A full year of SEL lessons, grade by grade

Students learn to name how they are feeling using basic vocabulary, rate how big the feeling is, match the feeling to at least one body cue, and notice having two feelings about the same event.

Students learn to name the personal triggers that usually spark their big feelings at school, describe the pattern between a trigger and the feeling that follows, and begin to connect that awareness to planning ahead.

Students learn to name two personal strengths with a real school example for each, name one interest and explain why it excites them, match a strength to a classroom role and explain the fit, use a strength on purpose during a task, and name the specific action that helped them succeed at something small.

Students learn to share a safe personal fact about themselves, notice one similarity and one difference with a classmate without ranking either, name two things they like about themselves with a real example, say something genuinely positive about having different kinds of people in the class, and try a new classroom role even when unsure about it.

Students learn to name two class values and give a classroom example of each, identify one personal value and describe a small behavior that shows it, make a simple commitment and follow through without reminders, and do the right thing even when no one is watching.

Students learn to name calming strategies from the class toolkit, choose one that matches both the size of their feeling and the setting they are in, use it without being prompted by a teacher, recover, and re-engage with the task. They also name one high-trigger situation and plan which tool they will use there.

Students learn to begin work promptly after a direction, sustain attention for 10–15 minutes, use a self-control move before acting on an impulse, name and reduce a personal distractor, and check their own progress at a midpoint.

Students learn to have materials ready before a session starts, notice the time and adjust their work pace, follow classroom transitions smoothly, practice a daily self-care habit and explain why it matters, and complete the end-of-day pack-up independently.

Students learn to set a simple, specific goal using "I will [action] by [time]" language, break it into two or three ordered steps, and use a simple tracker to follow where they are in the sequence.

Students learn to use a checklist to monitor their progress mid-task, name what went well and the specific action that made it work, name one concrete thing to do differently next time, and evaluate whether they reached their goal and what helped most.

Students learn to make at least one more attempt before giving up, use growth language when something is hard, use a self-encouragement move to push through the feeling of wanting to stop, bounce back from a setback and return to the task, and name one personal motivator that helps them keep going.

Students learn to handle an unexpected change to a routine or plan without it derailing their day, try a different approach when the first one isn't working, name what helped them adapt, maintain effort and quality with the new approach, and apply flexible thinking in a social situation.

Students learn to name common signs of stress and worry in themselves, understand that everyone experiences hard feelings and that they can improve, know that hard feelings can get better over time, identify a trusted adult to talk to when feelings feel too big to manage alone, and understand the difference between using their own tools and needing more support.

Students learn to read a classmate's face and body cues and name the feeling they observe, infer how someone might be feeling based on what happened to them, and consider one viewpoint that is different from their own.

Students learn to choose one specific caring action when a peer is having a hard time, and notice and name something specific about a peer's effort or work in a kind, genuine way.

Students learn to use welcome behaviors (greet, make space, invite to join), say classmates' names correctly, use respectful language for all classmates, notice when someone is left out and take one action to include them, and share something genuine they appreciate about a classmate who is different from them.

Students learn to explain why a class rule helps everyone (not just some people), name one right they have and one responsibility connected to it, contribute to building a class agreement with a fairness-based reason, carry out a class job reliably for a full week, and name how their own behavior affects the rest of the class.

Students learn to perform one intentional act of kindness (not impulsive), plan kindness in advance (what + who + when), describe how the act might have helped the recipient, contribute to a class community care action, and notice someone outside their usual friend group who could benefit from their kindness.

Students learn to express specific thanks that names what someone did, name something they are genuinely grateful for and say why it matters, notice when someone is working hard or helping and tell them what they observed, contribute genuine and varied responses to a class gratitude routine, and tell a classmate one specific quality or action they appreciate about them.

Students learn active listening behaviors (eye contact, body position, waiting for a pause), how to speak in complete sentences using specific words, how to use an I-statement to share a need without blaming, how to read a classmate's tone and body language, how to give one specific positive about a peer's work or idea, and how to receive a correction and try the suggested change.

