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ALIGNMENT CHART
Georgia ELA and Social
Studies Standards
■ Second Step® Elementary Digital Program
■ Second Step® Middle School Digital Program
■ Second Step® High School Digital Program
About Second Step® Programs comes directly from research that found programs for older
The research-based Second Step Elementary and students centered around strategies aimed at changing
Second Step Middle School digital programs are universal, school climate and adolescents’ perceptions of themselves
web-based classroom programs designed to develop and their world are generally more effective than direct skill
human skills, which can help increase students’ school instruction.3
success and decrease problem behaviors.1, 2 The programs How the Programs Meet
help students learn how to cope with challenges, create Georgia Standards
positive relationships, and succeed both socially and
The following tables indicate which specific Second Step
academically. Skills are reviewed and expanded each year,
grade-band lessons and related materials can help students
gradually becoming more complex as students get older.
develop the knowledge, skills, and attitudes needed to
Lessons provide tools for students to develop the mindsets,
meet the Georgia ELA and Social Studies Standards.
knowledge, and skills to handle strong emotions, show
Subject-specific standards have been removed to improve
kindness and empathy, build and strengthen friendships,
readability. Boxes are checked to indicate that the Second
make and follow through on good decisions, and solve
Step digital programs meet a given state standard
problems with their peers.
within the identified grade or grade band (for instance,
The Second Step High School digital program uses effective Grades K–2) when:
strategies from research with adolescents to increase
students’ academic, social, and emotional competencies. 1. Students have clear opportunities to actively process
The program utilizes a whole-school approach to developing the knowledge or practice the skills described in the
standard through discussion, writing, drawing, or other
learning conditions that provide students with a positive
related activities
school climate, adaptive experiences and mindsets, and skills
and knowledge for navigating adolescence. This approach 2. There are opportunities for teachers to gather evidence
of student learning in relation to the standards
1. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A
meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
2. Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning
interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864
3. Yeager, D. S. (2017). Social and emotional learning programs for adolescents. The Future of Children, 27(1), 73–94. https://doi.org/10.1353/foc.2017.0004
2025 Committee for Children | SecondStep.org | Second Step® Programs
Key Skills and Concepts Instructional Strategies
Brain Builders
Unit 1: Growth Mindset Unit 2: Emotion Unit 3: Empathy & Unit 4: Problem- Using Stories
(Executive- Discussion Skill Practice
& Goal-Setting Management Kindness Solving and Scenarios
Function Skills)
®
Identify familiar feelings from contextual Name and apply asking an adult for help Demonstrate things they can say or do to
Participate in whole-class, small-group,
Practice cognitive and behavioral skills
Name and apply slow breathing as an Manage strong emotions to feel calm Demonstrate apologizing, taking turns,
Work with small groups and partners
Recognize that attention helps them
Signal agreement with others’ ideas
Recognize that skills improve with Understand that mistakes are part
Recognize the kind acts of others
Practice skills with drawing and
Recognize their own kind acts
Kindergarten
Interpret audiovisual media
Attention, working memory,
learn and stay safe and behavioral cues emotion-management strategy as an emotion-management strategy show kindness to others before solving problems and sharing as solutions to problems Respond to questions and partner discussions Communicate ideas Work independently
Georgia ELA and Social
practice and effort of learning State the problem Listen to others Interpret stories role-playing
Studies Standards
inhibitory control
Second Step® Elementary Digital Program
Standards
SSIPS1 Compare similarities and differences. ✔
SSIPS2 Organize items chronologically. ✔
SSIPS3 Identify issues and/or problems and alternative solutions. ✔ ✔ ✔ ✔
SSIPS4 Distinguish between fact and opinion. ✔
SSIPS5 Identify main idea, detail, sequence of events, and cause and effect in
a social studies context.
✔ ✔
SSIPS6 Identify and use primary and secondary sources. ✔ ✔
SSKCG1 Demonstrate an understanding of good citizenship. ✔ ✔
SSKCG2 Describe examples of positive character traits exhibited by
good citizens.
