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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)
®
Demonstrate things they can say or do to
Identify familiar feelings from contextual
Name and apply asking an adult for help
Participate in whole-class, small-group,
Practice cognitive and behavioral skills
Demonstrate apologizing, taking turns,
Manage strong emotions to feel calm
Name and apply slow breathing as an
as an emotion-management strategy
and sharing as solutions to problems
Work with small groups and partners
Recognize that attention helps them
Signal agreement with others’ ideas
Understand that mistakes are part
Recognize that skills improve with
Recognize the kind acts of others
Practice skills with drawing and
emotion-management strategy
Recognize their own kind acts
Kindergarten
Interpret audiovisual media
Attention, working memory,
show kindness to others
and partner discussions
before solving problems
Respond to questions
Work independently
Communicate ideas
and behavioral cues
Georgia ELA and Social
learn and stay safe
practice and effort
State the problem
inhibitory control
Interpret stories
Listen to others
Studies Standards
role-playing
of learning
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
explanatory texts.
provide a reaction.
®
2025 Committee for Children |
Kindergarten
Studies Standards
Standards
Georgia ELA and Social
Second Step® Elementary Digital Program
SecondStep.org
ELAGSEKW3 Use drawing, dictating, and writing to narrate events and
ELAGSEKW2 Use drawing, dictating, and writing to compose informative/
| Second Step® Programs
Attention, working memory,
✔
✔
inhibitory control
(Executive-
Brain Builders
Function Skills)
Recognize that attention helps them
learn and stay safe
Recognize that skills improve with
practice and effort
& Goal-Setting
Understand that mistakes are part
Unit 1: Growth Mindset
of learning
Identify familiar feelings from contextual
and behavioral cues
Name and apply slow breathing as an
emotion-management strategy
Management
Unit 2: Emotion
Name and apply asking an adult for help
as an emotion-management strategy
Key Skills and Concepts
Recognize the kind acts of others
Recognize their own kind acts
Kindness
Demonstrate things they can say or do to
Unit 3: Empathy &
show kindness to others
Manage strong emotions to feel calm
before solving problems
State the problem
Solving
Unit 4: Problem-
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
Interpret audiovisual media
Using Stories
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)
®
slow counting and asking an adult for help
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
Manage strong emotions to feel calm
Identify how someone else might feel
Infer a likely emotion that would arise
Work with small groups and partners
Identify feelings from contextual and
Signal agreement with others’ ideas
when shown or not shown kindness
State the problem without blame or
Recognize that skills improve with
Apply ways to be kind in response
than others in certain situations
Practice skills with drawing and
Use growth mindset language
Grade 1
Interpret audiovisual media
Attention, working memory,
from a particular situation
and partner discussions
before solving problems
Respond to questions
Manage distractions
Work independently
Communicate ideas
Georgia ELA and Social
practice and effort
and make amends
inhibitory control
Interpret stories
Listen to others
Focus attention
behavioral cues
Studies Standards
name-calling
to scenarios
role-playing
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)
®
Practice skills with writing, drawing, and
Participate in whole-class, small-group,
Practice cognitive and behavioral skills
Apply empathy and perform kind acts
better than others in a given situation
Manage strong emotions to feel calm
Work with small groups and partners
Recognize how empathy helps them
Recognize that some solutions work
Persevere through challenges while
Signal agreement with others’ ideas
differently about the same situation
State the problem without blame or
Apply using helpful thoughts as an
practice, effort, and asking for help
recognizing that mistakes are part
Recognize that skills improve with
Generate their own solutions to a
Replace unhelpful thoughts with
emotion-management strategy
contextual and behavioral cues
Recognize that people can feel
identify when and how to show
Identify complex feelings from
Use growth mindset language
Apply ways to make amends
Grade 2
Interpret audiovisual media
Attention, working memory,
and partner discussions
before solving problems
Respond to questions
Work independently
Communicate ideas
Georgia ELA and Social
inhibitory control
helpful thoughts
Interpret stories
others kindness
Define empathy
Listen to others
Studies Standards
given problem
name-calling
role-playing
of learning
for others
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
Grade 2
requested detail or clarification.
Standard
®
2025 Committee for Children |
Studies Standards
ELAGSE2W2 Write informative/explanatory texts.
