Social health and social-emotional learning objectives clearly define what students will know and be able to do as a result of each lesson. These objectives focus on developing functional health knowledge, building understanding related to the dimensions of health, and applying essential health skills to real-life situations. Every objective is designed to align with the SHAPE America National Health Education Standards and the CASEL Framework for Social & Emotional Learning, ensuring that instruction is comprehensive, skills-based, and leads to increased health literacy and promotes lifelong well-being

The Goal: Build foundational social awareness by exploring what it means to be a good friend, how to communicate with kindness, and the importance of belonging to a community.

✅ Learn what it means to be a good friend and how to show care, empathy, and respect in friendships.

→ Related SHAPE America Standard: #1 Build and Apply Functional Knowledge and #4 Interpersonal Communication

✅ Identify the communities they are part of (family, class, school, teams) and reflect on how these connections make them feel.

→ Related SHAPE America Standard: #1 Build and Apply Functional Knowledge

✅ Practice basic communication skills such as active listening, sharing feelings, saying sorry, and resolving small conflicts.

→ Related SHAPE America Standard: #4 Interpersonal Communication and #7 Practice Health-Enhancing Behaviors

Functional knowledge refers to the essential health concepts elementary students need to understand in order to build awareness of how social health and social & emotional learning shows up in their lives. This knowledge helps students make enriching choices and lays the foundation for managing this aspect of their well-being with intention and confidence.

To build strong social health, students need to develop a foundational understanding of friendship, empathy, belonging, and basic communication tools they can use every day.

💡 What It Means To Be A Good Friend
Students learn that good friends are kind, trustworthy, and respectful. They explore the importance of empathy and what it looks like to care about how others feel.

💡 What A Community Is And What It Means To Belong
Students identify different communities they’re part of (family, class, neighborhood) and reflect on how belonging makes them feel safe, included, and supported.

💡 What It Means To Actively Listen
Students practice listening with their whole body, making eye contact, staying quiet while others talk, and showing they care about what’s being said.

💡 How To Say Sorry And Repair Relationships
Students learn how to take responsibility for their actions, offer sincere apologies, and begin repairing hurt feelings or misunderstandings.

💡 How To Resolve Simple Conflicts
Students explore healthy ways to handle disagreements, including using “I” statements, taking turns talking, and finding fair solutions together.

Activities are health education learning engagements that help students explore, interact with, and build deeper understanding of social emotional learning and social health. Each learning activity is designed to support a skills-based health approach and provide meaningful opportunities for students to explore the functional knowledge and practice the health skills.

These engaging and hands-on activities help students explore friendship, belonging, and basic communication skills by practicing them in real-life, relatable ways.

🔎 Good Friend vs. Not-So-Good Friend Sorting
Students review simple scenarios or behavior cards and sort them into two categories: “Good Friend” and “Not-So-Good Friend.” Follow up with a discussion on what makes someone a trustworthy, kind, and respectful friend.
→ Connects to: What it means to be a good friend, what is empathy and respect

🔎 My Community Flipbook
Students create a flipbook with pages for each community they belong to (e.g., family, classroom, sports team, neighborhood). On each page, they draw or write about what that community is and why it matters to them.
→ Connects to: What a community is and what it means to belong

🔎 Active Listening Charades
In partners or small groups, one student shares a short story or thought while the other practices active listening. Then they switch roles. The class reflects on how it feels to be really listened to.
→ Connects to: What it means to actively listen

🔎 How to Say Sorry: Sequencing Activity
Students work with cut-out cards showing steps for a meaningful apology (e.g., notice the hurt → take responsibility → say sorry → offer to make it right). They put the cards in order and act it out using simple scripts.
→ Connects to: How to say sorry

🔎 Tools to Work It Out - Conflict Scenarios
Using short, relatable conflict scenarios (e.g., someone skips you in line), students practice using conflict resolution tools like “I” statements, calm breathing, taking turns, or asking a teacher for help.
→ Connects to: How to resolve simple conflicts

These social-emotional learning project-based learning assessments are designed to measure both what elementary students understand and how well they can apply their functional health knowledge and health skills in meaningful, real-world ways. Each health assessment idea aligns with the SHAPE America National Health Education Standards and the CASEL Framework for Social & Emotional Learning offers students a practical, hands-on learning experience. By actively using health skills to navigate realistic scenarios, students demonstrate their ability to think critically, make informed decisions, and take ownership of their well-being.

