What grade levels do these standards cover?

Grade 9, Grade 10, Grade 11, and Grade 12

Where can I read the official document?

Ohio K-12 Social and Emotional Learning Standards

K–12 Standards

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

Self-AwarenessK-12.A

A1.
Demonstrate an awareness of personal emotionsA1
1. d.
  Identify complex emotions as an indicator of personal state of well-beingA1.1.d
2. d.
  Analyze ways emotions impact the social environmentA1.2.d
3. d.
  Utilize appropriate time, place or support systems to reflect on personal emotions, independently, with a trusted adult or with peersA1.3.d
4. d.
  Analyze why current events may trigger an emotional reaction and identify ways to regulate a responseA1.4.d
A2.
Demonstrate awareness of personal interests and qualities, including strengths and challengesA2
1. d.
  Practice using personal strengths in pursuit of post-secondary goalsA2.1.d
2. d.
  Take proactive steps toward implementing a plan for post-secondary goals by building on personal strengths and addressing challengesA2.2.d
A3.
Demonstrate awareness of and willingness to seek help for self or othersA3
1. d.
  Utilize support from trusted adults, as well as resources and agencies that provide academic, social, emotional or health-related supportA3.1.d
2. d.
  Reflect on actions that are based on constructive feedback, address personal challenges and build on personal strengthsA3.2.d
3. d.
  Access community resources and safety networks for self or othersA3.3.d
A4.
Demonstrate a sense of personal responsibility, confidence and advocacyA4
1. d.
  Demonstrate internalization of personal responsibility and being accountable as one prepares for post-secondary lifeA4.1.d
2. d.
  Set post-secondary and life goals with confidence in the ability to be successful, while positively addressing challengesA4.2.d
3. d.
  Demonstrate self-advocacy in context-specific situationsA4.3.d

Self-ManagementK-12.B

B1.
Regulate emotions and behaviors by using thinking strategies that are consistent with brain developmentB1
1. d.
  Utilize self-management strategies to regulate thoughts, emotions and behaviors within the context of the situationB1.1.d
2. d.
  Evaluate how emotions expressed in different settings impact the outcome of a situationB1.2.d
3. d.
  Apply productive self-monitoring strategies to process emotions and reframe thoughts and behaviorsB1.3.d
B2.
Set, monitor, adapt and evaluate goals to achieve success in school and lifeB2
1. d.
  Develop a plan that demonstrates an understanding of how to set and reach goals that contribute to lifelong successB2.1.d
2. d.
  Utilize school, family and community or varied resources that may assist in achieving a goalB2.2.d
3. d.
  Set a post-secondary life goal with action steps, timeframes and criteria for evaluating achievementB2.3.d
4. d.
  Evaluate progress toward achieving a specified goal and re-evaluate or adapt the plan or action steps, as neededB2.4.d
B3.
Persevere through challenges and setbacks in school and lifeB3
1. d.
  Demonstrate the ability to persevere through challenges for long-term rewards or successB3.1.d
2. d.
  Reframe a current challenge or setback, by reflecting on successesB3.2.d

Social AwarenessK-12.C

C1.
Recognize, identify and empathize with the feelings and perspective of othersC1
1. d.
  Evaluate verbal, behavioral, environmental and situational cues that may influence the feelings of othersC1.1.d
2. d.
  Demonstrate ways to encourage mutual respect across all settings when viewpoints or perceptions differC1.2.d
3. d.
  Demonstrate empathy through compassion in self and encourage in othersC1.3.d
C2.
Demonstrate consideration for and contribute to the well-being of the school, community and worldC2
1. d.
  Demonstrate an awareness of responsibilities as an involved citizen in a democratic societyC2.1.d
2. d.
  Engage in civic duties and opportunities within the broader communityC2.2.d
3. d.
  Implement a strategy to address a need in the broader community or world as change agentsC2.3.d
4. d.
  Evaluate the impact of personal involvement in an activity to improve school, home, community and worldC2.4.d
C3.
Demonstrate an awareness and respect for human dignity, including the similarities and differences of all people, groups and culturesC3
1. d.
  Examine and address explicit or implicit personal biases toward an individual or groupC3.1.d
2. d.
  Participate in cross-cultural activities, identify unique contributions and perspectives of various groups, and how the experience may change personal perspectiveC3.2.d
3. d.
  Analyze how one can build community that respects all human dignity virtually and in-personC3.3.d
C4.
Read social cues and respond constructivelyC4
1. d.
  Evaluate how societal and cultural norms influence personal interactionsC4.1.d
2. d.
  Respond to social cues that differ depending on the societal and cultural norms of the environmentC4.2.d
3. d.
  Use positive problem-solving skills to balance personal and group needs and foster respectful group interactionsC4.3.d