Students learn to use a friendly joining script to start a connection with a classmate, keep a small promise to a friend and explain why it matters, tell a friend one specific thing they genuinely appreciate about them, cool down after a small argument and use a repair script, and invite someone outside their usual group to join in.

Students learn to take on an assigned group role and carry out its responsibilities, contribute at least one idea or action toward the group's shared goal, suggest a next step when the group is stuck, take turns speaking and make space for others, and reflect on one thing the group did well and one thing to try differently.

Students learn to take a cooling-down step before trying to resolve a disagreement, describe what happened from their own side using an I-statement, listen to the other person's view without interrupting, suggest a fair compromise that gives each person something, and apologize specifically for what they did and take one repair action.

Students learn to say "stop" or "I don't like that" clearly when their personal space or body is not respected, say no firmly to a peer request they don't want to do, understand the difference between safe and unsafe touch, refuse a peer pressure situation using a simple refusal phrase, and name two specific trusted adults they can go to if something feels wrong.

Students learn to name trusted adults at school and at home, recognize when a problem is too big to handle alone, ask for help using clear, specific language, understand that asking for help is a strength not a weakness, and follow through on what a trusted adult suggests.

Students learn to tell the difference between a conflict and bullying, know what safe and kind bystander actions look like and practice them, know how to report safely to a trusted adult, understand what makes bullying different from a one-time argument (power + repeated), and understand that staying silent when someone is being bullied is also a choice with consequences.

Students learn to notice when someone is being treated unkindly or unfairly, understand what speaking up for someone looks like, use simple and kind language to say something, know the difference between speaking up and making things worse, and follow through on an advocacy action.

Students learn to tell the truth about a small mistake and name the value that made them choose honesty, identify ethical principles (honesty, fairness, care for others) as guides for decisions, take responsibility for a mistake without being prompted, and understand what fairness looks and feels like in concrete classroom situations.

Students learn to name at least two different choices in a given situation, say what might happen right away for each choice, think about what might happen later, consider how a choice might affect at least one other person, and look back at a choice they made and name one thing they learned.

Students learn to name a problem clearly (not just complain about it), brainstorm at least two possible solutions, pick one to try and say why, follow through on the chosen solution, and describe what happened as a result.

Students learn to recognize situations that feel unsafe or wrong, name safety rules that apply to familiar settings, know what to do and who to tell when something feels unsafe, understand that safety rules are there to protect everyone, and match different types of safety concerns to the right person to tell.

Students learn basic rules for safe online behavior, understand that online actions have real consequences for real people, recognize content or messages that feel wrong or unsafe, know what to do and who to tell when something online makes them uncomfortable, and apply the same kindness and respect rules online as in the classroom.

Students learn to use more precise feeling vocabulary beyond basic emotions, track how intensity changes across a situation, describe mixed feelings with a shift in emphasis, link two body cues to a feeling and explain what they signal, and identify personal trigger patterns across multiple situations.

Students learn to name two strengths with evidence from different subjects or contexts, identify where a strength works best and where it's less useful, connect an interest to a current learning goal, plan ahead to use a strength on purpose, and revise their approach based on feedback.

Students learn to describe two aspects of their identity using specific details, explain how they're alike and different from classmates without ranking, connect a background detail to a working preference, name three things they're proud of with school evidence, and take on a new role by asking what they need to know and completing the first steps.

Students learn to name one personal value and explain why it matters with a school example, identify a choice that reflects a value they hold and connect it to who they want to be, tell the truth about a mistake and name its impact on someone else, make a commitment plan with success criteria and follow through, and identify when they didn't live their values and write a repair plan.

Students learn to name go-to strategies for three different intensity levels, independently choose the right tool for intensity and setting, use strategies without adult prompting when feelings rise, name the specific next step after calming down, rate whether a strategy worked and explain why, and plan which strategy to use before a high-trigger moment.