✔ ✔ ✔ ✔ ✔
ELAGSEKRL1 With prompting and support, ask and answer questions about
key details in a text.
✔ ✔
ELAGSEKRL2 Retell familiar stories, including key details. ✔ ✔
ELAGSEKRL3 Identify characters, settings, and major events in a story. ✔ ✔
ELAGSEKRL6 Name the author and illustrator of a story and define
their roles.
✔ ✔
ELAGSEKRI1 Ask and answer questions about key details in a text. ✔
ELAGSEKRI2 Identify the main topic and retell key details of a text. ✔ ✔
ELAGSEKRI3 Describe the connection between two individuals, events, ideas,
or pieces of information in a text.
✔ ✔
ELAGSEKSL1 Participate in collaborative conversations with diverse partners
about kindergarten topics and texts.
✔ ✔ ✔ ✔ ✔ ✔
ELAGSEKSL2 Confirm understanding of written texts read aloud or
information presented orally or through media.
✔ ✔ ✔ ✔ ✔
ELAGSEKSL3 Ask and answer questions in order to seek help, get
information, or clarify something that is not understood.
✔ ✔ ✔ ✔ ✔
ELAGSEKSL6 Speak audibly and express thoughts, feelings, and ideas clearly. ✔ ✔ ✔ ✔ ✔
ELAGSEKW1 Use drawing, dictating, and writing to compose opinion pieces. ✔ ✔ ✔
2025 Committee for Children | SecondStep.org | Second Step® Programs
Georgia ELA and Social
®
2025 Committee for Children |
ELAGSEKW3 Use drawing, dictating, and writing to narrate events and
Kindergarten
ELAGSEKW2 Use drawing, dictating, and writing to compose informative/
Standards
Second Step® Elementary Digital Program Studies Standards
SecondStep.org
provide a reaction.
explanatory texts.
| Second Step® Programs
Brain Builders
Attention, working memory,
✔ ✔ inhibitory control (Executive-
Function Skills)
Recognize that attention helps them
learn and stay safe
Unit 1: Growth Mindset
Recognize that skills improve with
practice and effort
Understand that mistakes are part
& Goal-Setting
of learning
Identify familiar feelings from contextual
and behavioral cues
Name and apply slow breathing as an Unit 2: Emotion
emotion-management strategy
Management
Name and apply asking an adult for help
as an emotion-management strategy Key Skills and Concepts
Recognize the kind acts of others
Unit 3: Empathy &
Recognize their own kind acts
Demonstrate things they can say or do to Kindness
show kindness to others
Manage strong emotions to feel calm
before solving problems
Unit 4: Problem-
State the problem
Solving
Demonstrate apologizing, taking turns,
and sharing as solutions to problems
Respond to questions
Listen to others
Participate in whole-class, small-group,
and partner discussions
Discussion
✔ ✔ Communicate ideas
Signal agreement with others’ ideas
Interpret stories
Using Stories
Interpret audiovisual media and Scenarios
Instructional Strategies
Practice cognitive and behavioral skills
Practice skills with drawing and
✔ ✔ role-playing
Work independently Skill Practice
Work with small groups and partners
Key Skills and Concepts Instructional Strategies
Brain Builders
Unit 1: Growth Mindset Unit 2: Emotion Unit 3: Empathy & Unit 4: Problem- Using Stories
(Executive- Discussion Skill Practice
& Goal-Setting Management Kindness Solving and Scenarios
Function Skills)
®
Apply emotion-management strategies of Recognize that some kind acts are better Demonstrate how to recognize accidents Participate in whole-class, small-group,
Practice cognitive and behavioral skills
Infer a likely emotion that would arise Identify how someone else might feel Manage strong emotions to feel calm
Work with small groups and partners
Identify feelings from contextual and
Signal agreement with others’ ideas
Recognize that skills improve with Apply ways to be kind in response State the problem without blame or
Practice skills with drawing and
Use growth mindset language
Grade 1
Interpret audiovisual media
Attention, working memory,
Manage distractions behavioral cues from a particular situation slow counting and asking an adult for help when shown or not shown kindness than others in certain situations before solving problems and make amends Respond to questions and partner discussions Communicate ideas Work independently
name-calling
Georgia ELA and Social
Focus attention practice and effort to scenarios Listen to others Interpret stories role-playing
Studies Standards
inhibitory control
Second Step® Elementary Digital Program
Standard
SSMGS1 Use a compass rose to identify
cardinal directions.
