What does social emotional learning actually cover in these early grades?

Students learn to name their feelings, calm down when upset, get along with classmates, and make good choices. It also covers noticing how other people feel and asking for help when something is hard. Most of it shows up in everyday moments at school.

How can I help my child practice this at home?

Talk about feelings out loud during normal moments. Name what you see, like "you seem frustrated," and ask what might help. Five minutes after school or before bed is plenty. Reading a story and asking how a character feels also counts.

What should young students be able to do by the end of these grades?

Students should name common feelings, use a simple strategy like deep breaths when upset, take turns, and notice when a friend is sad. They should also be able to ask a trusted adult for help instead of shutting down or lashing out.

My child has big meltdowns. Is that normal at this age?

Yes. Big feelings are expected, and learning to handle them is the whole point of this work. Help by staying calm, naming the feeling, and waiting until things settle before talking about what happened. Practice a calm-down move when everyone is in a good mood.

How should I sequence social emotional skills across the year?

Start with naming feelings and basic classroom routines in the first weeks. Move into calm-down strategies and listening skills next, then add perspective-taking and conflict resolution once students know each other. Save group problem-solving and goal-setting for the back half of the year.

Which skills usually need the most reteaching?

Impulse control and conflict resolution. Most students can name a calm-down strategy long before they actually use one in the moment, and disagreements at recess tend to need the same coaching all year. Build in short practice rounds, not just posters on the wall.

How do I help my child understand other people's feelings?

Point it out in real life and in books. Ask questions like "how do you think she felt when that happened?" or "what could you do if a friend looked sad?" Acting out small situations with stuffed animals works well at this age.

How will I know students are ready for the next grade?

Look for students who can name a feeling, try a strategy before melting down, work with a partner for a short task, and ask for help with words instead of tears. Perfection is not the bar. Steady use of one or two strategies is.

What does a student learn in ?

These are the years students learn to name what they feel and start handling it on their own. Students put words to feelings like mad, sad, or worried instead of melting down. They practice taking turns, asking for help, and noticing when a classmate is left out. By spring, students can pause before reacting, name a feeling, and pick a kinder next step.

Naming feelings
Calming down
Kindness
Taking turns
Asking for help
Making good choices

Source: Pennsylvania Pennsylvania Core 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 my feelings
Students learn to name what they feel and notice how feelings show up in their body. They start to see how a mood can change what they say or do at home and at school.
2
Calming down and focusing
Students practice small tools for big feelings, like taking slow breaths, counting, or asking for a break. They work on waiting their turn and getting started on a task without giving up.
3
Seeing other people
Students learn that classmates can feel different things in the same moment. They practice listening, noticing when a friend needs help, and knowing which grown-ups to go to at school and at home.
4
Friendships and teamwork
Students work on sharing, taking turns, and solving small arguments with words instead of grabbing or shouting. They practice asking for help and offering help when a classmate is stuck.
5
Making good choices
Students think before they act and weigh what might happen next. They practice choosing actions that are fair to themselves and kind to the people around them, even when it is hard.

Mastery Learning Standards

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

Social Emotional Learning

The abilities to understand one's own emotions, thoughts

PA-SEL.1.k-2

Grades K-2

Students learn to notice their own feelings and thoughts, name what they're good at, and understand how those feelings shape what they do.
The abilities to manage emotions, thoughts

PA-SEL.2.k-2

Grades K-2

Students practice pausing before reacting, managing frustration, and staying organized enough to finish what they started.
The abilities to understand the perspectives of and empathise with others…

PA-SEL.3.k-2

Grades K-2

Students practice seeing a situation from someone else's point of view and noticing how that person might feel. They also learn to spot the people around them, at school and at home, who can help when something is hard.
The abilities to establish and maintain healthy and supportive relationships…

PA-SEL.4.k-2

Grades K-2

Students practice getting along with others by listening, taking turns, solving disagreements, and asking for help when something feels hard. These skills help students build friendships and work well in groups.
The abilities to make caring and constructive choices about personal behavior…

PA-SEL.5.k-2

Grades K-2

Students practice making choices that are kind and that consider how those choices affect other people. They think about what might happen before they act.

