K-12 SEL Standards (Anchorage)

students demonstrate ability to manage their emotions constructively

Full set of indicators in framework.

Related Measures

Forthcoming

Related Programs & Strategies

Forthcoming

Related Resources

Forthcoming

Related Terms

Term

Framework

Relatedness

emotional development and self-regulation
Sesame Workshop Global Framework for Learning
emotion regulation
Social Emotional Learning
navigating emotions
SEE Learning Framework
self-regulation
MELQO Framework
self-regulation of impulses and emotional reaction
The Social, Emotional, and Intellectual Habits framework
self-management
UNICEF MENA Framework
students demonstrate an awareness of their emotions
Social and Emotional Learning: Standards and Benchmarks
emotional mood swings change the individual's perspective to pessimistic, encouraging consideration of multiple points of view
Emotional Intelligence
emotional understanding/regulation
Framwork for SEL in Haiti
expressing & managing emotions
Room to Read
emotion management
Preparing Youth to Thrive
positive core self-evaluation
Clusters of 21st Century Competencies
self-control
Room to Read
neuroticism / emotional stability
Personality
resilience
Comprehensive Life Skills Framework
self-awareness
Building Blocks for Learning
resilience
Developing Social-Emotional Skills for the Labor Market
resilience/persistence
Framwork for SEL in Haiti
self-awareness
Framework for Systemic Social and Emotional Learning
self-management
Framework for Systemic Social and Emotional Learning
stress resistance
Social and Emotional Skills: Well-being, connectedness and success
self-control
Youthpower Action: Key Soft Skills for Cross-Sectoral Youth Outcomes
self-regulation
Building Blocks for Learning
self-management
Social and Emotional Competencies
emotional skills
Skills for Holistic Development
resilience
VaLi
emotions are sufficiently vivid and available that they can be generated as aids to judgment and memory concerning feelings
Emotional Intelligence
resilience
UNICEF MENA Framework
self-awareness
Social and Emotional Competencies
child manages emotions with increasing independence
Early Learning Outcomes
identifying and understanding emotions
The Social, Emotional, and Intellectual Habits framework
self-regulation
40 Developmental Assets for Early Childhood (ages 3 to 5)
self-management
MESH
child manages emotions with increasing independence
Early Learning Outcomes
resilience
2014 Syllabus Charater and Citizenship Education Primary
self-regulation
Foundation for Young Adult Success
ability to express emotions accurately, and to express needs related to those feelings
Emotional Intelligence
emotions prioritize thinking by directing attention to important information
Emotional Intelligence
ability to recognize likely transitions among emotions, such as the transition from anger to satisfaction, or from anger to shame
Emotional Intelligence
ability to reflectively engage or detach from emotion depending upon ints judged informativeness or utility
Emotional Intelligence
ability to manage emotion in oneself and others by moderating negative emotions and enhancing pleasant ones, without repressing or exaggerating information they may convey
Emotional Intelligence
stress tolerance
ACT Holistic Framework for Enhancing Education and Workplace Success
optimism
ACT Holistic Framework for Enhancing Education and Workplace Success
patience
ACT Holistic Framework for Enhancing Education and Workplace Success
emotional control
Social and Emotional Skills: Well-being, connectedness and success
self-regulation
40 Developmental Assets for Children Grades K-3 (ages 5-9)
positive view of personal future
40 Developmental Assets for Middle Childhood (ages 8 to 12)
skills for managing feelings
Skills for Health
stress management
VaLi
balancing the body
SEE Learning Framework

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