How the 31 Wholebeing lessons map to national curricula and to wellbeing and social-emotional frameworks used worldwide. Choose a framework; printing carries the one you have chosen.
A guide, not a claim of full statutory coverage. Always check against your own scheme of work. Global-system mappings are indicative and open to expert review.
International (IB schools) · ATL skill categories, with the MYP cluster and, where it helps, the sub-skill
| Skill | Lesson | Strand |
|---|---|---|
| Breathing | A pause you carry with you | Self-management: affective skills (mindfulness awareness, emotional management) |
| Kindness | A small thing that helps | Social: collaboration skills (practising empathy) |
| Nature sensitivity | Belonging to the living world | Self-management: affective skills (mindfulness awareness) |
| Digital agency | Choosing how you use your phone | Self-management: affective skills (mindfulness awareness); Research: media literacy skills (informed choices about viewing) |
| Digital discernment | Choosing what deserves your attention | Research: media literacy skills |
| Digital boundaries | Deciding when technology gets your attention | Self-management: affective skills (mindfulness awareness); Self-management: organisation skills (using technology effectively) |
| Self-regulation | Finding a steadier next step | Self-management: affective skills (emotional management) |
| Sense-making | Finding shape in a complicated situation | Thinking: critical thinking skills (analysing complex concepts, using models to explore complex systems) |
| Purpose | For the sake of what? | Self-management: reflection skills; Self-management: organisation skills (planning towards personal goals) |
| Intention-setting | How do you want to meet what comes next? | Self-management: affective skills (mindfulness); Self-management: organisation skills (setting challenging and realistic goals) |
| Reciprocity | Keeping the flow going both ways | Social: collaboration skills (making fair and equitable decisions) |
| Compassion | Kindness that responds | Social: collaboration skills (practising empathy) |
| Ordinariness | Letting an ordinary day count | Self-management: affective skills (emotional management, self-motivation) |
| Acceptance | Letting people be who they are | Social: collaboration skills (practising empathy) |
| Reflection | Looking back with care | Self-management: reflection skills |
| Inquiry | Looking beneath the first answer | Thinking: critical thinking skills (recognising assumptions and bias, considering multiple perspectives) |
| Pausing | Making a little room | Self-management: affective skills (mindfulness awareness, emotional management) |
| Collaboration | Making room for every voice | Social: collaboration skills (encouraging others to contribute) |
| Joy | Making room for what brings you alive | Self-management: affective skills (self-motivation) |
| Stress management | Meeting pressure with more support | Self-management: affective skills (emotional management) |
| Gratitude | Noticing what is already here | Self-management: affective skills (self-motivation) |
| Non-performing | Rest without having to earn it | Self-management: affective skills (emotional management, self-motivation) |
| Presence | Returning to where you are | Self-management: affective skills (mindfulness awareness) |
| Affirmation | Say the good part out loud | Social: collaboration skills (helping others to succeed); Communication: communication skills (giving and receiving meaningful feedback) |
| Distress tolerance | Staying with an ordinary hard moment | Self-management: affective skills (resilience) |
| Community-building | The connections in this room | Social: collaboration skills (practising empathy) |
| Curiosity | The pleasure of not knowing yet | Thinking: creative thinking skills (asking what if questions); Thinking: critical thinking skills (forming questions) |
| Reframing | What else is also true? | Self-management: affective skills (self-motivation, resilience) |
| Listening | What it means to be heard | Social: collaboration skills (listening actively to other perspectives); Communication: communication skills |
| Bioinspiration | What would a forest do? | Thinking: creative thinking skills (unusual connections, metaphors and analogies) |
| Commitment | What you keep coming back to | Self-management: affective skills (perseverance) |
Global (OECD) · Core foundations, skills, transformative competencies, student agency and the Anticipation-Action-Reflection cycle
| Skill | Lesson | Strand |
|---|---|---|
| Breathing | A pause you carry with you | Core foundations: health foundations (mental well-being); Core foundations: social and emotional foundations (emotional regulation) |
| Kindness | A small thing that helps | Skills: social and emotional skills (empathy); Transformative competencies: taking responsibility |
| Nature sensitivity | Belonging to the living world | — |
| Digital agency | Choosing how you use your phone | Student agency; Core foundations: health foundations |
| Digital discernment | Choosing what deserves your attention | Core foundations: cognitive foundations (digital literacy and data literacy); Skills: cognitive and meta-cognitive skills (critical thinking) |
| Digital boundaries | Deciding when technology gets your attention | Transformative competencies: taking responsibility; Core foundations: health foundations; Student agency |
| Self-regulation | Finding a steadier next step | Skills: cognitive and meta-cognitive skills (self-regulation) |
| Sense-making | Finding shape in a complicated situation | Skills: cognitive and meta-cognitive skills (critical thinking) |
| Purpose | For the sake of what? | Attitudes and values; Student agency & co-agency |