These creative and reflective assessments allow students to demonstrate their understanding of friendship, community, communication, and conflict resolution in ways that are personal, age-appropriate, and skills-based.

📚“How to Be a Good Friend” Recipe Card

Students create a recipe card that lists the “ingredients” for being a good friend (e.g., kindness, honesty, listening) and simple “instructions” for how to show up for others.

→ Assesses understanding of empathy, respect, and friendship qualities (SHAPE America Standards #1 and #4)

📚Community Gallery Walk: Model & Reflection

Students build a small model or visual (drawing, diorama, or cut-and-paste poster) representing one community they belong to. During a gallery walk, they share how that community makes them feel, think, and act.

→ Assesses understanding of community and belonging (SHAPE America Standard #1 and #4)

📚Active Listening Self-Report Card

After a peer conversation or class presentation, students complete a quick self-assessment on how well they practiced active listening skills (e.g., eye contact, not interrupting, remembering what was shared).

→ Assesses ability to apply communication skills (SHAPE America Standard #4)

📚Apology Response Scenario

Students read or listen to a short scenario involving hurt feelings or a misunderstanding. Then, they write or act out an apology that includes taking responsibility, expressing empathy, and offering to make it right.

→ Assesses understanding of apologies and repairing harm (SHAPE America Standards #4 and #7)

📚Conflict Resolution Flowchart or Spinning Wheel

Students create a visual flowchart or spinning decision wheel showing the steps they can take to resolve a conflic, like walking away, using “I” statements, taking turns, or asking for help.

→ Assesses understanding of how to resolve simple conflicts (SHAPE America Standards #4 and #7)

Social health and social-emotional learning objectives clearly define what middle school students will know and be able to do as a result of each lesson. These objectives focus on developing functional health knowledge, building understanding related to the dimensions of health, and applying essential health skills to real-life situations. Every objective is designed to align with the SHAPE America National Health Education Standards and the CASEL Framework for Social & Emotional Learning, ensuring that instruction is comprehensive, skills-based, and leads to increased health literacy and promotes lifelong well-being

The Goal: Deepen awareness of social dynamics, explore how communication and boundaries impact relationships, and build confidence navigating social challenges.

✅ Identify the difference between healthy and unhealthy friendships and how relationships impact overall well-beings.

→ Related SHAPE America Standard: #1 Build and Apply Functional Knowledge and #4 Interpersonal Communication

✅ Learn and apply communication strategies to set boundaries, express needs, and handle peer pressure.

→ Related SHAPE America Standard: #4 Interpersonal Communication and #5 Decision Making

✅ Recognize bullying behaviors (in person and online) and learn how to report, respond, and support peers.

→ Related SHAPE America Standard: #1 Functional Knowledge and #8 Advocacy

Functional knowledge refers to the essential health concepts middle school students need to understand in order to build awareness of how social health and social & emotional learning shows up in their lives. This knowledge helps students make enriching choices and lays the foundation for managing this aspect of their well-being with intention and confidence.

To support healthy social development, middle school students need to deepen their understanding of relationship dynamics, boundary-setting, and how to navigate challenging social situations with confidence and care.

💡 The Difference Between Healthy And Unhealthy Friendships; How Relationships Impact Well-Being

Students learn to identify key traits of healthy (e.g., supportive, respectful, safe) and unhealthy (e.g., controlling, one-sided, harmful) relationships. They explore how these relationships influence emotional, mental, and even physical health.

💡 What A Boundary Is And How To Express It

Students learn that a boundary is a personal limit, physical, emotional, material, or social. They practice identifying their boundaries and communicating them clearly and respectfully.

💡 What Bullying Is And How To Respond When It Happens

Students learn how to define bullying, including verbal, physical, relational, and cyberbullying, and understand the difference between conflict and bullying. They explore strategies for standing up for themselves and others, reporting bullying, and accessing support.

Activities are learning engagements that help students explore, interact with, and build deeper understanding of the topic. Each activity is designed to support skills-based learning and provide meaningful opportunities for students to practice and apply what they’re learning.

🔎 Relationship Rating Scale: Green, Yellow, Orange, Red.
Students are given short relationship scenarios (friendships, peer dynamics, early dating examples). Using a color-coded scale, they rate each scenario. Students discuss their reasoning in small groups or reflect in writing.

