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Ohio K-12 Social and Emotional Learning Standards

K–12 Standards

Grades 6, 7, 8
Other Ohio Social and Emotional Learning Standards sets
Grades K, 1, 2
Grades 3, 4, 5
Grades 9, 10, 11, 12

Self-AwarenessK-12.A

A1.
Demonstrate an awareness of personal emotionsA1
1. c.
  Identify, recognize and name personal complex emotionsA1.1.c
2. c.
  Explain that emotions may vary based on the situation, including people and placesA1.2.c
3. c.
  Utilize appropriate time and place to safely process emotions, independently, with a trusted adult or with peersA1.3.c
4. c.
  Explain how others' responses to current events can impact emotionsA1.4.c
A2.
Demonstrate awareness of personal interests and qualities, including strengths and challengesA2
1. c.
  Describe how personal interests, qualities and strengths may help with decision making to accomplish personal goalsA2.1.c
2. c.
  Investigate a potential career path that builds on personal strengths and addresses challengesA2.2.c
A3.
Demonstrate awareness of and willingness to seek help for self or othersA3
1. c.
  Seek appropriate support from a trusted adult when help is needed academically, socially or emotionallyA3.1.c
2. c.
  Develop and implement a plan of action, based on support or constructive feedback, that addresses challenges and builds on strengthsA3.2.c
3. c.
  Identify and utilize appropriate processes for reporting unsafe behaviors or situations for self and othersA3.3.c
A4.
Demonstrate a sense of personal responsibility, confidence and advocacyA4
1. c.
  Describe how personal responsibility is linked to being accountable for one's choices and behaviorA4.1.c
2. c.
  Recognize the importance of confidently handling tasks and challenges, while reframing negative thoughts and engaging in positive self-talkA4.2.c
3. c.
  Demonstrate basic self-advocacy academically and sociallyA4.3.c

Self-ManagementK-12.B

B1.
Regulate emotions and behaviors by using thinking strategies that are consistent with brain developmentB1
1. c.
  Describe the relationship between thoughts, emotions and behavior and apply strategies to regulate responseB1.1.c
2. c.
  Analyze positive and negative consequences of expressing emotions in different settingsB1.2.c
3. c.
  Apply productive self-monitoring strategies to reframe thoughts and behaviorsB1.3.c
B2.
Set, monitor, adapt and evaluate goals to achieve success in school and lifeB2
1. c.
  Recognize the importance of short and long-term goals for success in school and lifeB2.1.c
2. c.
  Identify school, family and community resources that may assist in achieving a goalB2.2.c
3. c.
  Set a short-term school or life goal with action steps to achieve successB2.3.c
4. c.
  Monitor progress toward a specified goal by developing checkpoints and adjusting the plan or action steps as neededB2.4.c
B3.
Persevere through challenges and setbacks in school and lifeB3
1. c.
  Utilize strategies for persevering through challenges and setbacksB3.1.c
2. c.
  Reframe a challenge or setback into an opportunity, with assistanceB3.2.c

Social AwarenessK-12.C

C1.
Recognize, identify and empathize with the feelings and perspective of othersC1
1. c.
  Determine if verbal and nonverbal cues correspond to the feelings expressed by othersC1.1.c
2. c.
  Demonstrate respect across school, community, face-to-face and virtual settings, when viewpoints or perceptions differC1.2.c
3. c.
  Demonstrate empathy through understanding of others' feelings and acknowledgement of their perspectiveC1.3.c
C2.
Demonstrate consideration for and contribute to the well-being of the school, community and worldC2
1. c.
  Explain the importance of civic mindednessC2.1.c
2. c.
  Pursue opportunities to contribute to school or the broader communityC2.2.c
3. c.
  Explore a school or community need and generate possible solutionsC2.3.c
4. c.
  Engage in an activity to improve school, home or communityC2.4.c
C3.
Demonstrate an awareness and respect for human dignity, including the similarities and differences of all people, groups and culturesC3
1. c.
  Discuss how positive or negative stereotypes of an individual or group can be unconscious and may lead to discrimination and prejudiceC3.1.c
2. c.
  Participate in cross-cultural activities and demonstrate respect for individuals from different social and cultural groupsC3.2.c
3. c.
  Demonstrate respect for human dignity virtually and in-personC3.3.c
C4.
Read social cues and respond constructivelyC4
1. c.
  Generate positive responses to various social situationsC4.1.c
2. c.
  Recognize that social cues are based on rules and expectations and can change based upon contextC4.2.c
3. c.
  Recognize that personal and group needs can differ and identify positive actions to balance the needs of allC4.3.c

Relationship SkillsK-12.D

D1.
Apply positive verbal and non-verbal communication and social skills to interact effectively with others and in groupsD1
1. c.
  Demonstrate the ability to actively listen and understand multiple perspectivesD1.1.c
2. c.
  Offer and acknowledge constructive feedback to strengthen connections and improve communication outcomes with othersD1.2.c
3. c.
  Interact on social and digital media responsibly and understand the potential impact on reputation and relationshipsD1.3.c
D2.
Develop and maintain positive relationshipsD2
1. c.
  Participate in a healthy network of personal and school relationshipsD2.1.c
2. c.
  Demonstrate inclusiveness in relationship buildingD2.2.c
3. c.
  Utilize strategies to manage social pressuresD2.3.c
D3.
Demonstrate the ability to prevent, manage and resolve interpersonal conflicts in constructive waysD3
1. c.
  Recognize and acknowledge different perspectives of others to prevent conflictD3.1.c
2. c.
  Use a non-judgmental voice during conflict resolution to maintain safe relationshipsD3.2.c
3. c.
  Exchange ideas and negotiate solutions to resolve conflicts, seeking support when neededD3.3.c

Responsible Decision-MakingK-12.E

E1.
Develop, implement and model effective decision and critical thinking skillsE1
1. c.
  Demonstrate critical thinking skills when solving problems or making decisions, recognizing there may be more than one perspectiveE1.1.c
2. c.
  Gather evidence to support and solve academic and social challengesE1.2.c
E2.
Identify potential outcomes to help make constructive decisionsE2
1. c.
  Generate ideas for recognizing when something may be getting in the way of making a responsible decision and ways to possibly reduce or limit its influenceE2.1.c
2. c.
  Identify reliable sources of adult help in various settings and actively seek adults for supportE2.2.c
3. c.
  Utilize knowledge of outcomes to inform future decisionsE2.3.c
E3.
Consider the ethical and civic impact of decisionsE3
1. c.
  Apply honesty, respect and compassion to the decision-making processE3.1.c
2. c.
  Demonstrate safe practices to guide actions for self and toward othersE3.2.c
3. c.
  Research opportunities for participation in civic-minded activities that contribute to the larger communityE3.3.c
E4.
Explore and approach new situations with an open mind and curiosity while recognizing that some outcomes are not certain or comfortableE4
1. c.
  Engage in new opportunities to expand one's knowledge and experiencesE4.1.c
2. c.
  Recognize that new opportunities or unfamiliar situations may require productive struggleE4.2.c
3. c.
  Demonstrate ability to manage transitions and adapt to changing situations and responsibilities in school and lifeE4.3.c

Frequently asked questions

What grade levels do these standards cover?: Grade 6, Grade 7, and Grade 8
When were these standards adopted?: 2019
Where can I read the official document?: Ohio K-12 Social and Emotional Learning Standards

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