| Intention-setting | How do you want to meet what comes next? | Student agency and co-agency; Transformative competencies: taking responsibility; Anticipation-Action-Reflection cycle (anticipation) |
| Reciprocity | Keeping the flow going both ways | Skills: social and emotional skills (collaboration); Transformative competencies: taking responsibility |
| Compassion | Kindness that responds | Skills: social and emotional skills (empathy) |
| Ordinariness | Letting an ordinary day count | Core foundations: health foundations (mental well-being) |
| Acceptance | Letting people be who they are | Skills: social and emotional skills (empathy) |
| Reflection | Looking back with care | Anticipation-Action-Reflection cycle (reflection); Student agency |
| Inquiry | Looking beneath the first answer | Skills: cognitive and meta-cognitive skills (critical thinking, learning-to-learn); Student agency |
| Pausing | Making a little room | Core foundations: health foundations (mental well-being); Core foundations: social and emotional foundations (emotional regulation) |
| Collaboration | Making room for every voice | Skills: social and emotional skills (collaboration); Student agency: co-agency |
| Joy | Making room for what brings you alive | Core foundations: health foundations (mental well-being) |
| Stress management | Meeting pressure with more support | Core foundations: health foundations (mental well-being); Core foundations: social and emotional foundations (emotional regulation) |
| Gratitude | Noticing what is already here | Core foundations: health foundations (mental well-being) |
| Non-performing | Rest without having to earn it | Core foundations — health foundations (mental well-being); Attitudes and values |
| Presence | Returning to where you are | Core foundations: health foundations (mental well-being); Core foundations: social and emotional foundations (emotional regulation) |
| Affirmation | Say the good part out loud | Skills: social and emotional skills (empathy, collaboration) |
| Distress tolerance | Staying with an ordinary hard moment | Core foundations: social and emotional foundations (emotional regulation) |
| Community-building | The connections in this room | Skills: social and emotional skills (empathy, collaboration); Student agency: co-agency |
| Curiosity | The pleasure of not knowing yet | Core foundations: social and emotional foundations (open-mindedness); Skills: cognitive and meta-cognitive skills (learning-to-learn) |
| Reframing | What else is also true? | Skills: cognitive and meta-cognitive skills (creative thinking) |
| Listening | What it means to be heard | Skills: social and emotional skills (empathy, collaboration) |
| Bioinspiration | What would a forest do? | Transformative competencies: creating new value; Skills: cognitive and meta-cognitive skills (creative thinking) |
| Commitment | What you keep coming back to | Student agency; Transformative competencies: taking responsibility |
Global (UNESCO) · Empathy, Mindfulness, Compassion, Critical Inquiry
| Skill | Lesson | Strand |
|---|---|---|
| Breathing | A pause you carry with you | Mindfulness (breath awareness and physiological regulation) |
| Kindness | A small thing that helps | Compassion (small, everyday prosocial acts); Empathy |
| Nature sensitivity | Belonging to the living world | Mindfulness (attention regulation) |
| Digital agency | Choosing how you use your phone | Mindfulness (attention regulation); Critical Inquiry (examining how apps shape attention) |
| Digital discernment | Choosing what deserves your attention | Critical Inquiry (sorting trustworthy from unreliable content) |
| Digital boundaries | Deciding when technology gets your attention | Mindfulness (attention regulation) |
| Self-regulation | Finding a steadier next step | Mindfulness (steadying attention and body across different forms of rest) |
| Sense-making | Finding shape in a complicated situation | Critical Inquiry (mapping viewpoints instead of one explanation) |
| Purpose | For the sake of what? | Critical Inquiry (tracing actions back to deeper reasons) |
| Intention-setting | How do you want to meet what comes next? | Mindfulness (attention regulation) |
| Reciprocity | Keeping the flow going both ways | Empathy; Critical Inquiry (examining one-way patterns) |
| Compassion | Kindness that responds | Compassion (prosocial action); Empathy |
| Ordinariness | Letting an ordinary day count | Mindfulness (noticing small, ordinary moments) |
| Acceptance | Letting people be who they are | Empathy; Compassion (holding space without judgement) |
| Reflection | Looking back with care | Critical Inquiry (asking questions of ordinary experience); Mindfulness (attention regulation) |
| Inquiry | Looking beneath the first answer | Critical Inquiry (moving from surface ideas to root causes) |
| Pausing | Making a little room | Mindfulness (pausing to regulate attention and body) |
| Collaboration | Making room for every voice | Empathy |
| Joy | Making room for what brings you alive | Mindfulness (savouring positive moments) |
| Stress management | Meeting pressure with more support | Mindfulness (body awareness and attention regulation) |
| Gratitude | Noticing what is already here | Mindfulness (noticing what is good now); Empathy (noticing others' unseen work) |
| Non-performing | Rest without having to earn it | Mindfulness (attention regulation) |
| Presence | Returning to where you are | Mindfulness (noticing attention drift and returning to an anchor) |
| Affirmation | Say the good part out loud | Empathy |
| Distress tolerance | Staying with an ordinary hard moment | Mindfulness (attention and emotion regulation); Critical Inquiry (examining unhelpful reactions) |