Green – Healthy and supportive

Yellow – Could be improved, watch for patterns

Orange – Concerning behavior present

Red – Unsafe, controlling, or harmful

→ Connects to: Healthy vs. unhealthy relationships and their impact on well-being

🔎 Boundary Defining with Red Light, Yellow Light, Green Light
To introduce the idea of boundaries, students respond to neutral topics like food, music, or social activities. For each category, they write:

Red Light – Hard no (I won’t eat, do, or try this)

Yellow Light – Sometimes okay or depends on the situation

Green Light – Absolutely comfortable or enjoy this

After practicing with safe topics, the class reflects on how boundaries work in relationships
→ Connects to: What a boundary is and how to express it

🔎 Bullying vs. Conflict Sorting Challenge
Students read scenarios and sort them into “Bullying” or “Conflict” based on key criteria (power imbalance, repetition, intent to harm). Discuss how the responses should differ for each.
→ Connects to: What bullying is and how to respond

These social-emotional learning project-based learning assessments are designed to measure both what middle school students understand and how well they can apply their functional health knowledge and health skills in meaningful, real-world ways. Each health assessment idea aligns with the SHAPE America National Health Education Standards and the CASEL Framework for Social & Emotional Learning offers students a practical, hands-on learning experience. By actively using health skills to navigate realistic scenarios, students demonstrate their ability to think critically, make informed decisions, and take ownership of their well-being.

📚Relationship Report Card + Action Plan

Students evaluate several fictional peer or dating relationships using a “report card” format. They assess qualities like respect, communication, trust, boundaries, and support. For each scenario, they write a short plan for how they would navigate the relationship, whether it’s strengthening it, setting boundaries, or ending it.

→ Assesses understanding of healthy vs. unhealthy relationships and practical decision-making (SHAPE America Standards #1, #4, and #5)

📚Boundary Bubble Visual + Expression Practice

Students create a “Boundary Bubble” diagram with labeled sections showing different types of boundaries (physical, emotional, material, digital, time-related). Inside the bubble: things they’re comfortable with; outside the bubble: things that cross a line. Then they practice or write sample scripts for how they would express one of their boundaries.

→ Assesses ability to identify and express personal boundaries (SHAPE America Standards #1, #4, and #8)

📚Bullying Peer Advocacy Plan

Students choose a bullying scenario and create an authentic advocacy response. This could be a short skit, a social media-style post, a speech, or a classroom PSA. The focus: how to support a peer, safely intervene, or report the behavior.

→ Assesses understanding of bullying and ability to advocate for self and others (SHAPE America Standards #1 and #8)

Social health and social-emotional learning objectives clearly define what high school students will know and be able to do as a result of each lesson. These objectives focus on developing functional health knowledge, building understanding related to the dimensions of health, and applying essential health skills to real-life situations. Every objective is designed to align with the SHAPE America National Health Education Standards and the CASEL Framework for Social & Emotional Learning, ensuring that instruction is comprehensive, skills-based, and leads to increased health literacy and promotes lifelong well-being

The Goal: Navigate complex social situations with empathy, confidence, and advocacy by practicing real-life relationship skills.

✅ Analyze healthy versus unhealthy relationship dynamics, including dating, friendships, and peer interactions.

→ Related SHAPE America Standards: #1 Functional Knowledge and #4 Interpersonal Communication.

✅ Strengthen communication and collaboration skills to handle conflict and collaboration, work with individuals and in groups, and build mutual respect.

→ Related SHAPE America Standards: #4 Interpersonal Communication and #7 Practice Health-Enhancing Behaviors

✅ Explore bullying, discrimination, and exclusion, and learn how to advocate for equity, safety, and belonging.

→ Related SHAPE America Standard: #4 Interpersonal Communication and #8 Advocacy

Functional knowledge refers to the essential health concepts high school students need to understand in order to build awareness of how social health and social & emotional learning shows up in their lives. This knowledge helps students make enriching choices and lays the foundation for managing this aspect of their well-being with intention and confidence.

To support their social health, high school students need a deeper understanding of relationship dynamics, collaboration, and harmful social patterns like bullying and discrimination. This knowledge helps them build respectful relationships, work effectively with others, and advocate for a safe and inclusive community.