Students learn to start tasks without prompting and stay focused for 15-20 minutes, choose to ignore self-selected distractions and explain why, shift smoothly between tasks with materials ready, manage the impulse to call out in group settings using a wait-and-signal strategy, and self-rate focus at the end of a task with specific reasons.

Students learn to use a basic organizer to track tasks and homework, build a consistent independent-work routine they can describe, allocate time across two subjects and manage not getting stuck on one, handle multi-step transitions fully and arrive ready, and practice two self-care habits consistently while explaining how they support readiness.

Students learn to set a short-term goal (1-3 days) and a medium-term goal (1-2 weeks), use a planning tool with time estimates for each step, use work evidence to check progress and say what it shows, adjust a plan when it's not working by identifying what went wrong and changing one element, and reflect on what the goal taught them about how they work best.

Students learn to persist independently through difficult tasks, use growth mindset language on their own when responding to difficulty or feedback, describe how persistence led to a better outcome on a real task, independently try a new approach when stuck, identify one controllable thing to do after a setback, and name one controllable action they took and explain how it changed the outcome.

Students learn to use a reframe statement when unexpected change happens and proceed with the new plan, diagnose what's not working and choose a different approach independently, try a task in a new format and engage with the first stage, adapt their role when the group needs something different, and compare how they handled a change this week to past changes, naming one improvement.

Students learn to use work samples to identify specific evidence of progress toward a goal, use feedback to identify one change to make and explain why they chose it, and choose a learning strategy that directly addresses the specific gap they found. These three moves make reflection concrete and actionable at Grade 3.

Students learn to describe signs of sadness, worry, or stress that last beyond one bad day with concrete examples, name three trusted adults in different settings to talk to when struggling, understand that mental health is as real and important as physical health, practice two self-care habits consistently while describing how each supports wellness, and use a simple script to ask for help when needed.

Students learn to explain why having different backgrounds makes a group stronger with real classroom examples, use accurate and respectful language and help others do the same, invite classmates who are left out, identify exclusion patterns they notice, and take action to repair small exclusions.

Students learn to infer the reason behind a classmate's or character's feeling, describe two different viewpoints in a single situation, read body cues to distinguish between two similar emotions, choose a caring response that fits what the peer actually needs, and paraphrase another person's viewpoint before responding to it.

Students learn to distinguish between a right and a responsibility, explain how a rule makes things fairer for people who might be disadvantaged, take on a community role and note its impact when done well versus not done, contribute one fair proposal to a class discussion about a shared decision, and identify one action they took this week that helped the community.

Students learn to identify a need in the class or school community and design a small action to address it, carry out a planned kindness action, reflect on its impact with specific evidence from others, explain the difference between one-time kindness and sustained giving back and why the habit matters more, and identify someone who would benefit from a kind gesture and plan one.

Students learn to write or say specific appreciation to a classmate or teacher, naming exactly what they did and why it mattered, reflect on what makes the class a good place and name two specific things they appreciate, notice a contribution that often goes unrecognized and name it, maintain a simple gratitude practice consistently for a school week, and share genuine appreciation with someone outside their usual friend group.

Students learn to choose words and tone that fit the audience and situation, fix communication mistakes respectfully using a repair script, sustain two-way conversations by asking follow-up questions, give specific useful feedback to peers, read changes in tone or body language mid-conversation and adjust, and listen actively throughout a full class discussion.

Students learn to agree on roles within a group with clear contributions and check in if roles drift, give teammates feedback in a kind and specific format, receive team feedback without defensiveness, name a group problem and propose a workable solution, and name their personal contribution and one thing they'd improve as a teammate.

Students learn to maintain friendships over time by checking in and remembering shared details, tell a friend an honest, kind truth rather than just agreeing, handle changes in friend groups without shutting anyone out, identify what each person contributed to a falling out and complete two-part repair (apology plus action), and recognize when a friendship feels one-sided and name one change to rebalance it.