| Community-building | The connections in this room | Empathy |
| Curiosity | The pleasure of not knowing yet | Critical Inquiry (open, unhurried questioning); Mindfulness (attention regulation) |
| Reframing | What else is also true? | Critical Inquiry (finding a second, honest frame); Mindfulness (attention regulation) |
| Listening | What it means to be heard | Empathy; Mindfulness (attention regulation) |
| Bioinspiration | What would a forest do? | — |
| Commitment | What you keep coming back to | Mindfulness (sustaining attention on what matters) |
Global (WHO) · The ten core life skills; WHO says their exact content should be set nationally or locally
| Skill | Lesson | Strand |
|---|---|---|
| Breathing | A pause you carry with you | Coping with stress — learning how to relax so that tension does not build; Coping with emotions |
| Kindness | A small thing that helps | Empathy — encouraging caring behaviour towards others; Interpersonal relationship skills — relating in positive ways |
| Nature sensitivity | Belonging to the living world | Critical thinking — separating what is observed from what is imagined; Creative thinking — imagining another perspective |
| Digital agency | Choosing how you use your phone | Critical thinking — assessing how media and design influence behaviour; Decision making — choosing in line with one's values |
| Digital discernment | Choosing what deserves your attention | Critical thinking — analysing information and recognising the influence of the media; Decision making — trust, check or let go |
| Digital boundaries | Deciding when technology gets your attention | Decision making — choosing a realistic limit; Coping with stress — changing one's environment or lifestyle |
| Self-regulation | Finding a steadier next step | Coping with stress — reducing sources of stress or changing the environment; Coping with emotions |
| Sense-making | Finding shape in a complicated situation | Critical thinking — analysing information and experiences; Problem solving — laying out the parts of a complex problem |
| Purpose | For the sake of what? | Self-awareness — recognising what one values; Decision making — whether an action still serves that value |
| Intention-setting | How do you want to meet what comes next? | Self-awareness — recognising what matters to oneself; Coping with stress — meeting pressure with a chosen way of taking part |
| Reciprocity | Keeping the flow going both ways | Interpersonal relationship skills — keeping relationships fair; Problem solving — redesigning a one-way arrangement |
| Compassion | Kindness that responds | Empathy — imagining another's situation and encouraging care for people in need; Coping with emotions |
| Ordinariness | Letting an ordinary day count | Critical thinking — assessing pressures to stand out, such as media and comparison; Self-awareness — recognising one's own character |
| Acceptance | Letting people be who they are | Empathy — understanding and accepting others as they are; Interpersonal relationship skills — relating in positive ways |
| Reflection | Looking back with care | Self-awareness — understanding one's own experiences; Critical thinking — analysing experiences objectively |
| Inquiry | Looking beneath the first answer | Critical thinking — analysing information and experiences, recognising assumptions; Problem solving — looking for root causes |
| Pausing | Making a little room | Coping with emotions — making room to respond rather than react; Coping with stress — learning how to relax |
| Collaboration | Making room for every voice | Interpersonal relationship skills — helping a group work well together; Effective communication — expressing and inviting views |
| Joy | Making room for what brings you alive | Self-awareness — recognising one's desires and dislikes, including what brings enjoyment |
| Stress management | Meeting pressure with more support | Coping with stress — recognising sources of stress and how they affect us, and acting to control levels of stress |
| Gratitude | Noticing what is already here | Self-awareness — recognising what one values and would miss; Empathy — noticing the unseen work of others |
| Non-performing | Rest without having to earn it | Coping with stress — recognising sources of pressure and making room to rest |
| Presence | Returning to where you are | Self-awareness — noticing where one's attention is; Coping with stress — grounding attention in the present |
| Affirmation | Say the good part out loud | Effective communication — expressing appreciation specifically and sincerely; Interpersonal relationship skills |
| Distress tolerance | Staying with an ordinary hard moment | Coping with emotions — recognising how emotions influence behaviour and responding appropriately; Coping with stress |
| Community-building | The connections in this room | Interpersonal relationship skills — making and keeping friendly relationships; Empathy — accepting others who are different |
| Curiosity | The pleasure of not knowing yet | Creative thinking — looking beyond direct experience; Critical thinking — examining experience with open questions |
| Reframing | What else is also true? | Creative thinking — exploring alternative ways to see a situation; Coping with emotions |
| Listening | What it means to be heard | Effective communication — listening and reflecting back what was said; Interpersonal relationship skills |
| Bioinspiration | What would a forest do? | Creative thinking — looking beyond direct experience to respond adaptively; Critical thinking — testing where a comparison stops |
| Commitment | What you keep coming back to | Self-awareness — knowing what one values; Decision making — weighing options when a plan needs to change |