✔
SSMGS2 Use intermediate directions. ✔
SSMGS7 Use a map to explain the impact of
geography on historical and current events.
✔
SSIPS1 Compare similarities and differences. ✔
SSIPS2 Organize items chronologically. ✔
SSIPS3 Identify issues and/or problems and
alternative solutions.
✔ ✔ ✔
SSIPS4 Distinguish between fact and opinion. ✔
SSIPS5 Identify main idea, detail, sequence of events,
and cause and effect in a social studies context.
✔
SSIPS6 Identify and use primary and
secondary sources.
✔
SSIPS7 Interpret timelines, charts, and tables. ✔
ELAGSE1SL1 Participate in collaborative conversations. ✔ ✔ ✔ ✔ ✔ ✔ ✔
ELAGSE1SL1.a Follow agreed-upon rules
for discussions.
✔ ✔ ✔ ✔ ✔ ✔
ELAGSE1SL1.b Build on others’ talk in conversations. ✔ ✔ ✔ ✔ ✔ ✔ ✔
ELAGSE1RL4 Identify words and phrases
that suggest feelings.
✔ ✔ ✔
ELAGSE1SL3 Ask and answer questions for
clarification.
✔ ✔ ✔
ELAGSE1SL6 Produce complete sentences when
appropriate to task and situation.
✔
ELAGSE1RL2 Retell stories and demonstrate
understanding.
✔ ✔ ✔
ELAGSE1RI7 Use illustrations and details to
describe key ideas.
✔ ✔
ELAGSE1SL5 Add drawings to clarify ideas. ✔
2025 Committee for Children | SecondStep.org | Second Step® Programs
Key Skills and Concepts Instructional Strategies
Brain Builders
Unit 1: Growth Mindset Unit 2: Emotion Unit 3: Empathy & Using Stories
(Executive- Unit 4: Problem-Solving Discussion Skill Practice
& Goal-Setting Management Kindness and Scenarios
Function Skills)
®
Participate in whole-class, small-group, Practice skills with writing, drawing, and
Practice cognitive and behavioral skills
Apply empathy and perform kind acts Manage strong emotions to feel calm Recognize that some solutions work
Work with small groups and partners
Recognize how empathy helps them
Signal agreement with others’ ideas
Persevere through challenges while
Recognize that skills improve with Recognize that people can feel Apply using helpful thoughts as an State the problem without blame or
Replace unhelpful thoughts with Generate their own solutions to a
Identify complex feelings from
Use growth mindset language Apply ways to make amends
Grade 2
Interpret audiovisual media
Attention, working memory,
recognizing that mistakes are part identify when and how to show
differently about the same situation for others before solving problems name-calling better than others in a given situation Respond to questions and partner discussions Communicate ideas role-playing Work independently
Georgia ELA and Social
helpful thoughts practice, effort, and asking for help contextual and behavioral cues emotion-management strategy Define empathy given problem Listen to others Interpret stories
Studies Standards
inhibitory control of learning others kindness
Second Step® Elementary Digital Program
Standard
SSIPS1 Compare similarities and differences. ✔
SSIPS2 Organize items chronologically. ✔
SSIPS3 Identify issues and/or problems and
alternative solutions.
✔ ✔ ✔
SSIPS4 Distinguish between fact and opinion. ✔
SSIPS5 Identify main idea, detail, sequence of events,
and cause and effect in a social studies context.
✔
SSIPS6 Identify and use primary and
secondary sources.
✔
SSIPS7 Interpret timelines, charts, and tables. ✔
SSIPS8 Identify social studies reference resources to
use for a specific purpose.
✔
SSIPS9 Construct charts and tables. ✔
SSIPS10 Analyze artifacts. ✔
ELAGSE2RL1 Ask and answer questions about key
details in a text.