Students learn to use assertive language in boundary situations and hold their position under mild pushback, use a refusal toolkit (say no, give reason, suggest alternative, walk away) when facing peer pressure, distinguish between uncomfortable peer pressure and pressure that crosses a safety line, describe the difference between a fun surprise and an unsafe secret, and practice telling a trusted adult about a boundary violation using a specific script.

Students learn to use a structured conflict process independently without adult facilitation, describe what the other person might have wanted or needed in the conflict, negotiate a solution that both parties genuinely accept, identify one thing they could have done differently to prevent or reduce the conflict, and check in with the other person after resolution to make sure they both feel okay.

Students learn to describe a problem clearly enough for a trusted adult to understand, match the type of problem to the right type of person, understand that peer-level support has limits and seek adult help without shame, keep a mental or written list of three trusted adults in different places, and notice when a classmate needs help and either offer support or help them find an adult.

Students learn to distinguish between a conflict and bullying, support a bullied peer using supportive language, report bullying safely without making things worse, explain why bystander silence enables bullying to continue, and list three upstander actions and explain when each is appropriate.

Students learn to organize a small class initiative and manage at least two steps of the plan, speak up for a peer who is excluded using specific, direct, and calm language, encourage a peer to make a kind choice using a genuinely persuasive reason, reflect on a leadership action naming what worked and what to change next time, and describe what makes a peer leader different from a teacher leader.

Students learn to list pros and cons for a choice and explain the reasoning, predict the most likely outcome and explain why, identify a choice that balances short and long-term consequences and explain the tradeoff, explain how the same choice can have different effects for different people, and compare what they expected to what actually happened, naming one factor they didn't consider.

Students learn to apply the five-step problem-solving process to a real classroom or social problem, generate at least three possible solutions, use evidence to decide which solution will probably work best, try the chosen solution and record what happened including surprises, and evaluate the outcome and explain what they'd change at a specific step next time.

Students learn to assess whether a common situation is low, medium, or high risk and explain the rating, know emergency procedures for at least three scenarios and walk through the steps, match different safety concerns to the right contact person, plan a safe action for a risky scenario before it happens, and distinguish between situations they can handle and ones that need adult intervention.

Students learn to explain an ethical choice by naming the ethical principle at stake and showing how it applies, take responsibility for a mistake without blame-shifting, notice something unfair and propose a specific fair change, complete their own work independently understanding that it builds skills they wouldn't build from copying, and identify whose rights were violated and what a fair response would be.

Students learn to protect personal information by categorizing what to share, keep private, and check with an adult about, communicate respectfully in digital spaces with consistent standards, understand what a digital footprint is with two concrete examples of how it persists, identify an advertisement and explain how it's designed to persuade, and know the three steps to take when something goes wrong online.

Students learn to differentiate between similar feelings and describe how the same emotion feels different across different settings. They explain mixed feelings about a single event, giving a reason for each that references expectations, fairness, or effort. They identify body-cue patterns that signal escalation and connect triggers to underlying values and expectations.

Students learn to name three strengths with evidence from multiple settings, match strengths to project roles using task-specific reasoning, use their strengths to support peers, turn interests into inquiry questions, and create a mini portfolio showing a strength in action.

Students learn to set identity boundaries and share who they are selectively. They explain how one aspect of their identity connects to a personal value, interest, or learning preference, using a specific school example. They write a self-acceptance statement grounded in something real and take a confident action with it. They notice when others see them differently and stay grounded in their own self-concept. They choose stretch roles and use named confidence strategies to navigate them.

Students name two personal values and show them in action across different settings with context-specific behaviors. When choosing how to act in realistic situations, they justify the value-aligned choice by naming the setting, the people involved, and the timing. They navigate simple values dilemmas by naming both values, choosing an action, and explaining the tradeoff. They use honest-and-kind language to give feedback without sacrificing either honesty or kindness. They make and keep commitments that include obstacle planning.

Students build a labeled toolkit of four or more strategies matched to intensity and situation. They select strategies that fit intensity, setting, AND trigger type, using them early before peak escalation. After using a strategy, they return fully to the task and name their specific first action for re-engaging. They evaluate effectiveness and create if-then plans for high-trigger moments.