European Union · The nine competences and their descriptors (codes such as P1.2); a shared EU reference, not a national curriculum
| Skill | Lesson | Strand |
|---|---|---|
| Breathing | A pause you carry with you | P1 Self-regulation — regulating emotions and behaviour, including stress responses (P1.2); P3 Wellbeing — care of mental health |
| Kindness | A small thing that helps | S1 Empathy — understanding what another person is experiencing (S1.2); S3 Collaboration — respect for human dignity (S3.2) |
| Nature sensitivity | Belonging to the living world | P3 Wellbeing — environmental factors in wellbeing (P3.1); a sustainable lifestyle that respects the environment (P3.3) |
| Digital agency | Choosing how you use your phone | P3 Wellbeing — how behaviour and environmental factors influence wellbeing (P3.1); P1 Self-regulation — regulating behaviour (P1.2) |
| Digital discernment | Choosing what deserves your attention | L2 Critical thinking — reliable sources, analysing media messages (L2.1–L2.2); P2 Flexibility — revising views on new evidence (P2.1) |
| Digital boundaries | Deciding when technology gets your attention | P1 Self-regulation — regulating behaviour (P1.2); P3 Wellbeing — a lifestyle that respects physical and mental wellbeing (P3.3) |
| Self-regulation | Finding a steadier next step | P1 Self-regulation — regulating emotions, thoughts and behaviour (P1.2); P3 Wellbeing — reliable support and services (P3.2) |
| Sense-making | Finding shape in a complicated situation | L2 Critical thinking — comparing and synthesising information and ideas (L2.2); S3 Collaboration — a systemic approach (S3.3) |
| Purpose | For the sake of what? | P1 Self-regulation — a sense of purpose that supports learning and action (P1.3); L3 Managing learning — purposes (L3.3) |
| Intention-setting | How do you want to meet what comes next? | P1 Self-regulation — hope, self-efficacy and a sense of purpose (P1.3); P2 Flexibility — conscious choices and goals (P2.3) |
| Reciprocity | Keeping the flow going both ways | S3 Collaboration — fair sharing of tasks, resources and responsibility (S3.3); fair, respectful relationships (S3.2) |
| Compassion | Kindness that responds | S1 Empathy — responsiveness to another's emotions and experiences (S1.3); P3 Wellbeing — seeking and offering social support (P3.3) |
| Ordinariness | Letting an ordinary day count | P3 Wellbeing — life satisfaction; how social factors influence health and wellbeing (P3.1) |
| Acceptance | Letting people be who they are | S1 Empathy — understanding and responding to another's emotions (S1.2–S1.3); S2 Communication — listening to others (S2.3) |
| Reflection | Looking back with care | L1 Growth mindset — reflecting on successful and unsuccessful experiences (L1.3); L3 Managing learning — reflecting (L3.3) |
| Inquiry | Looking beneath the first answer | L2 Critical thinking — awareness of bias, analysing to draw conclusions (L2.1–L2.2); P2 Flexibility — revising opinions (P2.1) |
| Pausing | Making a little room | P1 Self-regulation — awareness and regulation of emotions, thoughts and behaviour (P1.1–P1.2) |
| Collaboration | Making room for every voice | S3 Collaboration — eliciting the expression of different views (S3.3); S2 Communication — managing conversations (S2.2) |
| Joy | Making room for what brings you alive | P3 Wellbeing — pursuit of life satisfaction, care of mental health; P1 Self-regulation — nurturing optimism (P1.3) |
| Stress management | Meeting pressure with more support | P1 Self-regulation — understanding and regulating stress responses (P1.2); P3 Wellbeing — seeking social support (P3.3) |
| Gratitude | Noticing what is already here | P1 Self-regulation — nurturing optimism and hope (P1.3); P3 Wellbeing — pursuit of life satisfaction |
| Non-performing | Rest without having to earn it | P3 Wellbeing — care of physical and mental health, a sustainable lifestyle (P3.3); P1 Self-regulation — stress responses (P1.2) |
| Presence | Returning to where you are | P1 Self-regulation — awareness of one's thoughts and behaviour (P1.1); L3 Managing learning — knowing one's learning processes (L3.1) |
| Affirmation | Say the good part out loud | S2 Communication — clarity and reciprocity in conversation (S2.3); S3 Collaboration — trust and respect for others (S3.2) |
| Distress tolerance | Staying with an ordinary hard moment | P1 Self-regulation — regulating emotions, resilience (P1.2–P1.3); P3 Wellbeing — risks for wellbeing, using services (P3.2) |
| Community-building | The connections in this room | S3 Collaboration — the common good, respecting different backgrounds (S3.1); S1 Empathy — how group belonging shapes attitudes (S1.3) |
| Curiosity | The pleasure of not knowing yet | L1 Growth mindset — learning as lifelong, needing openness and curiosity (L1.2); L2 Critical thinking — creative ideas (L2.3) |
| Reframing | What else is also true? | P2 Flexibility — reviewing opinions and courses of action (P2.1); P1 Self-regulation — hope and resilience (P1.3) |
| Listening | What it means to be heard | S2 Communication — listening and engaging in conversations with reciprocity (S2.3); S1 Empathy — another's perspective (S1.2) |
| Bioinspiration | What would a forest do? | P2 Flexibility — adopting new ideas and approaches as contexts change (P2.2); L2 Critical thinking — creative ideas (L2.3) |
| Commitment | What you keep coming back to | P1 Self-regulation — resilience and a sense of purpose (P1.3); P2 Flexibility — conscious choices as circumstances change (P2.3) |
Middle East & North Africa (UNICEF MENA region) · Names the LSCE core life skills a lesson practises (dimension named only where the framework ties the idea to a dimension, e.g. curiosity).