💡 What healthy dating relationships look like and what influences how we perceive them
Students learn the characteristics of healthy dating relationships, such as mutual respect, trust, clear communication, and boundaries, and explore how media, peer pressure, and cultural norms can shape their expectations and behaviors.
→ Connects with SHAPE America Standards #1 Functional Knowledge, #2 Analyzing Influences, #4 Interpersonal Communication, and #7 Practice Health-Enhancing Behaviors

💡 What collaboration means and when/why we need to collaborate
Students explore the core skills of effective collaboration (listening, contributing ideas, navigating disagreement) and reflect on when and why collaboration is essential, in school, relationships, work, and community life.
→ Connects with SHAPE America Standards #4 Interpersonal Communication and #7 Practice Health-Enhancing Behaviors

💡 What bullying, discrimination, and exclusion are, and how to recognize them
Students learn the difference between conflict, bullying, and discrimination. They explore how these behaviors impact well-being and reflect on how to respond as upstanders, advocates, and inclusive community members.
→ Connects with SHAPE America Standards #1 Functional Knowledge, #2 Analyzing Influences, #4 Interpersonal Communication and #7 Practice Health-Enhancing Behaviors, and #8 Advocacy

Activities are health education learning engagements that help students explore, interact with, and build deeper understanding of social emotional learning and social health. Each learning activity is designed to support a skills-based health approach and provide meaningful opportunities for students to explore the functional knowledge and practice the health skills.

🔎 Dating Dynamics Rating Scale: Green, Yellow, Orange, Red
Students are given real-life dating and situationship scenarios and use a color-coded scale to rate each one:

Green – Respectful, supportive, and healthy

Yellow – Needs attention, could become problematic

Orange – Concerning patterns or warning signs present

Red – Clearly unhealthy, unsafe, or controlling

Students discuss their ratings in small groups, reflect on how to recognize red flags, and brainstorm how someone might respond or seek help.
→ Connects to: Healthy vs. unhealthy dating relationships and their impact on well-being (SHAPE America Standards #1 and #4)

🔎 TALK & COLLAB Skills Station Rotations
Students rotate through interactive communication and collaboration stations, practicing:

TALK (communication skill cue): Think before speaking, Actively listen, Listen to learn, Keep it kind and respectful

COLLAB (collaboration skill cue): Clear roles, Open-mindedness, Listen actively, Leadership sharing, Accountability, Balanced participation

At each station, students work through mini-scenarios, role-plays, or challenges where they must apply these skills.
→ Connects to: General communication and teamwork in real-world settings (SHAPE America Standards #4 and #7)

🔎 Social Climate Scavenger Hunt
In small groups or individually, students complete a scavenger hunt around school, media, or online spaces to identify examples of bullying, discrimination, and exclusion. They collect evidence (quotes, actions, observations) and debrief with a class discussion on how these behaviors show up, who is impacted, and how to respond.
→ Connects to: Recognizing and responding to harmful social dynamics (SHAPE America Standards #4 and #8)

These social-emotional learning project-based learning assessments are designed to measure both what high school students understand and how well they can apply their functional health knowledge and health skills in meaningful, real-world ways. Each health assessment idea aligns with the SHAPE America National Health Education Standards and the CASEL Framework for Social & Emotional Learning offers students a practical, hands-on learning experience. By actively using health skills to navigate realistic scenarios, students demonstrate their ability to think critically, make informed decisions, and take ownership of their well-being.

📚Unhealthy Relationship PSA + Collaboration ReflectionIn small groups, students create a public service announcement (video, audio, poster series, or social media campaign) that raises awareness about unhealthy dating dynamics and how to recognize red flags.

The PSA must include signs of unhealthy behavior, suggestions for support or help-seeking, and an empowering message.

After the PSA is completed, each student completes a Collaboration Reflection analyzing their own role, communication efforts, and how the team applied the COLLAB skills.

→ Assesses understanding of healthy vs. unhealthy dating relationships and ability to collaborate effectively (SHAPE Standards #1, #2, #4, and #8)

📚Bullying, Discrimination, and Exclusion Advocacy Project + Collaboration JournalStudents work in small groups to create an advocacy project to have a school or community policy/procedure changed that identifies and addresses bullying, discrimination, or exclusion in their school or community.

The project should include real examples, a clear plan for change, and a call to action.

Each student keeps a Collaboration Journal documenting how they contributed, how the team handled challenges, and what collaboration skills they practiced.

→ Assesses understanding of harmful social dynamics and ability to advocate and collaborate (SHAPE Standards #1, #2, #4, #7, and #8)