Students plan focus strategies before longer tasks, identifying patterns in what distracts them and making targeted adjustments. They sustain attention across 20–30 minutes using mid-task self-checks. They manage impulses in less structured settings and track their focus over two days to plan improvement.

Students design and maintain a personal organization system across subjects for a full week. They allocate time across longer tasks (40–50 minutes) using a time plan and adjust when off pace. They manage complex multi-step transitions completely and on time. They build a self-care routine connected to school performance and notice when habits slip, taking proactive steps to restore them.

Students set multi-step goals across subjects with individual deadlines for each step. They manage time across multi-day tasks, allocating work to days and adjusting when falling behind. They use progress data to evaluate where they are and name next steps. They revise goals thoughtfully when circumstances change and identify the habit or strategy that made the biggest difference.

Students sustain effort through productive-struggle tasks. They identify personal motivators — including those that sustain effort across multi-day challenges — and use targeted self-talk to push back against the impulse to give up. They make a concrete recovery plan after failure: name what happened, choose one next step, and do it. They coach themselves through hard moments using self-talk that names the strategy, reminds them of the goal, and encourages the next step.

Students name one possible change ahead of time and plan a specific response. In group problem-solving, they try at least two genuinely different approaches before escalating. They identify when a task result didn't match expectations, figure out what changed, and adjust the next step. They reframe difficult situations using "I can handle this because…" and reflect on what they learned.

Students distinguish everyday stress from persistent stress or worry and explain the difference. They understand that mental health matters as much as physical health with a real example. They identify warning signs that mean it's time to seek help. They build and follow a personal wellness routine and notice how it affects their week. They know how to ask a trusted adult for support and can name school and home resources.

Students explain a peer's perspective using evidence from the situation. They consider what a person might value or need that makes them see situations differently. They choose compassionate responses calibrated to intensity and type of need. When two people disagree, they identify what each person is hoping for and explain why both hopes make sense. They notice when a compassionate response didn't land and adjust.

Students design and carry out a short belonging action for the class and explain why it fits the setting. They identify exclusion patterns with specific evidence and propose fair, specific changes. They use accurate, respectful language consistently across all contexts. They serve as a welcome guide for a new or returning classmate. They reflect on moments when they could have been more inclusive and name specific improvements.

Students examine group decisions for fairness and explain whether they distribute benefit and burden equally or justify why a difference is fair. They explain how one person's failure to follow a responsibility affects the whole group using real examples. They take on leadership responsibility in the class for the group's benefit. They propose fair processes that give everyone equal access to contribute. They connect daily classroom behavior to community quality.

Students identify a community need beyond the classroom and design a project to address it. They take full ownership of a giving project — identifying the need, planning, and executing — driven by desire to help. They gather evidence of impact and share findings. They reflect on challenges and name improvements. They connect giving back to a personal value and explain why serving matters to them.

Students recognize the collective contribution of a group and express appreciation for what the group made possible together. They practice gratitude in challenging situations by finding at least one genuine positive. They express appreciation in a form that fits the recipient and explain why. They maintain a gratitude log with specific, varied appreciations. They describe how expressing gratitude affects both recipient and self using real examples.

Students adapt their communication style to different audiences with visible differences in word choice, tone, and register. They ask clarifying questions before responding to ambiguous statements. They give detailed, specific feedback using a structured format (strength + improvement + how). They use assertive communication to share disagreement or concern. They lead brief exchanges in partner or small group. They use honest-and-kind language when giving difficult feedback.

Students navigate group dynamics issues by naming the problem and proposing fair adjustments. They notice when teammates struggle and offer specific, practical support. They manage frustration with group members and redirect to task without making it personal. They evaluate team effectiveness on two dimensions and name improvements. They reflect on their personal contribution and identify a behavior-level change.