| Skill | Lesson | Strand |
|---|---|---|
| Breathing | A pause you carry with you | Self-management — regulating stress and emotions with a simple breath practice |
| Kindness | A small thing that helps | Empathy — responding to what another may need; Communication — asking what would help |
| Nature sensitivity | Belonging to the living world | — |
| Digital agency | Choosing how you use your phone | Critical thinking — assessing how platform design and social media shape behaviour; Decision-making — choices aligned with values |
| Digital discernment | Choosing what deserves your attention | Critical thinking — assessing social media messages, evidence and motives; Decision-making — trust, check or let go |
| Digital boundaries | Deciding when technology gets your attention | Self-management — regulating attention and impulses; Decision-making — designing a realistic limit |
| Self-regulation | Finding a steadier next step | Self-management — regulating emotions and behaviour under pressure; Decision-making — choosing support |
| Sense-making | Finding shape in a complicated situation | Critical thinking — separating evidence from assumption, weighing perspectives; Problem-solving |
| Purpose | For the sake of what? | Self-management — motivation rooted in what matters; Decision-making — weighing personal choice and wider conditions |
| Intention-setting | How do you want to meet what comes next? | Self-management — self-motivation: choosing how to take part, not only the outcome |
| Reciprocity | Keeping the flow going both ways | Negotiation — exchanging things of value fairly; Cooperation — sharing responsibility for a common purpose |
| Compassion | Kindness that responds | Empathy — noticing difficulty and acting to support; Decision-making — choosing a safe, respectful response |
| Ordinariness | Letting an ordinary day count | Critical thinking — questioning norms that tie value to standing out or achieving more |
| Acceptance | Letting people be who they are | Empathy — understanding another's feelings before responding; Respect for diversity — recognising each person as unique |
| Reflection | Looking back with care | Self-management — self-monitoring and self-evaluation; Critical thinking — thinking about one's own thinking |
| Inquiry | Looking beneath the first answer | Critical thinking — examining assumptions, norms and power structures; Problem-solving — looking beneath the first explanation |
| Pausing | Making a little room | Self-management — controlling impulses, pausing before responding; Decision-making — choosing the next step |
| Collaboration | Making room for every voice | Cooperation — working respectfully with diverse teams; Participation — making room for every voice |
| Joy | Making room for what brings you alive | — |
| Stress management | Meeting pressure with more support | Self-management — managing stress; Resilience — drawing on coping strategies and support |
| Gratitude | Noticing what is already here | — |
| Non-performing | Rest without having to earn it | Critical thinking — questioning norms that tie worth to productivity; Self-management — managing stress, including rest |
| Presence | Returning to where you are | Self-management — regulating attention; returning to the present |
| Affirmation | Say the good part out loud | Communication — sharing meaning through specific, sincere appreciation |
| Distress tolerance | Staying with an ordinary hard moment | Resilience — struggling and coping constructively with adversity; Self-management — regulating the urge to escape |
| Community-building | The connections in this room | Respect for diversity — valuing individual differences in a group; Participation — shaping group life together |
| Curiosity | The pleasure of not knowing yet | Creativity — generating open questions; Learning to Know (cognitive dimension) — curiosity about the world |
| Reframing | What else is also true? | Resilience — navigating setbacks constructively; Critical thinking — finding another honest frame |
| Listening | What it means to be heard | Communication — listening and reflecting back shared meaning; Empathy |
| Bioinspiration | What would a forest do? | Creativity — generating new ideas from patterns in nature; Critical thinking — testing where an analogy stops working |
| Commitment | What you keep coming back to | Self-management — working toward personal goals; Resilience — returning after distraction or difficulty |
Australia (ACARA) · Self-awareness, self-management, social awareness, social management
| Skill | Lesson | Strand |
|---|---|---|
| Breathing | A pause you carry with you | Self-awareness — emotional awareness; Self-management — emotional regulation |
| Kindness | A small thing that helps | Social awareness: empathy; relational awareness |
| Nature sensitivity | Belonging to the living world | Social awareness: community awareness |
| Digital agency | Choosing how you use your phone | Self-awareness: personal awareness; Self-management: goal setting; Social management: decision-making |
| Digital discernment | Choosing what deserves your attention | Social management: decision-making |
| Digital boundaries | Deciding when technology gets your attention | Self-management: goal setting; Social management: decision-making |
| Self-regulation | Finding a steadier next step | Self-management — emotional regulation; Self-awareness — emotional awareness |
| Sense-making | Finding shape in a complicated situation | Social awareness: empathy |
| Purpose | For the sake of what? | Self-awareness: personal awareness; Self-management: goal setting |
| Intention-setting | How do you want to meet what comes next? | Self-management: goal setting; Self-awareness: personal awareness |
| Reciprocity | Keeping the flow going both ways | Social awareness: relational awareness; Social management: collaboration |
| Compassion | Kindness that responds | Social awareness: empathy; Self-awareness: emotional awareness |
| Ordinariness | Letting an ordinary day count | Self-awareness: personal awareness; emotional awareness |
| Acceptance | Letting people be who they are | Social awareness: empathy; relational awareness |
