New York State Social Emotional Learning Benchmarks

Goal 1: Develop self-awareness that nurtures and affirms a strong sense of identity, informs decisions about personal actions, and builds a sense of agency

Adults will support, teach and model for young people as they learn to:

1A.3a:
Identify the connections between their thoughts, feelings, and behaviors.
1A.3b:
Apply self-regulation skills to effectively express emotions, including strong emotions.
1B.3a:
Identify how their personal strengths, challenges, experiences, and identities influence choices and outcomes.
1B.3b:
Explore and assess school and community assets and opportunities to identify resources that will contribute to their identity development.
1C.3a:
Develop a plan and prioritize steps in working toward a goal.
1C.3b:
Monitor progress on a short-term goal and make necessary adjustments to their plan to work toward their goal.

Adults will support, teach and model for young people as they learn to:

2A.3a:
Practice perspective-taking to infer understanding of others’ thoughts, feelings, and intentions.
2A.3b:
Practice respectful curiosity to better understand others’ lived experiences.
2B.3a:
Exchange ideas and beliefs with individuals and social and cultural groups across lines of difference through open-minded communication.
2B.3b:
Demonstrate understanding of how culture or life experience shapes communication within and between identity groups.
2B.3c:
Reflect on the role of bias against individual, social, and cultural differences in bullying, stereotyping, prejudice, and microaggressions.
2C.3a:
Practice empathy in order to establish and maintain positive relationships with individuals and groups across lines of difference.
2C.3b:
Demonstrate cooperation and teamwork to promote group well-being and collective efficacy.
2D.3a:
Describe potential causes and consequences of conflicts; recognizing that power and privilege impact relationships.
2D.3b:
Practice strategies for responding constructively to conflict and relational aggression.

3A.3a:
Consider how curiosity, honesty, fairness, and compassion enable them to take the needs and wants of self and others into account when making decisions, including seeking help from an adult for a peer whose well-being may be endangered.
3A.3b:
Analyze the sources and effects of school and societal rules, including those that cause or perpetuate injustice, and their impact on individuals and groups.
3B.3a:
Reflect on how decision-making skills contribute to their study habits, academics, relationships, and participation in group activities in and out of school.
3B.3b:
As part of decision-making, consider strategies for making choices based on their values that promote personal and collective safety and well-being.
3C.3a:
Participate in civic experiences such as community service to address identified needs in their school, including those rooted in bias and injustice, and reflect on their efforts.
3C.3b:
Participate in civic experiences such as community service to address identified needs in their community, including those rooted in bias and injustice, and reflect on their efforts.