students get clearer about who they are: what they feel, what they value, and what they're good at. They also start to name where they want to grow and how their moods shape what they do.
2
Managing stress and habits
Students practice handling pressure from school, work, and home. They build routines for staying organized, calming down before reacting, and sticking with goals when motivation dips.
3
Seeing other perspectives
Students learn to listen carefully to people whose lives look different from their own. They notice where someone is coming from before judging, and find adults and supports they can turn to.
4
Building healthy relationships
Students work on real friendships and group dynamics: speaking up clearly, hearing pushback without shutting down, and working through conflict instead of around it. They also practice asking for help and offering it.
5
Making thoughtful decisions
Students weigh choices about friendships, social media, school, and risk. They think through who is affected, what the trade-offs are, and what kind of person they want to be when no one is watching.

Mastery Learning Standards

The required skills a student should display by the end of Grade 12.

Social Emotional Learning

The abilities to understand one's own emotions, thoughts

MD-SEL.1.9-12

High School

Students examine their own emotions, thoughts, and values to understand why they act the way they do. They also take stock of what they're good at and where they need to grow.
The abilities to manage emotions, thoughts

MD-SEL.2.9-12

High School

Students practice keeping their emotions and reactions in check across different situations, from a stressful test to a tough conversation. That includes setting goals, managing time, and slowing down before reacting.
The abilities to understand the perspectives of and empathise with others…

MD-SEL.3.9-12

High School

Students practice seeing situations through someone else's eyes, including people with different backgrounds and experiences. They also learn to spot the real support available to them at school, at home, and in their community.
The abilities to establish and maintain healthy and supportive relationships…

MD-SEL.4.9-12

High School

Building and keeping healthy relationships means students learn to speak clearly, work with people different from themselves, settle disagreements without drama, and ask for help when they need it.
The abilities to make caring and constructive choices about personal behavior…

MD-SEL.5.9-12

High School

Students practice making real decisions by weighing what a choice costs against what it gains, for themselves and for the people around them. The focus is on choices that hold up across different situations and relationships.

Standard	Definition	Code
The abilities to understand one's own emotions, thoughts High School	Students examine their own emotions, thoughts, and values to understand why they act the way they do. They also take stock of what they're good at and where they need to grow.	MD-SEL.1.9-12
The abilities to manage emotions, thoughts High School	Students practice keeping their emotions and reactions in check across different situations, from a stressful test to a tough conversation. That includes setting goals, managing time, and slowing down before reacting.	MD-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, including people with different backgrounds and experiences. They also learn to spot the real support available to them at school, at home, and in their community.	MD-SEL.3.9-12
The abilities to establish and maintain healthy and supportive relationships… High School	Building and keeping healthy relationships means students learn to speak clearly, work with people different from themselves, settle disagreements without drama, and ask for help when they need it.	MD-SEL.4.9-12
The abilities to make caring and constructive choices about personal behavior… High School	Students practice making real decisions by weighing what a choice costs against what it gains, for themselves and for the people around them. The focus is on choices that hold up across different situations and relationships.	MD-SEL.5.9-12

Social Emotional Learning

The abilities to understand one's own emotions, thoughts

MD-SEL.1.9-12

High School

Students examine their own emotions, thoughts, and values to understand why they act the way they do. They also take stock of what they're good at and where they need to grow.
The abilities to manage emotions, thoughts

MD-SEL.2.9-12

High School

Students practice keeping their emotions and reactions in check across different situations, from a stressful test to a tough conversation. That includes setting goals, managing time, and slowing down before reacting.
The abilities to understand the perspectives of and empathise with others…

MD-SEL.3.9-12

High School

Students practice seeing situations through someone else's eyes, including people with different backgrounds and experiences. They also learn to spot the real support available to them at school, at home, and in their community.
The abilities to establish and maintain healthy and supportive relationships…

MD-SEL.4.9-12

High School

Building and keeping healthy relationships means students learn to speak clearly, work with people different from themselves, settle disagreements without drama, and ask for help when they need it.
The abilities to make caring and constructive choices about personal behavior…

MD-SEL.5.9-12

High School

Students practice making real decisions by weighing what a choice costs against what it gains, for themselves and for the people around them. The focus is on choices that hold up across different situations and relationships.

Standard	Definition	Code
The abilities to understand one's own emotions, thoughts High School	Students examine their own emotions, thoughts, and values to understand why they act the way they do. They also take stock of what they're good at and where they need to grow.	MD-SEL.1.9-12
The abilities to manage emotions, thoughts High School	Students practice keeping their emotions and reactions in check across different situations, from a stressful test to a tough conversation. That includes setting goals, managing time, and slowing down before reacting.	MD-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, including people with different backgrounds and experiences. They also learn to spot the real support available to them at school, at home, and in their community.	MD-SEL.3.9-12
The abilities to establish and maintain healthy and supportive relationships… High School	Building and keeping healthy relationships means students learn to speak clearly, work with people different from themselves, settle disagreements without drama, and ask for help when they need it.	MD-SEL.4.9-12
The abilities to make caring and constructive choices about personal behavior… High School	Students practice making real decisions by weighing what a choice costs against what it gains, for themselves and for the people around them. The focus is on choices that hold up across different situations and relationships.	MD-SEL.5.9-12

Common Questions

What is social emotional learning in high school?
It is the work of learning how to handle feelings, set goals, get along with people, and make sound decisions. By high school, students apply these skills to bigger situations like jobs, friendships, college plans, and conflicts at home or online.
How can I support social emotional learning at home?
Talk about the day at dinner and ask what felt hard, not just what happened. When a problem comes up, ask what students think the options are before offering advice. Five honest minutes of listening does more than a lecture.
What should students be able to do by the end of the year?
Name what they are feeling and why, calm themselves down when stressed, and follow through on a goal that takes weeks or months. They should also handle a disagreement without shutting down or blowing up.
How do I sequence these skills across the year?
Start with self-awareness and stress management in the first weeks, when routines are new. Move into relationship skills and conflict resolution mid-year, and end with decision making tied to real choices about next year, jobs, or post-graduation plans.
My teenager will not talk to me. Is that a problem?
Usually no. Teenagers pull back as part of growing up. Keep showing up with short, low-pressure moments like a car ride or a shared chore, and let students bring things up on their own timing.
Which skills usually need the most reteaching?
Stress management and conflict resolution. Students often know the right answer in a calm discussion but lose access to it under pressure. Build in low-stakes practice, like role-plays and reflection after group work, so the skills are there when emotions run high.
How do I help a student who is overwhelmed by stress?
Help them name one specific thing that is hard, then break it into the next small step. Sleep, food, and a clear plan for tomorrow morning fix more than most pep talks do. If stress stays heavy for weeks, loop in the school counselor.
How do I know a student is ready for life after high school?
They can ask for help without being told to, manage their own schedule, and recover from a setback within a few days instead of weeks. They can also disagree with someone and still keep the relationship intact.