What does social emotional learning actually cover in the early grades?

Students learn to name what they are feeling, calm down when upset, get along with classmates, and make choices that are kind and safe. Most of it shows up in small daily moments like sharing a toy, waiting in line, or starting a hard task.

How can parents help with big feelings at home?

Put a name on the feeling first, then offer a simple way to handle it. Saying things like "You look frustrated. Let's take three slow breaths" gives students a script they can borrow later. Calm modeling matters more than long talks.

What should this look like by the end of second grade?

Students should be able to name common feelings, use a calming strategy when they get upset, take turns and work with a partner, and tell an adult when something is wrong. Slip-ups are still normal at this age.

How should a teacher sequence these skills across the year?

Start with naming feelings and classroom routines in the first weeks. Move into calming strategies and self-control once routines hold, then build friendship and problem-solving skills mid-year. Save group projects and conflict resolution for the back half, when students have the vocabulary to use them.

Which skills usually need the most reteaching?

Impulse control and conflict resolution. Most students can name a feeling long before they can pause before reacting or work out a disagreement without an adult stepping in. Plan to revisit both several times across the year, not just in one unit.

How can a parent help with friendships and sharing?

Practice the words ahead of time. Phrases like "Can I have a turn next?" or "I don't like that, please stop" are easier to use if a student has rehearsed them at home. Playdates and sibling moments are good places to coach.

Should parents step in when students argue, or let them work it out?

At this age, stay close and coach. Help each student say what happened and what they wanted, then ask what they could try. Walking away or solving it alone comes later, after a lot of guided practice.

How do teachers know a student is ready for the next grade in this area?

Look for a student who can name a feeling, use at least one calming strategy without a prompt, join a small group without melting down, and ask for help when stuck. Consistency across a few weeks matters more than a single good day.

What does a student learn in ?

These are the years students start putting names to what they feel and learning what to do about it. Students notice when they are happy, frustrated, or worried, and practice simple ways to calm down before reacting. They also learn to take turns, listen to a classmate, and ask a grown-up for help. By spring, students can name a feeling, try one calming step, and work out a small disagreement with a friend.

Naming feelings
Calming down
Taking turns
Kindness
Asking for help

Source: New Hampshire New Hampshire College and Career Ready Standards

Year at a glance

How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.

1
Naming feelings
Students learn to put words to what they feel, like happy, sad, mad, or worried. They start to notice that feelings change during the day and that everyone has them.
2
Calming down and focusing
Students practice simple ways to settle down when upset, like deep breaths or counting. They work on waiting their turn, following directions, and sticking with a task even when it feels hard.
3
Seeing how others feel
Students learn to read faces and listen to classmates to figure out how someone else is feeling. They start to understand that people from different families and backgrounds may see things in their own way.
4
Getting along with classmates
Students practice sharing, taking turns, and using kind words. They learn how to ask for help, work with a partner, and patch things up after a small argument.
5
Making good choices
Students think before they act and notice what happens after a choice, both for themselves and for the people around them. They learn to pick actions that are safe, fair, and kind.

Mastery Learning Standards

The required skills a student should display by the end of Grade 1.

Social Emotional Learning

The abilities to understand one's own emotions, thoughts

NH-SEL.1.k-2

Grades K-2

Students learn to notice their own feelings and thoughts, understand why they act the way they do, and recognize what they are good at and where they need help.
The abilities to manage emotions, thoughts

NH-SEL.2.k-2

Grades K-2

Students practice pausing before reacting, calming down when upset, and staying on track with a task. These habits help them handle hard moments and follow through on what they set out to do.
The abilities to understand the perspectives of and empathise with others…

NH-SEL.3.k-2

Grades K-2

Students learn to see a situation from someone else's point of view and notice how that person might feel. They also practice identifying who at school, at home, or in their neighborhood can help them.
The abilities to establish and maintain healthy and supportive relationships…

NH-SEL.4.k-2

Grades K-2

Students practice getting along with others by listening, sharing, and asking for help when something feels hard. These skills help them make friends, work in groups, and solve disagreements without giving up or shutting down.
The abilities to make caring and constructive choices about personal behavior…

NH-SEL.5.k-2

Grades K-2

Students practice choosing how to act in tricky situations by thinking about what might happen next and how their choice could affect the people around them.