✔ ✔ ✔
ELAGSE2RL2 Recount stories and determine
their message.
✔ ✔
ELAGSE2RL3 Describe how characters respond
to challenges.
✔
ELAGSE2RI1 Ask and answer questions about key
details in a text.
✔ ✔
ELAGSE2RI2 Identify the main topic and focus
of paragraphs.
✔
ELAGSE2RI7 Explain how images contribute to a text. ✔ ✔
ELAGSE2SL1 Participate in collaborative conversations. ✔ ✔ ✔ ✔ ✔ ✔ ✔
ELAGSE2SL2 Recount or describe key details from
texts and media.
✔
ELAGSE2SL3 Ask and answer questions for
clarification.
✔ ✔ ✔
2025 Committee for Children | SecondStep.org | Second Step® Programs
ELAGSE2SL6 Produce complete sentences when
Grade 2
Georgia ELA and Social
Standard
appropriate to task and situation in order to provide
®
2025 Committee for Children | ELAGSE2W2 Write informative/explanatory texts.
requested detail or clarification. Second Step® Elementary Digital Program Studies Standards
SecondStep.org
Brain Builders
Attention, working memory,
✔ inhibitory control (Executive-
| Second Step® Programs Function Skills)
Use growth mindset language
Replace unhelpful thoughts with
helpful thoughts Unit 1: Growth Mindset
Persevere through challenges while
recognizing that mistakes are part
of learning
& Goal-Setting
Recognize that skills improve with
practice, effort, and asking for help
Identify complex feelings from
contextual and behavioral cues
Recognize that people can feel Unit 2: Emotion
differently about the same situation
Management
Apply using helpful thoughts as an
emotion-management strategy
Key Skills and Concepts
Define empathy
Recognize how empathy helps them Unit 3: Empathy &
identify when and how to show
others kindness
Apply empathy and perform kind acts Kindness
for others
Manage strong emotions to feel calm
before solving problems
State the problem without blame or
name-calling
Generate their own solutions to a
given problem
Recognize that some solutions work
better than others in a given situation
Unit 4: Problem-Solving
Apply ways to make amends
Respond to questions
Listen to others
Participate in whole-class, small-group,
and partner discussions
Discussion
✔ ✔ Communicate ideas
Signal agreement with others’ ideas
Interpret stories
Using Stories
Interpret audiovisual media and Scenarios
Instructional Strategies
Practice cognitive and behavioral skills
Practice skills with writing, drawing, and
role-playing
Work independently Skill Practice
Work with small groups and partners
Key Skills and Concepts Instructional Strategies
Brain Builders Using
Unit 1: Growth Mindset Unit 2: Emotion Unit 3: Empathy &
(Executive- Unit 4: Problem-Solving Discussion Stories and Skill Practice
& Goal-Setting Management Kindness
Function Skills) Scenarios
®
Recognize that different people may prefer
Generate their own solutions to a problem
Identify and label similar emotions with Identify how kindness helps them make Participate in whole-class, small-group, Practice skills with writing, drawing, and
Practice cognitive and behavioral skills
Demonstrate kind acts that recognize
Attention, working memory, inhibitory Make an effective plan for how to get Manage strong emotions to feel calm Restate the wants and needs of each
Work with small groups and partners
Recognize that skills improve with
Signal agreement with others’ ideas
State the problem without blame or
Understand that the brain can Describe the role and purpose Recognize taking a break as an
Grade 3
Interpret audiovisual media
practice, effort, help from others, and that people like to receive kindness in
control, cognitive flexibility better at a skill different intensity levels friends and strengthen relationships to be shown kindness in different ways before solving problems person in a problem situation Pick the best solution Respond to questions and partner discussions role-playing
name-calling Communicate ideas Work independently
Georgia ELA and Social
grow and change of emotions emotion-management strategy Listen to others Interpret stories
Studies Standards
trying a new way different ways
Second Step® Elementary Digital Program
Standard
SSIPS1 Compare similarities and differences. ✔
SSIPS2 Organize items chronologically. ✔
SSIPS3 Identify issues and/or problems and
alternative solutions.