Georgia ELA and Social
ELAGSE2SL6 Produce complete sentences when
appropriate to task and situation in order to provide
Second Step® Elementary Digital Program
SecondStep.org
Attention, working memory,
✔
inhibitory control
(Executive-
Brain Builders
Function Skills)
| Second Step® Programs
Use growth mindset language
Replace unhelpful thoughts with
helpful thoughts
Persevere through challenges while
recognizing that mistakes are part
& Goal-Setting
of learning
Unit 1: Growth Mindset
Recognize that skills improve with
practice, effort, and asking for help
Identify complex feelings from
contextual and behavioral cues
Recognize that people can feel
differently about the same situation
Management
Unit 2: Emotion
Apply using helpful thoughts as an
emotion-management strategy
Key Skills and Concepts
Define empathy
Recognize how empathy helps them
identify when and how to show
others kindness
Kindness
Apply empathy and perform kind acts
Unit 3: Empathy &
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
Interpret audiovisual media
Using Stories
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
Practice skills with writing, drawing, and
Identify how kindness helps them make
Participate in whole-class, small-group,
Identify and label similar emotions with
Practice cognitive and behavioral skills
to be shown kindness in different ways
Demonstrate kind acts that recognize
that people like to receive kindness in
Manage strong emotions to feel calm
Attention, working memory, inhibitory
Restate the wants and needs of each
Make an effective plan for how to get
Work with small groups and partners
practice, effort, help from others, and
friends and strengthen relationships
Signal agreement with others’ ideas
State the problem without blame or
Recognize that skills improve with
emotion-management strategy
Recognize taking a break as an
Describe the role and purpose
Understand that the brain can
person in a problem situation
Grade 3
Interpret audiovisual media
control, cognitive flexibility
and partner discussions
before solving problems
different intensity levels
Respond to questions
Pick the best solution
Work independently
Communicate ideas
Georgia ELA and Social
trying a new way
grow and change
Interpret stories
Listen to others
Studies Standards
better at a skill
different ways
name-calling
role-playing
of emotions
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
a problem based on others’ points of view
Apply concepts to personal experiences
Recognize that strong emotions make it
Practice skills with writing, drawing, and
Participate in whole-class, small-group,
Identify a shared class goal and make a
Demonstrate speaking up for one’s self
Practice cognitive and behavioral skills
Apply perspective-taking strategies to
Monitor progress and modify a plan to
perspective-taking can help them get
Recognize that managing emotions is
Pick a solution that is safe, respectful,
Manage strong emotions to feel calm
State the problem without blame and
Attention, working memory, inhibitory
Work with small groups and partners
Signal agreement with others’ ideas
point of view can change one’s own
necessary to make good decisions
Identify what a goal is and what an
Recognize that another person’s
points of view into consideration
emotion-management strategy
Generate solutions that take all
Recognize that empathy and
and could work for everyone
Grade 4
Interpret audiovisual media
help empathize with others
control, cognitive flexibility
and partner discussions
before solving problems
when solving a problem
Apply reappraisal as an
effective plan includes
plan to reach that goal
Respond to questions
from all points of view
Summarize key ideas
Work independently
Communicate ideas
hard to think clearly
thoughts or actions
Georgia ELA and Social
along with others
Interpret stories
Listen to others
Studies Standards
reach a goal
role-playing
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
drama, or poem.
or digital sources.
secondary sources.
explain their claims.
alternative solutions.
collaborative discussions.
Grade 5
use for a specific purpose.
SSIPS10 Analyze artifacts.
imagined experiences or events.
Standard
they are supported by key details.
SSIPS6 Identify and use primary and
SSIPS9 Construct charts and tables.
®
2025 Committee for Children |
ELAGSE5SL4 Report on a topic or text.
SSIPS2 Organize items chronologically.
Studies Standards
ELAGSE5RL1 Quote accurately from a text.
SSIPS3 Identify issues and/or problems and
ELAGSE5RL2 Determine a theme of a story,
SSIPS1 Compare similarities and differences.
ELAGSE5SL1 Engage effectively in a range of
SSIPS7 Interpret timelines, charts, and tables.
SSIPS4 Distinguish between fact and opinion.
and cause and effect in a social studies context.