Relationship SkillsK-12.D

D1.
Apply positive verbal and non-verbal communication and social skills to interact effectively with others and in groupsD1
1. d.
  Actively engage in positive interactions to make connections with peers, adults and community to support and achieve common goalsD1.1.d
2. d.
  Apply constructive feedback to strengthen connections and achieve common goalsD1.2.d
3. d.
  Demonstrate responsible use of social and digital media and understand the potential impact on post-secondary goalsD1.3.d
D2.
Develop and maintain positive relationshipsD2
1. d.
  Establish and actively participate in a healthy network of personal, school and community relationshipsD2.1.d
2. d.
  Incorporate compassionate and inclusive practices in relationshipsD2.2.d
3. d.
  Develop techniques to empower, encourage and affirm oneself and others, maintaining positive, healthy relationshipsD2.3.d
D3.
Demonstrate the ability to prevent, manage and resolve interpersonal conflicts in constructive waysD3
1. d.
  Demonstrate an ability to co-exist in civility in the face of differing perspectives to prevent conflictD3.1.d
2. d.
  Apply conflict management skills and strategies to manage intimidation, avoid and escape violence, and maintain personal safetyD3.2.d
3. d.
  Utilize problem solving resources and supports to facilitate conflict resolution, recognizing that seeking help is a strengthD3.3.d

Responsible Decision-MakingK-12.E

E1.
Develop, implement and model effective decision and critical thinking skillsE1
1. d.
  Demonstrate critical thinking skills to select an appropriate decision-making process, recognizing there are multiple perspectivesE1.1.d
2. d.
  Implement a decision-making process to solve complex situations including academic and social challengesE1.2.d
E2.
Identify potential outcomes to help make constructive decisionsE2
1. d.
  Implement strategies for reducing influence of stressors that limit your ability to make the most-informed decisions when at school, at home or in the community with peersE2.1.d
2. d.
  Independently seek reliable adult mentors in various settingsE2.2.d
3. d.
  Integrate prior experience and knowledge of outcomes to inform future decisionsE2.3.d
E3.
Consider the ethical and civic impact of decisionsE3
1. d.
  Demonstrate respect and integrity in all settings during the decision-making processE3.1.d
2. d.
  Engage in safe practices in my personal behavior choices and habits for self and toward othersE3.2.d
3. d.
  Seek and engage in civic-minded activities that contribute to the larger communityE3.3.d
E4.
Explore and approach new situations with an open mind and curiosity while recognizing that some outcomes are not certain or comfortableE4
1. d.
  Actively seek out new opportunities to expand personal knowledge and experiencesE4.1.d
2. d.
  Embrace productive struggle as an opportunity for personal growthE4.2.d
3. d.
  Anticipate and plan for transitions in post-secondary lifeE4.3.d

Frequently asked questions

What grade levels do these standards cover?: Grade 9, Grade 10, Grade 11, and Grade 12
When were these standards adopted?: 2019
Where can I read the official document?: Ohio K-12 Social and Emotional Learning Standards

Keep exploring

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.

More Ohio Social and Emotional Learning Standards sets

Social and Emotional Learning Standards

Other Ohio subjects

Ohio