✔ ✔ ✔ ✔ ✔
SSIPS4 Distinguish between fact and opinion. ✔
SSIPS5 Identify main idea, detail, sequence of events,
and cause and effect in a social studies context.
✔
SSIPS6 Identify and use primary and
secondary sources.
✔ ✔ ✔
SSIPS7 Interpret timelines, charts, and tables. ✔
SSIPS8 Identify social studies reference resources to
use for a specific purpose.
✔
SSIPS9 Construct charts and tables. ✔
SSIPS10 Analyze artifacts. ✔
ELAGSE3RL1 Ask and answer questions to
demonstrate understanding.
✔ ✔ ✔
ELAGSE3RL2 Recount stories and determine
their message.
✔ ✔
ELAGSE3RI7 Use information from
illustrations and text.
✔ ✔
ELAGSE3SL1 Engage effectively in a range of
collaborative discussions.
✔ ✔ ✔ ✔ ✔ ✔ ✔
ELAGSE3SL3 Ask and answer questions about
information from a speaker.
✔ ✔ ✔
ELAGSE3SL4 Report on a topic or text. ✔ ✔
ELAGSE3W3 Write narratives to develop real or
imagined experiences or events.
✔ ✔ ✔
2025 Committee for Children | SecondStep.org | Second Step® Programs
Key Skills and Concepts Instructional Strategies
Brain Builders Using
Unit 1: Growth Mindset Unit 2: Emotion Unit 3: Empathy &
(Executive- Unit 4: Problem-Solving Discussion Stories and Skill Practice
& Goal-Setting Management Kindness
Function Skills) Scenarios
®
Evaluate possible outcomes of solutions to
Apply concepts to personal experiences
Identify a shared class goal and make a Recognize that strong emotions make it Demonstrate speaking up for one’s self Participate in whole-class, small-group, Practice skills with writing, drawing, and
Practice cognitive and behavioral skills
Monitor progress and modify a plan to Apply perspective-taking strategies to
Recognize that empathy and
Attention, working memory, inhibitory Recognize that managing emotions is Manage strong emotions to feel calm State the problem without blame and Pick a solution that is safe, respectful,
Signal agreement with others’ ideas Work with small groups and partners
Recognize that another person’s
Identify what a goal is and what an
Apply reappraisal as an Generate solutions that take all
Grade 4
Interpret audiovisual media
perspective-taking can help them get point of view can change one’s own
control, cognitive flexibility plan to reach that goal reach a goal hard to think clearly necessary to make good decisions help empathize with others before solving problems when solving a problem from all points of view a problem based on others’ points of view and could work for everyone Respond to questions and partner discussions Summarize key ideas role-playing
Communicate ideas Work independently
Georgia ELA and Social
effective plan includes emotion-management strategy points of view into consideration Listen to others Interpret stories
Studies Standards
along with others thoughts or actions
Second Step® Elementary Digital Program
Standard
SSIPS1 Compare similarities and differences. ✔
SSIPS2 Organize items chronologically. ✔
SSIPS3 Identify issues and/or problems and
alternative solutions.
✔ ✔ ✔ ✔ ✔ ✔
SSIPS4 Distinguish between fact and opinion. ✔
SSIPS5 Identify main idea, detail, sequence of events,
and cause and effect in a social studies context.
✔
SSIPS6 Identify and use primary and
secondary sources.
✔
SSIPS7 Interpret timelines, charts, and tables. ✔
SSIPS8 Identify social studies reference resources to
use for a specific purpose.
✔
SSIPS9 Construct charts and tables. ✔
SSIPS10 Analyze artifacts. ✔
ELAGSE4RL1 Refer to details and examples in a text. ✔
ELAGSE4RL2 Determine a theme of a story,
drama, or poem.
✔ ✔
ELAGSE4RI2 Determine the main idea of a text and
how it is supported by key details.
✔ ✔
ELAGSE4RI7 Interpret information from
illustrations and text.
✔ ✔
ELAGSE4SL1 Engage effectively in a range of
collaborative discussions.