| Reflection | Looking back with care | Self-awareness — reflective practice |
| Inquiry | Looking beneath the first answer | Social awareness: empathy (respecting perspectives); Social management: decision-making |
| Pausing | Making a little room | Self-management: emotional regulation; Self-awareness: emotional awareness |
| Collaboration | Making room for every voice | Social management — collaboration; communication |
| Joy | Making room for what brings you alive | Self-awareness: emotional awareness |
| Stress management | Meeting pressure with more support | Self-awareness — emotional awareness; Self-management — emotional regulation |
| Gratitude | Noticing what is already here | Self-awareness: emotional awareness; Social awareness: relational awareness |
| Non-performing | Rest without having to earn it | Self-awareness: personal awareness; emotional awareness |
| Presence | Returning to where you are | Self-awareness — emotional awareness; Self-management — emotional regulation |
| Affirmation | Say the good part out loud | Social awareness: relational awareness; Social management: communication |
| Distress tolerance | Staying with an ordinary hard moment | Self-management — emotional regulation; perseverance and adaptability |
| Community-building | The connections in this room | Social awareness: community awareness; relational awareness; Social management: communication |
| Curiosity | The pleasure of not knowing yet | Self-awareness: personal awareness |
| Reframing | What else is also true? | Self-management: emotional regulation; perseverance and adaptability |
| Listening | What it means to be heard | Social awareness — empathy; Social management — communication |
| Bioinspiration | What would a forest do? | Social awareness: community awareness (natural environments); Social management: collaboration |
| Commitment | What you keep coming back to | Self-management: goal setting; perseverance and adaptability |
Brazil · The ten general competences (GC 1–10); the BNCC states each as a sentence, and the short titles are the labels in common use
| Skill | Lesson | Strand |
|---|---|---|
| Breathing | A pause you carry with you | Self-knowledge and self-care (GC 8) — caring for physical and emotional health; recognising emotions and dealing with them |
| Kindness | A small thing that helps | Empathy and cooperation (GC 9) — promoting respect for others; Self-knowledge and self-care (GC 8) — caring for oneself |
| Nature sensitivity | Belonging to the living world | Responsibility and citizenship (GC 10) — sustainable decisions; Argumentation (GC 7) — socio-environmental awareness, care for the planet |
| Digital agency | Choosing how you use your phone | Digital culture (GC 5) — using digital technologies critically, reflectively and ethically; Self-knowledge and self-care (GC 8) |
| Digital discernment | Choosing what deserves your attention | Digital culture (GC 5) — accessing information critically; Argumentation (GC 7) — relying on facts, data and trustworthy information |
| Digital boundaries | Deciding when technology gets your attention | Self-knowledge and self-care (GC 8) — caring for physical and emotional health; Digital culture (GC 5) — reflective use of technology |
| Self-regulation | Finding a steadier next step | Self-knowledge and self-care (GC 8) — caring for physical and emotional health and dealing with emotions |
| Sense-making | Finding shape in a complicated situation | Scientific, critical and creative thinking (GC 2) — critical analysis, formulating problems; Argumentation (GC 7) — reliable information |
| Purpose | For the sake of what? | Work and life project (GC 6) — choices aligned with one's life project, with autonomy and critical awareness |
| Intention-setting | How do you want to meet what comes next? | Self-knowledge and self-care (GC 8) — knowing oneself; Responsibility and citizenship (GC 10) — autonomy and determination |
| Reciprocity | Keeping the flow going both ways | Empathy and cooperation (GC 9) — cooperation, resolving conflicts; Responsibility and citizenship (GC 10) — solidary, sustainable decisions |
| Compassion | Kindness that responds | Empathy and cooperation (GC 9) — exercising empathy; Self-knowledge and self-care (GC 8) — recognising one's own and others' emotions |
| Ordinariness | Letting an ordinary day count | Self-knowledge and self-care (GC 8) — appreciating oneself within human diversity |
| Acceptance | Letting people be who they are | Empathy and cooperation (GC 9) — empathy, dialogue and welcoming others without prejudice; Self-knowledge and self-care (GC 8) |
| Reflection | Looking back with care | Self-knowledge and self-care (GC 8) — knowing oneself with self-criticism; Scientific, critical and creative thinking (GC 2) — reflection |
| Inquiry | Looking beneath the first answer | Scientific, critical and creative thinking (GC 2) — investigating causes, critical analysis; Argumentation (GC 7) — reliable facts |
| Pausing | Making a little room | Self-knowledge and self-care (GC 8) — recognising one's emotions and the capacity to deal with them |
| Collaboration | Making room for every voice | Empathy and cooperation (GC 9) — dialogue and cooperation; Communication (GC 4) — sharing ideas towards mutual understanding |
| Joy | Making room for what brings you alive | Self-knowledge and self-care (GC 8) — caring for emotional health; Cultural repertoire (GC 3) — enjoying arts and culture |
| Stress management | Meeting pressure with more support | Self-knowledge and self-care (GC 8) — caring for physical and emotional health; Responsibility and citizenship (GC 10) — resilience |
| Gratitude | Noticing what is already here | Self-knowledge and self-care (GC 8) — appreciating oneself and caring for emotional health |
| Non-performing | Rest without having to earn it | Self-knowledge and self-care (GC 8) — appreciating oneself and caring for physical and emotional health |
| Presence | Returning to where you are | Self-knowledge and self-care (GC 8) — knowing oneself and caring for emotional health |