Students navigate shifts in their friend group without damaging existing friendships. They maintain trust with two or more friends simultaneously, keeping confidences and following through consistently. They navigate loyalty tensions by choosing responses that preserve relationships. They initiate full friendship repairs after conflict using a three-part structure. They reflect on what makes friendships healthy and show two specific healthy behaviors in current friendships.

Students maintain personal space boundaries consistently across multiple contexts, not just formal settings. They model respectful behavior and gently call out boundary violations in peers. They apply the refusal toolkit to group peer pressure and maintain their position. They explain consent and apply it in peer scenarios. They identify situations requiring adult intervention and report with clear, specific accounts.

Students initiate conflict resolution by approaching the other person to work it out. They negotiate fair solutions by identifying what each party actually needs (vs. wants). They reflect on what contributed to the conflict from their side and name a behavior they want to change. They complete full relationship repair after conflict. They know when conflicts are beyond peer resolution and seek help without shame.

Students build a personal support network with named adults for different need types. They ask for help in ways that clearly name what kind of help they need. They advocate for themselves by persisting if first attempts don't get enough support. They help peers find the right help by walking them through the process. They know about at least two school resources and their specific roles.

Students navigate complex bystander situations where the bully might be a friend or where bystanders face social pressure. Students explain how group behavior enables bullying and describe how withdrawing that approval changes the dynamic. They identify the most appropriate upstander action for different bullying scenarios. They support a bullied peer over time through consistent check-ins. They develop a personal upstander plan for three likely scenarios.

Students lead a class project focused on inclusion or community well-being, managing the full sequence and actively involving peers at each stage. They build peer influence for positive classroom norms by modeling behavior and explaining why it matters in peer conversations. They speak up for peers in group contexts using calm, direct, peer-influence approaches. They identify real needs in the class and propose specific leadership projects. They reflect on the difference between leading because asked and leading because they saw a need.

Students evaluate choices from the perspective of everyone affected: self, individuals, and the group. When choices involve competing interests, they identify the tension and explain what they'd give up either way. They revisit past choices, evaluate outcomes, and describe what they'd change. They make value-based choices and explain how their values guided the decision. They identify recurring choice patterns and name specific changes.

Students define problems clearly from their own perspective AND restate from another person's perspective. They evaluate each solution option for impact on everyone involved. They apply the five-step process to complex, multi-variable problems. They evaluate whether solutions address the problem for all parties, not just resolved their discomfort. They reflect on which step is hardest and name one strategy to improve.

Students evaluate risk across physical and social situations and explain how risk assessment differs between them. They plan ahead for two different safety scenarios with specific, tailored responses. They recognize that social situations carry risk and apply the same risk-thinking framework to social scenarios as physical ones. They recognize when situations are escalating and know to get help before crisis. They reflect on real safety situations and identify what they'd do sooner or differently.

Students navigate dilemmas where being honest might hurt someone's feelings, choosing responses that are truthful AND kind. They understand that personal responsibility sometimes extends to the group. They reason through ethical dilemmas by naming values in tension, people affected, and consequences. They demonstrate academic integrity consistently and explain why each component matters. They notice when group pressure leads toward unfair outcomes and name the ethical choice even if unpopular.

Students evaluate online sources for basic reliability markers before accepting information as fact. They explain what a digital footprint is and how their actions contribute to it and persist. They apply ethical standards to digital communication across all three areas: no sharing others' private content, no posting without consent, using kind language. They identify how apps are designed to keep attention and set one personal boundary. They explain why they must check with trusted adults before downloading, signing up, or paying.

Students learn to use nuanced feeling vocabulary that guides their understanding of what they're experiencing, describe emotional patterns across multiple settings and over time, catch early body cues before feelings escalate, weigh competing feelings to decide which to act on first, and analyze what their recurring triggers reveal about their deeper values and needs.

Students learn to identify signature strengths using multi-source evidence, set a short-term academic goal anchored to a strength, use their strengths to coach a peer, connect strengths to areas for growth, and curate a portfolio that documents a strength in action.

