What does a student learn in
New York, Grade 4, Social Emotional Learning ?

Students name feelings beyond happy or sad, like frustration, pride, or disappointment, and think about what caused them.

Students name what they are feeling and practice ways to calm down or cope, like taking deep breaths or pausing before reacting.

Students put words to who they are: what they're good at, what they believe, and where they come from. They recognize that belonging to different groups, a family, a culture, a community, shapes their identity too.

Students explain how the people around them, family, friends, teachers, and neighbors, help shape who they are becoming. They think about what support looks like from different people in their lives.

Students pick a small goal, like finishing a book or improving a test score, and take a first real step toward it.

Students break a goal into smaller steps and put those steps in order, so the goal feels reachable instead of overwhelming.

Students read body language, tone of voice, and what's happening around them to figure out how someone else is feeling.

Students put someone else's feelings into their own words, showing that person they were heard. This is the start of empathy in action.

Students look at how people from different backgrounds, cultures, and communities have shaped the world around them, and practice naming what those contributions actually are.

Students practice talking and listening with people who are different from them, adjusting how they communicate so everyone feels heard and understood.

Students practice what to do when someone is being bullied, including speaking up for themselves or a friend, or finding a trusted adult who can help.

Students practice specific ways to build and keep healthy friendships, including what to say or do when a friend pressures them to act against their values.

Students practice specific ways to work well with classmates who have different backgrounds, opinions, or experiences. That might mean listening carefully, asking questions, or finding common ground on a shared task.

Students learn specific steps they can use to stop a conflict before it starts, cool it down in the moment, or work through a disagreement with someone else.

Students practice basic steps for working through disagreements with others, like taking turns talking or finding a solution both people can agree on.

Students think through how a choice might affect themselves and the people around them before acting. Safety and well-being are both part of the picture.

Students learn to recognize how the rules and expectations of a setting, like a classroom, a playground, or a family dinner, shape the choices they make. What feels like the right call at recess may not be the right call in a library.

Students learn a short set of steps for making decisions, like whether to join in, speak up, or back off, and practice thinking through how each choice might affect themselves and the people around them.

Students think of more than one way to handle a situation, then weigh how each choice would affect themselves and the people around them. They practice this with both classroom problems and everyday social ones.

Students name specific steps they can take to help their school, like standing up for a classmate being treated unfairly or pitching in to make the classroom a better place for everyone.

Students name specific things they can do to help their neighborhood or school, like organizing a cleanup, writing a letter, or standing up when something feels unfair.