| Affirmation | Say the good part out loud | Empathy and cooperation (GC 9) — valuing others' knowledge, identities and potential; Communication (GC 4) — sharing feelings |
| Distress tolerance | Staying with an ordinary hard moment | Self-knowledge and self-care (GC 8) — recognising emotions and the capacity to deal with them; Responsibility and citizenship (GC 10) |
| Community-building | The connections in this room | Empathy and cooperation (GC 9) — welcoming and valuing diversity; Responsibility and citizenship (GC 10) — inclusive, solidary action |
| Curiosity | The pleasure of not knowing yet | Scientific, critical and creative thinking (GC 2) — exercising intellectual curiosity, investigation and imagination |
| Reframing | What else is also true? | Responsibility and citizenship (GC 10) — flexibility and resilience; Self-knowledge and self-care (GC 8) — dealing with emotions |
| Listening | What it means to be heard | Communication (GC 4) — producing meanings that lead to mutual understanding; Empathy and cooperation (GC 9) — dialogue |
| Bioinspiration | What would a forest do? | Scientific, critical and creative thinking (GC 2) — imagination and creativity to create solutions; Responsibility and citizenship (GC 10) |
| Commitment | What you keep coming back to | Responsibility and citizenship (GC 10) — flexibility, resilience and determination; Work and life project (GC 6) |
Canada (British Columbia) · Core Competency sub-competencies and facets, mainly Personal and Social
| Skill | Lesson | Strand |
|---|---|---|
| Breathing | A pause you carry with you | Personal Awareness and Responsibility — self-regulating; well-being (managing stress) |
| Kindness | A small thing that helps | Social Awareness and Responsibility — building relationships; contributing to community (acting for others' benefit) |
| Nature sensitivity | Belonging to the living world | Social Awareness and Responsibility — connections between people and the natural environment; caring for the environment |
| Digital agency | Choosing how you use your phone | Personal Awareness and Responsibility — self-regulating (owning one's choices); Positive Personal and Cultural Identity — personal values and choices |
| Digital discernment | Choosing what deserves your attention | Critical and Reflective Thinking — analyzing and critiquing; Communicating — acquiring and presenting information |
| Digital boundaries | Deciding when technology gets your attention | Personal Awareness and Responsibility — self-regulating; well-being (maintaining a healthy lifestyle) |
| Self-regulation | Finding a steadier next step | Personal Awareness and Responsibility — self-regulating; self-advocating (expressing needs, seeking help) |
| Sense-making | Finding shape in a complicated situation | Critical and Reflective Thinking — analyzing and critiquing; Social Awareness and Responsibility — appreciating different perspectives |
| Purpose | For the sake of what? | Positive Personal and Cultural Identity — personal values and choices; Personal Awareness and Responsibility — ethical decisions |
| Intention-setting | How do you want to meet what comes next? | Positive Personal and Cultural Identity — personal values and choices; Personal Awareness and Responsibility — self-regulating |
| Reciprocity | Keeping the flow going both ways | Social Awareness and Responsibility — contributing to community and caring for the environment; resolving problems |
| Compassion | Kindness that responds | Social Awareness and Responsibility — resolving problems (showing empathy); Personal Awareness and Responsibility — self-advocating |
| Ordinariness | Letting an ordinary day count | Positive Personal and Cultural Identity — personal strengths and abilities (a unique individual); Personal Awareness and Responsibility |
| Acceptance | Letting people be who they are | Social Awareness and Responsibility — building relationships (respecting others' needs); Communicating — connecting and engaging with others |
| Reflection | Looking back with care | Critical and Reflective Thinking — reflecting and assessing; Personal Awareness and Responsibility — self-regulating |
| Inquiry | Looking beneath the first answer | Critical and Reflective Thinking — questioning and investigating; analyzing and critiquing |
| Pausing | Making a little room | Personal Awareness and Responsibility — self-regulating; well-being (strategies for challenging moments) |
| Collaboration | Making room for every voice | Collaborating — supporting group interactions; Social Awareness and Responsibility — creating space for others' voices |
| Joy | Making room for what brings you alive | Personal Awareness and Responsibility — well-being (factors in holistic wellness); Positive Personal and Cultural Identity |
| Stress management | Meeting pressure with more support | Personal Awareness and Responsibility — well-being (managing stress); self-advocating (seeking help) |
| Gratitude | Noticing what is already here | Personal Awareness and Responsibility — well-being; Social Awareness and Responsibility — appreciating connections among people |
| Non-performing | Rest without having to earn it | Personal Awareness and Responsibility — well-being; Positive Personal and Cultural Identity — a healthy sense of oneself |
| Presence | Returning to where you are | Personal Awareness and Responsibility — self-regulating |
| Affirmation | Say the good part out loud | Social Awareness and Responsibility — building relationships; valuing diversity (everyone has something to contribute) |
| Distress tolerance | Staying with an ordinary hard moment | Personal Awareness and Responsibility — self-regulating (persevering in difficult circumstances); well-being |
| Community-building | The connections in this room | Social Awareness and Responsibility — building relationships; valuing diversity (inclusive language and actions) |
| Curiosity | The pleasure of not knowing yet | Critical and Reflective Thinking — questioning and investigating; Creative Thinking — generating and incubating |
| Reframing | What else is also true? | Personal Awareness and Responsibility — self-regulating; Critical and Reflective Thinking — analyzing and critiquing |