ELAGSE5W3 Write narratives to develop real or
Georgia ELA and Social
Second Step® Elementary Digital Program
SSIPS5 Identify main idea, detail, sequence of events,
SSIPS8 Identify social studies reference resources to
ELAGSE5RI7 Draw on information from multiple print
ELAGSE5RI2 Determine main ideas of a text and how
SecondStep.org
ELAGSE5SL3 Summarize points a speaker makes and
Attention, working memory, inhibitory
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
control, cognitive flexibility
(Executive-
Brain Builders
Function Skills)
| Second Step® Programs
Identify a personal goal and make a
plan to reach the goal
Monitor progress and identify roadblocks
Modify a plan to move or work around
roadblocks
& Goal-Setting
Unit 1: Growth Mindset
Reflect to inform future goals
Recognize the unique things that cause
them to experience strong emotions
Identify emotion-management strategies
they currently use that work well for them
Management
Unit 2: Emotion
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:
Use empathy and perspective-taking to
Kindness
Empathy &
identify a problem and a potential solution
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
✔
Scenarios
Interpret audiovisual media
Stories and
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
alternative solutions.
Digital Program
collaborative discussions.
Grade 6
Standard
®
2025 Committee for Children |
Second Step® Middle School
Studies Standards
SSIPS3 Identify issues and/or problems and
ELAGSE6SL1 Engage effectively in a range of
Georgia ELA and Social
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
Apply guiding principles to the
✔
decision-making process
Understand the implications of guiding
Unit 2: Developing a
Positive Sense of Self
principles on self and others
Assess when and why one feels a
strong emotion
Understand how emotions influence
decision-making in positive and
negative ways
Unit 3: Thoughts,
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
Apply the four-step conflict
resolution process
& Social Conflict
Identify ways to make amends after a
✔
Unit 4: Managing Relationships
social conflict
✔
Recognize common types of bullying
Understand the negative
✔
impacts of bullying
Determine the best upstander strategy
✔
for a situation
Bullying & Harassment
Apply responsible decision-making
Optional Unit: Recognizing
✔
to be an upstander
alternative solutions.
Digital Program
collaborative discussions.
Grade 7
Standard
®
2025 Committee for Children |
Second Step® Middle School
Studies Standards
SSIPS3 Identify issues and/or problems and
ELAGSE7SL1 Engage effectively in a range of
Georgia ELA and Social
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
Evaluate how and why one’s own
Sense of Self
self-concept changes over time
Make plans to work toward one’s own
Unit 2: Developing a Positive
future self-concept
Identify the underlying emotions that
influence unhelpful thoughts
Recognize unhelpful thoughts
Apply emotion-management strategies
across contexts
Unit 3:Thoughts,
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
Apply the four-step conflict
resolution process
& Social Conflict
Take responsibility and make amends
Unit 4: Managing Relationships
Recognize types of harassment and
✔
understand how they differ from bullying
Understand the impact of harassment on
✔
individuals and the school community
Understand students’ rights to be
protected from harassment
Bullying & Harassment
Understand students’ responsibilities
Optional Unit: Recognizing
✔
to create a harassment-free school
environment
alternative solutions.
Digital Program
collaborative discussions.
Grade 8
Standard
®
2025 Committee for Children |
Second Step® Middle School
Studies Standards
SSIPS3 Identify issues and/or problems and
ELAGSE8SL1 Engage effectively in a range of
Georgia ELA and Social
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
Practice strategies to build confidence
Sense of Self
Make an actionable plan to
Unit 2: Developing a Positive
build confidence
✔
Recognize the signs of stress and anxiety
Recognize that some stress
can be positive
Key Skills and Concepts
Unit 3: Thoughts,
Apply stress-management
✔
Emotions & Decisions
strategies to cope
Recognize the signs of healthy and
✔
unhealthy relationships
Treat others with respect despite
✔
differing values and opinions
Conflict
Unit 4: Managing
Apply conflict-management strategies
✔
✔
Relationships & Social
when values and perspectives differ
✔
Recognize bullying and harassment
Recognize that social and environmental
✔
✔
factors contribute to bullying and
harassment
Recognize how social and environmental
✔
✔
factors contribute to bullying and
harassment in their school
Bullying & Harassment
Prepare to take action to disrupt
Optional Unit: Recognizing
✔
factors that contribute to bullying and
harassment at school