Standard	Definition	Code
The abilities to understand one's own emotions, thoughts Grades K-2	Students learn to notice their own feelings and thoughts, name what they're good at, and understand how those feelings shape what they do.	PA-SEL.1.k-2
The abilities to manage emotions, thoughts Grades K-2	Students practice pausing before reacting, managing frustration, and staying organized enough to finish what they started.	PA-SEL.2.k-2
The abilities to understand the perspectives of and empathise with others… Grades K-2	Students practice seeing a situation from someone else's point of view and noticing how that person might feel. They also learn to spot the people around them, at school and at home, who can help when something is hard.	PA-SEL.3.k-2
The abilities to establish and maintain healthy and supportive relationships… Grades K-2	Students practice getting along with others by listening, taking turns, solving disagreements, and asking for help when something feels hard. These skills help students build friendships and work well in groups.	PA-SEL.4.k-2
The abilities to make caring and constructive choices about personal behavior… Grades K-2	Students practice making choices that are kind and that consider how those choices affect other people. They think about what might happen before they act.	PA-SEL.5.k-2

Social Emotional Learning

The abilities to understand one's own emotions, thoughts

PA-SEL.1.k-2

Grades K-2

Students learn to notice their own feelings and thoughts, name what they're good at, and understand how those feelings shape what they do.
The abilities to manage emotions, thoughts

PA-SEL.2.k-2

Grades K-2

Students practice pausing before reacting, managing frustration, and staying organized enough to finish what they started.
The abilities to understand the perspectives of and empathise with others…

PA-SEL.3.k-2

Grades K-2

Students practice seeing a situation from someone else's point of view and noticing how that person might feel. They also learn to spot the people around them, at school and at home, who can help when something is hard.
The abilities to establish and maintain healthy and supportive relationships…

PA-SEL.4.k-2

Grades K-2

Students practice getting along with others by listening, taking turns, solving disagreements, and asking for help when something feels hard. These skills help students build friendships and work well in groups.
The abilities to make caring and constructive choices about personal behavior…

PA-SEL.5.k-2

Grades K-2

Students practice making choices that are kind and that consider how those choices affect other people. They think about what might happen before they act.

Standard	Definition	Code
The abilities to understand one's own emotions, thoughts Grades K-2	Students learn to notice their own feelings and thoughts, name what they're good at, and understand how those feelings shape what they do.	PA-SEL.1.k-2
The abilities to manage emotions, thoughts Grades K-2	Students practice pausing before reacting, managing frustration, and staying organized enough to finish what they started.	PA-SEL.2.k-2
The abilities to understand the perspectives of and empathise with others… Grades K-2	Students practice seeing a situation from someone else's point of view and noticing how that person might feel. They also learn to spot the people around them, at school and at home, who can help when something is hard.	PA-SEL.3.k-2
The abilities to establish and maintain healthy and supportive relationships… Grades K-2	Students practice getting along with others by listening, taking turns, solving disagreements, and asking for help when something feels hard. These skills help students build friendships and work well in groups.	PA-SEL.4.k-2
The abilities to make caring and constructive choices about personal behavior… Grades K-2	Students practice making choices that are kind and that consider how those choices affect other people. They think about what might happen before they act.	PA-SEL.5.k-2

Common Questions

What does social emotional learning actually cover in these early grades?
Students learn to name their feelings, calm down when upset, get along with classmates, and make good choices. It also covers noticing how other people feel and asking for help when something is hard. Most of it shows up in everyday moments at school.
How can I help my child practice this at home?
Talk about feelings out loud during normal moments. Name what you see, like "you seem frustrated," and ask what might help. Five minutes after school or before bed is plenty. Reading a story and asking how a character feels also counts.
What should young students be able to do by the end of these grades?
Students should name common feelings, use a simple strategy like deep breaths when upset, take turns, and notice when a friend is sad. They should also be able to ask a trusted adult for help instead of shutting down or lashing out.
My child has big meltdowns. Is that normal at this age?
Yes. Big feelings are expected, and learning to handle them is the whole point of this work. Help by staying calm, naming the feeling, and waiting until things settle before talking about what happened. Practice a calm-down move when everyone is in a good mood.
How should I sequence social emotional skills across the year?
Start with naming feelings and basic classroom routines in the first weeks. Move into calm-down strategies and listening skills next, then add perspective-taking and conflict resolution once students know each other. Save group problem-solving and goal-setting for the back half of the year.
Which skills usually need the most reteaching?
Impulse control and conflict resolution. Most students can name a calm-down strategy long before they actually use one in the moment, and disagreements at recess tend to need the same coaching all year. Build in short practice rounds, not just posters on the wall.
How do I help my child understand other people's feelings?
Point it out in real life and in books. Ask questions like "how do you think she felt when that happened?" or "what could you do if a friend looked sad?" Acting out small situations with stuffed animals works well at this age.
How will I know students are ready for the next grade?
Look for students who can name a feeling, try a strategy before melting down, work with a partner for a short task, and ask for help with words instead of tears. Perfection is not the bar. Steady use of one or two strategies is.