✔ ✔ ✔ ✔ ✔ ✔ ✔
ELAGSE4SL3 Identify the reasons and evidence a
speaker provides to support particular points.
✔ ✔ ✔
ELAGSE4SL4 Report on a topic or text. ✔ ✔
ELAGSE4W3 Write narratives to develop real or
imagined experiences or events.
✔ ✔
2025 Committee for Children | SecondStep.org | Second Step® Programs
SSIPS6 Identify and use primary and
ELAGSE5SL1 Engage effectively in a range of ELAGSE5RL2 Determine a theme of a story, SSIPS3 Identify issues and/or problems and
Grade 5
ELAGSE5W3 Write narratives to develop real or SSIPS10 Analyze artifacts.
ELAGSE5RI7 Draw on information from multiple print ELAGSE5RI2 Determine main ideas of a text and how SSIPS8 Identify social studies reference resources to SSIPS5 Identify main idea, detail, sequence of events,
Georgia ELA and Social
ELAGSE5SL3 Summarize points a speaker makes and
secondary sources. Standard
SSIPS9 Construct charts and tables.
®
2025 Committee for Children |
ELAGSE5SL4 Report on a topic or text. SSIPS2 Organize items chronologically.
ELAGSE5RL1 Quote accurately from a text.
drama, or poem. alternative solutions.
SSIPS1 Compare similarities and differences.
collaborative discussions.
SSIPS7 Interpret timelines, charts, and tables. SSIPS4 Distinguish between fact and opinion.
imagined experiences or events.
or digital sources. they are supported by key details. use for a specific purpose. and cause and effect in a social studies context.
Second Step® Elementary Digital Program Studies Standards
SecondStep.org
explain their claims.
Brain Builders
✔
✔ ✔ Attention, working memory, inhibitory
✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ control, cognitive flexibility (Executive-
| Second Step® Programs Function Skills)
Identify a personal goal and make a
plan to reach the goal
Monitor progress and identify roadblocks
Unit 1: Growth Mindset
Modify a plan to move or work around
roadblocks
& Goal-Setting
Reflect to inform future goals
Recognize the unique things that cause
them to experience strong emotions
Identify emotion-management strategies Unit 2: Emotion
they currently use that work well for them
Management
Anticipate and plan for situations that
cause strong emotions
Key Skills and Concepts
Identify and analyze how individuals use
empathy to make their community better Unit 3:
Empathy &
Use empathy and perspective-taking to
identify a problem and a potential solution Kindness
within their community
Manage strong emotions to feel calm
before solving problems
State the problem without blame and from
✔ the perspectives of all people involved
Generate solutions to take all people’s
✔ perspectives into consideration
Evaluate possible outcomes of solutions to
✔ a problem based on others’ points of view
Pick a solution that is safe, respectful,
Unit 4: Problem-Solving
✔ and could work for everyone
Identify when, where, and with whom
✔ they think it would be best to work on
the problem
✔ Respond to questions
✔ Listen to others
Participate in whole-class, small-group,
✔ and partner discussions
✔ ✔ Communicate ideas Discussion
✔ ✔ Signal agreement with others’ ideas
✔ ✔ ✔ ✔ Summarize key ideas
Interpret stories Using
Stories and
✔ Interpret audiovisual media Scenarios Instructional Strategies
Practice cognitive and behavioral skills
Practice skills with writing, drawing, and
✔ role-playing
Work independently
Skill Practice
✔ Work with small groups and partners
Summarize one’s personal experiences
Second Step® Middle School
ELAGSE6SL1 Engage effectively in a range of SSIPS3 Identify issues and/or problems and
Grade 6
Georgia ELA and Social
Standard
®
2025 Committee for Children |
collaborative discussions.