Standard	Definition	Code
The abilities to understand one's own emotions, thoughts Grades K-2	Students learn to notice their own feelings and thoughts, understand why they act the way they do, and recognize what they are good at and where they need help.	NH-SEL.1.k-2
The abilities to manage emotions, thoughts Grades K-2	Students practice pausing before reacting, calming down when upset, and staying on track with a task. These habits help them handle hard moments and follow through on what they set out to do.	NH-SEL.2.k-2
The abilities to understand the perspectives of and empathise with others… Grades K-2	Students learn to see a situation from someone else's point of view and notice how that person might feel. They also practice identifying who at school, at home, or in their neighborhood can help them.	NH-SEL.3.k-2
The abilities to establish and maintain healthy and supportive relationships… Grades K-2	Students practice getting along with others by listening, sharing, and asking for help when something feels hard. These skills help them make friends, work in groups, and solve disagreements without giving up or shutting down.	NH-SEL.4.k-2
The abilities to make caring and constructive choices about personal behavior… Grades K-2	Students practice choosing how to act in tricky situations by thinking about what might happen next and how their choice could affect the people around them.	NH-SEL.5.k-2

Social Emotional Learning

The abilities to understand one's own emotions, thoughts

NH-SEL.1.k-2

Grades K-2

Students learn to notice their own feelings and thoughts, understand why they act the way they do, and recognize what they are good at and where they need help.
The abilities to manage emotions, thoughts

NH-SEL.2.k-2

Grades K-2

Students practice pausing before reacting, calming down when upset, and staying on track with a task. These habits help them handle hard moments and follow through on what they set out to do.
The abilities to understand the perspectives of and empathise with others…

NH-SEL.3.k-2

Grades K-2

Students learn to see a situation from someone else's point of view and notice how that person might feel. They also practice identifying who at school, at home, or in their neighborhood can help them.
The abilities to establish and maintain healthy and supportive relationships…

NH-SEL.4.k-2

Grades K-2

Students practice getting along with others by listening, sharing, and asking for help when something feels hard. These skills help them make friends, work in groups, and solve disagreements without giving up or shutting down.
The abilities to make caring and constructive choices about personal behavior…

NH-SEL.5.k-2

Grades K-2

Students practice choosing how to act in tricky situations by thinking about what might happen next and how their choice could affect the people around them.

Standard	Definition	Code
The abilities to understand one's own emotions, thoughts Grades K-2	Students learn to notice their own feelings and thoughts, understand why they act the way they do, and recognize what they are good at and where they need help.	NH-SEL.1.k-2
The abilities to manage emotions, thoughts Grades K-2	Students practice pausing before reacting, calming down when upset, and staying on track with a task. These habits help them handle hard moments and follow through on what they set out to do.	NH-SEL.2.k-2
The abilities to understand the perspectives of and empathise with others… Grades K-2	Students learn to see a situation from someone else's point of view and notice how that person might feel. They also practice identifying who at school, at home, or in their neighborhood can help them.	NH-SEL.3.k-2
The abilities to establish and maintain healthy and supportive relationships… Grades K-2	Students practice getting along with others by listening, sharing, and asking for help when something feels hard. These skills help them make friends, work in groups, and solve disagreements without giving up or shutting down.	NH-SEL.4.k-2
The abilities to make caring and constructive choices about personal behavior… Grades K-2	Students practice choosing how to act in tricky situations by thinking about what might happen next and how their choice could affect the people around them.	NH-SEL.5.k-2

Common Questions

What does social emotional learning actually cover in the early grades?
Students learn to name what they are feeling, calm down when upset, get along with classmates, and make choices that are kind and safe. Most of it shows up in small daily moments like sharing a toy, waiting in line, or starting a hard task.
How can parents help with big feelings at home?
Put a name on the feeling first, then offer a simple way to handle it. Saying things like "You look frustrated. Let's take three slow breaths" gives students a script they can borrow later. Calm modeling matters more than long talks.
What should this look like by the end of second grade?
Students should be able to name common feelings, use a calming strategy when they get upset, take turns and work with a partner, and tell an adult when something is wrong. Slip-ups are still normal at this age.
How should a teacher sequence these skills across the year?
Start with naming feelings and classroom routines in the first weeks. Move into calming strategies and self-control once routines hold, then build friendship and problem-solving skills mid-year. Save group projects and conflict resolution for the back half, when students have the vocabulary to use them.
Which skills usually need the most reteaching?
Impulse control and conflict resolution. Most students can name a feeling long before they can pause before reacting or work out a disagreement without an adult stepping in. Plan to revisit both several times across the year, not just in one unit.
How can a parent help with friendships and sharing?
Practice the words ahead of time. Phrases like "Can I have a turn next?" or "I don't like that, please stop" are easier to use if a student has rehearsed them at home. Playdates and sibling moments are good places to coach.
Should parents step in when students argue, or let them work it out?
At this age, stay close and coach. Help each student say what happened and what they wanted, then ask what they could try. Walking away or solving it alone comes later, after a lot of guided practice.
How do teachers know a student is ready for the next grade in this area?
Look for a student who can name a feeling, use at least one calming strategy without a prompt, join a small group without melting down, and ask for help when stuck. Consistency across a few weeks matters more than a single good day.