Knowing yourself
Students notice what they are feeling and why, and start to see how moods shape their choices at school and at home. They name personal strengths and the spots where they still want to grow.
What does a student learn in
This is the stretch when students start watching their own reactions and figuring out why they feel what they feel. Middle school throws in harder friendships, more pressure, and bigger choices, so students practice calming down, planning ahead, and seeing a situation from someone else's side. They learn to work through a disagreement with a classmate instead of shutting down or blowing up. By spring, a student can name a stressor, pick a way to handle it, and think through how a choice affects other people.
- Self-awareness
- Managing stress
- Empathy
- Healthy friendships
- Resolving conflict
- Responsible choices
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 focus
Students practice ways to calm down when they are upset, stay off their phone during homework, and break big projects into smaller steps. Parents may notice steadier routines and fewer last-minute meltdowns.
- 3
Seeing other perspectives
Students learn to listen for what classmates are feeling, including kids whose families and backgrounds look different from their own. They also figure out which trusted adults to turn to when something feels off.
- 4
Healthy friendships
Students work on real friendship skills: speaking up clearly, sharing the work in a group project, and talking through a disagreement instead of going silent or blowing up. Asking for help counts too.
- 5
Making thoughtful choices
Students think before they act, especially in tricky social moments online and in person. They weigh what could go right, what could go wrong, and how a choice will land on the people around them.
Mastery Learning Standards
The required skills a student should display by the end of Grade 6.
Social Emotional Learning
Social Emotional Learning
- Grades 6-8
The abilities to understand one's own emotions, thoughts
Students learn to notice what they're feeling and why, and to see how those feelings shape the choices they make. They also get honest about what they're good at and where they need to grow.
- Grades 6-8
The abilities to manage emotions, thoughts
Students practice staying calm under pressure, making deliberate choices instead of reacting on impulse, and keeping their work and time organized so they can follow through on what they set out to do.
- Grades 6-8
The abilities to understand the perspectives of and empathise with others…
Students practice seeing situations from someone else's point of view, especially people whose backgrounds differ from their own. They also learn to spot the people and places they can turn to for help at school, home, and in their community.
- Grades 6-8
The abilities to establish and maintain healthy and supportive relationships…
Students practice getting along with different kinds of people by listening well, working through disagreements, and asking for help when they need it.
- Grades 6-8
The abilities to make caring and constructive choices about personal behavior…
Students practice making real decisions by thinking through what could go wrong, who might be affected, and whether a choice is actually kind. The focus is on everyday situations with other people, not just rules on paper.
| Standard | Definition | Code |
|---|---|---|
| The abilities to understand one's own emotions, thoughts Grades 6-8 | Students learn to notice what they're feeling and why, and to see how those feelings shape the choices they make. They also get honest about what they're good at and where they need to grow. | RI-SEL.1.6-8 |
| The abilities to manage emotions, thoughts Grades 6-8 | Students practice staying calm under pressure, making deliberate choices instead of reacting on impulse, and keeping their work and time organized so they can follow through on what they set out to do. | RI-SEL.2.6-8 |
| The abilities to understand the perspectives of and empathise with others… Grades 6-8 | Students practice seeing situations from someone else's point of view, especially people whose backgrounds differ from their own. They also learn to spot the people and places they can turn to for help at school, home, and in their community. | RI-SEL.3.6-8 |
| The abilities to establish and maintain healthy and supportive relationships… Grades 6-8 | Students practice getting along with different kinds of people by listening well, working through disagreements, and asking for help when they need it. | RI-SEL.4.6-8 |
| The abilities to make caring and constructive choices about personal behavior… Grades 6-8 | Students practice making real decisions by thinking through what could go wrong, who might be affected, and whether a choice is actually kind. The focus is on everyday situations with other people, not just rules on paper. | RI-SEL.5.6-8 |
Common Questions
What does social emotional learning look like in middle school?
Students learn to name what they are feeling, handle stress before it spills over, see things from someone else's point of view, work with people who are different from them, and think through choices before making them. The work shows up in how students treat each other, not on a worksheet.
How can I help my child manage stress at home?
Ask what is on their plate this week and help them break big things into smaller steps. Five quiet minutes after school, a short walk, or writing down what is worrying them can take the edge off. Students this age often need help noticing stress before it turns into a meltdown or shutdown.
My child shuts down when I ask about school. What should I do?
Try a side-by-side moment instead of a face-to-face talk. Driving, cooking, or walking the dog often gets more honest answers than a sit-down conversation. Ask about one specific thing rather than how the whole day went.
How do I build empathy and perspective-taking into my class?
Pair the skill with content students already read or discuss. When a character makes a choice or a historical figure takes a side, pause and ask what someone on the other side might have felt or wanted. Short, regular practice beats a single empathy lesson.
How do I sequence these skills across the year?
Start with self-awareness and self-management in the first weeks, since students cannot collaborate well until they can regulate themselves. Move into perspective-taking and relationship skills once classroom routines are steady. Save decision-making scenarios for later in the year when students have the vocabulary to talk through them.
What should I do when my child has a conflict with a friend?
Resist the urge to fix it or call the other parent. Ask what happened, what they wanted, and what the other person might have wanted. Help them plan one sentence to say the next day. Students learn conflict skills by trying and stumbling, not by being rescued.
Which skills usually need the most reteaching at this age?
Impulse control and conflict resolution. Middle schoolers can often explain the right thing to do and still not do it in the moment. Plan to revisit these skills after long breaks, during friendship drama, and any time the social temperature in the room rises.
How will I know students are ready for high school in this area?
By spring, students should be able to name their own emotions, ask for help without being prompted, work with classmates they did not choose, and talk through a choice by weighing what it means for themselves and others. Perfection is not the bar. Steady use of the skills is.