alternative solutions. Digital Program
Studies Standards
SecondStep.org
Recognize that social challenges are
common and get better in time
Understand that the brain can
grow and change
| Second Step® Programs
Set and create plans to achieve
personal goals
Unit 1: Mindsets & Goals
Monitor progress toward goals
Understand guiding principles and
identify personal guiding principles
Unit 2: Developing a
Apply guiding principles to the
✔ decision-making process
Understand the implications of guiding Positive Sense of Self
principles on self and others
Assess when and why one feels a
strong emotion
Understand how emotions influence Unit 3: Thoughts,
decision-making in positive and
negative ways
Apply emotion-management strategies
Emotions & Decisions
across different contexts
Key Skills and Concepts
Recognize the difference between minor
and major social conflicts
Describe the different perspectives
✔ of the people involved in a conflict Unit 4: Managing Relationships
Apply the four-step conflict
resolution process
Identify ways to make amends after a
✔ social conflict
& Social Conflict
✔ Recognize common types of bullying
Understand the negative
✔ impacts of bullying Optional Unit: Recognizing
Determine the best upstander strategy
✔ for a situation
Apply responsible decision-making
Bullying & Harassment
✔ to be an upstander
Second Step® Middle School
ELAGSE7SL1 Engage effectively in a range of SSIPS3 Identify issues and/or problems and
Grade 7
Georgia ELA and Social
Standard
®
2025 Committee for Children |
collaborative discussions. alternative solutions. Digital Program
Studies Standards
SecondStep.org
Recognize that social challenges are
common and get better in time
Understand that trying new things can
help the brain grow and change
| Second Step® Programs
Interpret mistakes as learning
opportunities
Unit 1: Mindsets & Goals
Identify roadblocks to goals and use
✔ If–Then Plans to respond to them
Understand multiple aspects of
self-concept
Understand factors influencing
self-concept Unit 2: Developing a Positive
Evaluate how and why one’s own
self-concept changes over time
Make plans to work toward one’s own Sense of Self
future self-concept
Identify the underlying emotions that
influence unhelpful thoughts
Recognize unhelpful thoughts
Unit 3:Thoughts,
Apply emotion-management strategies
across contexts
Emotions & Decisions Key Skills and Concepts
✔ Reframe unhelpful thoughts
Identify the actions that contribute to an
✔ escalating conflict
Describe the different perspectives of
✔ the people involved in a conflict Unit 4: Managing Relationships
Apply the four-step conflict
resolution process
Take responsibility and make amends & Social Conflict
Recognize types of harassment and
✔ understand how they differ from bullying
Understand the impact of harassment on
✔ individuals and the school community Optional Unit: Recognizing
Understand students’ rights to be
protected from harassment
Understand students’ responsibilities Bullying & Harassment
✔ to create a harassment-free school
environment
Second Step® Middle School
ELAGSE8SL1 Engage effectively in a range of SSIPS3 Identify issues and/or problems and
Grade 8
Georgia ELA and Social
Standard
®
2025 Committee for Children |
collaborative discussions.
alternative solutions. Digital Program
Studies Standards
SSIPS11 Draw conclusions and make generalizations.
SecondStep.org
Follow norms when discussing
✔ sensitive topics
Identify important aspects of their
identity, including interests
| Second Step® Programs
Apply personal strengths to develop
an interest
Unit 1: Mindsets & Goals
Anticipate roadblocks to success and
✔ plan strategies to overcome them
Describe agency and and how it
appears in life
Understand different sources
of confidence Unit 2: Developing a Positive
Practice strategies to build confidence
Make an actionable plan to Sense of Self
build confidence
✔ Recognize the signs of stress and anxiety
Unit 3: Thoughts,
Recognize that some stress
can be positive
Key Skills and Concepts
Apply stress-management
✔ strategies to cope
Emotions & Decisions
Recognize the signs of healthy and
✔ unhealthy relationships
Unit 4: Managing
Treat others with respect despite
✔ differing values and opinions Relationships & Social
Apply conflict-management strategies
✔ ✔ when values and perspectives differ Conflict
✔ Recognize bullying and harassment
Recognize that social and environmental
✔ ✔ factors contribute to bullying and
Optional Unit: Recognizing
harassment
Recognize how social and environmental
✔ ✔ factors contribute to bullying and
harassment in their school
Prepare to take action to disrupt Bullying & Harassment
✔ factors that contribute to bullying and
harassment at school