Students learn to describe their personal identity using specific details and name what they prefer to keep private in school settings, explain how different aspects of identity shape how they engage in school and relationships, maintain a stable self-concept when facing mild social disagreement, notice when peer pressure is affecting how peers see themselves and respond respectfully, and push into a stretch challenge using a named confidence strategy — completing the first steps and reflecting on what the experience taught them about themselves.

Students learn to name a personal value that guided a real recent choice, navigate a values dilemma by choosing and defending their priority while respecting what they didn't pick, maintain integrity when peers push them in a different direction, tell the truth in a higher-stakes moment and repair the impact, and write a personal values statement that shows up in their daily behavior.

Students learn to set a goal with two success criteria and two checkpoints, keep a 3–5 day learning log tracking task–strategy–result and identify one pattern and one unexpected finding, compare feedback from multiple sources and make a keep/change/stop decision, select and sequence two strategies with an if-then backup, and build and update a one-page Personal Playbook of early signals, best strategies, and if-then responses.

Students learn to use their toolkit proactively before feelings escalate, combine two strategies in a deliberate order, select the most effective strategy for a specific intensity/setting/trigger match, recover fast after a big feeling, evaluate multi-strategy effectiveness, and keep a 3–5 day regulation log to adjust their proactive plan.

Students learn to manage attention independently across a full work period, analyze distraction patterns across subjects and design a specific fix for each, apply impulse control in high-distraction or emotionally charged moments, use self-monitoring tools at planned intervals, and reflect on their focus patterns across a week to commit to a sustainable habit change.

Students learn to maintain consistent organization across all subjects for a full week, independently manage time across multi-day tasks and projects, build a personal self-care plan connecting each element to school performance, notice when a habit is slipping before it cascades, and reflect on a week's routines to decide what to keep and what to adjust.

Students learn to set goals across three timeframes and show how shorter goals build toward longer ones, connect a goal to a strength or value to make it meaningful, manage a complex multi-step plan independently, diagnose why a goal derailed and fix the right cause, and evaluate both the outcome and the process of reaching a goal.

Students learn to sustain effort and engagement across a multi-step project over several days, use a deliberate three-part perseverance move when pushing through the hardest part, recover from significant failure using a structured approach, identify their personal resilience signature and apply it in real tough moments, and reflect on what persistence behavior made the difference in a completed extended challenge.

Students learn to proactively plan for two possible changes in a complex task, adapt their plan quickly when disruptions hit without adult intervention, apply flexible thinking by generating three genuinely different approaches before choosing one, reframe a setback as a learning opportunity using specific evidence, and reflect on flexibility growth with one area still to develop and a concrete next step.

Students learn to recognize signs of persistent stress or sadness in themselves, notice signs that a peer may be struggling and check in respectfully, distinguish between non-urgent concerns and urgent ones, maintain a personal wellness routine and track whether it's helping, and know how to access multiple sources of support and start the help-seeking conversation confidently.

Students learn to balance three or more perspectives in a complex situation, act compassionately in socially complex or emotionally charged moments, explain how someone's background or experiences might make them see things very differently, use perspective-taking to help resolve a real disagreement by naming what each party needs, and learn from a time their compassionate response missed the mark.

Students learn to initiate and sustain inclusion actions across two different settings, identify ongoing exclusion patterns and co-develop solutions with peers, advocate for a peer being excluded or treated disrespectfully, use and model accurate respectful language and help create classroom norms around it, and reflect on the class inclusion climate and identify what's working and what to strengthen.

Students learn to participate in co-creating class agreements and explain how each norm protects community rights and well-being, analyze fairness issues in the school with concrete improvements, connect their individual contributions to community well-being, take on a community responsibility and evaluate its impact, and explain the difference between rule-following because you have to and because you genuinely believe in it.

Students learn to identify a real, specific need in the school or community and design an initiative around it, plan and carry through a multi-step contribution initiative on their own initiative, collect and report meaningful evidence of impact using a specific evaluation method, reflect on what leading the initiative taught them about giving back personally, and design a way to sustain a giving-back habit beyond the class project.

Students learn to build and maintain a personal gratitude practice for a full week, express appreciation in multiple forms across the week, find something genuine to appreciate in difficult or disappointing situations, reflect on how a regular gratitude practice has affected their outlook or relationships, and express appreciation to someone who contributed to their growth over time.

Students learn to lead a small group discussion by opening, tracking contributions, managing air time, and summarizing while keeping focus, adapt communication style and vocabulary to purpose, use active listening to track multiple contributions and reference previous speakers, give multi-part feedback constructively, repair a communication breakdown by naming their part, and respond to disagreement with curiosity before advocacy.

Students learn to lead a team by distributing roles, setting checkpoints, and keeping focus across tasks, manage intra-team conflict by naming tension, hearing both sides, and proposing solutions, monitor team progress and adjust when off-track, give and receive multi-part feedback while maintaining collaboration, and complete a structured team reflection identifying their individual role in the outcome.

Students learn to handle complex friendship challenges with maturity, have honest, caring conversations about what's bothering them in a friendship, sustain at least two meaningful friendships simultaneously with visible investment, recover a friendship from a significant break using a full structured process, and distinguish between a friendship worth fighting for and one that's become unhealthy.

Students learn to navigate complex peer pressure while maintaining boundaries and the relationship, use assertive boundary language that is direct, specific, and confident, apply consent principles naturally and consistently across peer situations, notice when a friend's boundary is being crossed and offer respectful support, and reflect on a boundary violation to develop a better plan.

Students learn to lead conflict resolution between two peers, distinguish between conflicts and harm requiring adult support, use perspective-taking to help all parties understand each other, build and carry out a full restorative repair for significant conflict, and reflect on a conflict they managed well while naming an area still to develop.

Students learn to advocate for themselves when first attempts don't work, help a peer navigate a help-seeking situation, know the range of school and community support resources, understand the difference between non-urgent and urgent support, and reflect on a time they needed help to improve their help-seeking approach.

Students learn to model active upstander behavior and encourage peers to do the same, recognize subtle or relational bullying, explain how positive school climate is built by many individual choices, support targets over time while adapting support to their needs, and lead or contribute to class discussions about bullying prevention and upstander skills.

Students learn to develop and sustain a peer leadership role over an extended period, advocate for a meaningful specific change at class or school level, mentor a younger or newer peer in a sustained way, reflect on leadership experiences to identify skills built and areas to develop, and describe what it means to lead with integrity when doing so is unpopular.

Students learn to navigate choices with competing values and explain what they prioritized and what they gave up, recognize when social pressure is influencing a choice before deciding independently, evaluate a complex scenario with multiple affected parties and propose the best available choice, reflect on outcomes that were partly good and partly bad, and design a personal decision-making habit for recurring high-stakes choices.

Students learn to apply the five-step problem-solving process independently to a complex real problem, generate creative non-obvious solutions, evaluate solutions using multiple criteria and justify choices, implement a solution and adapt mid-course when needed, and complete a full process reflection identifying weak steps with targeted improvements.

Students learn to assess risk independently across physical, social, and online contexts, develop a personal safety plan for their actual risk contexts, recognize when peer pressure is creating a safety risk and exit assertively, help a peer assess a safety situation and identify safe actions, and reflect on a safety choice that was harder because of social factors.

Students learn to maintain personal integrity under social pressure using a values-based assertive script, apply ethical reasoning to situations affecting multiple people by weighing whose interests matter most, take full personal responsibility for significant mistakes with all components, apply academic integrity independently across supervised and unsupervised contexts, and reason through a complex ethical scenario involving multiple people and competing values.

Students learn to apply digital citizenship principles independently and consistently across all platforms, recognize advertising and sponsored content and explain the difference between information and persuasion, evaluate online content for one-sidedness and missing viewpoints, understand that digital footprints affect present and future reputation and make intentional choices, and explain three principles of responsible digital citizenship in real-life examples.