| Listening | What it means to be heard | Communicating — connecting and engaging with others; focusing on intent and purpose |
| Bioinspiration | What would a forest do? | Creative Thinking — generating and incubating ideas; Critical and Reflective Thinking — analyzing and critiquing |
| Commitment | What you keep coming back to | Personal Awareness and Responsibility — self-regulating (goals, perseverance); Positive Personal and Cultural Identity — personal values and choices |
Canada (Ontario) · Grades 9–12 Living Skills expectations (1.1–1.5); the matching Grade 7–8 SEL skill codes follow the dot
| Skill | Lesson | Strand |
|---|---|---|
| Breathing | A pause you carry with you | Personal skills — coping skills such as relaxation techniques (1.2); recognizing stress (1.1) · Gr 7–8: A1.2 (e.g. deep breathing) |
| Kindness | A small thing that helps | Interpersonal skills — relationship and social skills, showing respect for others (1.4) · Gr 7–8: A1.4 (kindness and empathy) |
| Nature sensitivity | Belonging to the living world | Interpersonal skills — showing respect for others and the environment (1.4); Critical and creative thinking — making connections (1.5) |
| Digital agency | Choosing how you use your phone | Critical and creative thinking — decisions about Internet and social media use (1.5); Personal skills — self-monitoring (1.1) · Gr 7–8: A1.6 |
| Digital discernment | Choosing what deserves your attention | Critical and creative thinking — analysing and evaluating information (1.5); Interpersonal skills — analysing messages (1.3) · Gr 7–8: A1.6 |
| Digital boundaries | Deciding when technology gets your attention | Personal skills — time-management for greater control over their lives (1.2); Critical and creative thinking — planning (1.5) · Gr 7–8: A1.2 |
| Self-regulation | Finding a steadier next step | Personal skills — adaptive, management and coping skills, incl. seeking help (1.2) · Gr 7–8: A1.1 (self-regulation), A1.2 |
| Sense-making | Finding shape in a complicated situation | Critical and creative thinking — organizing information, making connections, synthesizing (1.5) · Gr 7–8: A1.6 |
| Purpose | For the sake of what? | Personal skills — using personal strengths and values to guide decisions (1.1) · Gr 7–8: A1.5 (sense of mattering and purpose) |
| Intention-setting | How do you want to meet what comes next? | Personal skills — self-awareness and self-monitoring (1.1); Critical and creative thinking — planning, setting goals (1.5) · Gr 7–8: A1.5 |
| Reciprocity | Keeping the flow going both ways | Interpersonal skills — negotiating (1.3); working towards a common goal (1.4) · Gr 7–8: A1.4 (helping others, giving back) |
| Compassion | Kindness that responds | Interpersonal skills — reaching out with compassion to a struggling friend (1.3); Personal skills — seeking help (1.2) · Gr 7–8: A1.4 |
| Ordinariness | Letting an ordinary day count | Personal skills — a realistic understanding of one's own strengths (1.1) · Gr 7–8: A1.5 (sense of mattering) |
| Acceptance | Letting people be who they are | Interpersonal skills — active listening (1.3); relationship and social skills, showing respect for others (1.4) · Gr 7–8: A1.4 |
| Reflection | Looking back with care | Critical and creative thinking — reflecting/evaluating, planning next steps (1.5); Personal skills — self-monitoring (1.1) · Gr 7–8: A1.5 |
| Inquiry | Looking beneath the first answer | Critical and creative thinking — processing: interpreting, analysing and evaluating (1.5) · Gr 7–8: A1.6 |
| Pausing | Making a little room | Personal skills — adaptive, management and coping skills (1.2) · Gr 7–8: A1.2 (pausing and reflecting) |
| Collaboration | Making room for every voice | Interpersonal skills — teamwork, working collaboratively towards a common goal (1.4); communication (1.3) · Gr 7–8: A1.4 |
| Joy | Making room for what brings you alive | Personal skills — self-awareness: knowing one's likes and dislikes (1.1) · Gr 7–8: A1.5 (caring for oneself) |
| Stress management | Meeting pressure with more support | Personal skills — recognizing sources of stress (1.1); coping skills such as relaxation, seeking help (1.2) · Gr 7–8: A1.2 |
| Gratitude | Noticing what is already here | Personal skills — coping skills, adopting an optimistic attitude (1.2) · Gr 7–8: A1.3 (reflecting on and expressing gratitude) |
| Non-performing | Rest without having to earn it | Personal skills — recognizing stress and its causes (1.1); coping skills (1.2) · Gr 7–8: A1.5 (caring for oneself, sense of mattering) |
| Presence | Returning to where you are | Personal skills — self-awareness and self-monitoring (1.1); practising mindfulness · Gr 7–8: A1.1 |
| Affirmation | Say the good part out loud | Interpersonal skills — expressing responses and giving feedback (1.3); relationship and social skills (1.4) · Gr 7–8: A1.3, A1.4 |
| Distress tolerance | Staying with an ordinary hard moment | Personal skills — coping skills: expressing emotions, seeking help in difficult situations (1.2) · Gr 7–8: A1.1, A1.2 |
| Community-building | The connections in this room | Interpersonal skills — appreciating differences in people, showing respect (1.4) · Gr 7–8: A1.4, A1.5 (belonging) |
| Curiosity | The pleasure of not knowing yet | Critical and creative thinking — generating ideas and making connections (1.5) · Gr 7–8: A1.6 |
| Reframing | What else is also true? | Personal skills — adaptive skills: being flexible, trying out solutions (1.2) · Gr 7–8: A1.3 (reframing negative thoughts) |
| Listening | What it means to be heard | Interpersonal skills — active listening: paraphrasing, clarifying, questioning, responding (1.3) · Gr 7–8: A1.4 (listening) |
| Bioinspiration | What would a forest do? | Critical and creative thinking — making connections (1.5); Personal skills — adaptive skills for challenges and change (1.2) · Gr 7–8: A1.6 |
| Commitment | What you keep coming back to | Personal skills — taking responsibility, monitoring progress (1.1); Critical and creative thinking — setting goals (1.5) · Gr 7–8: A1.3 |
Chile · Orientación axes and learning objectives (OA 1–10); the wording of each OA differs between 7°–8° básico and 1°–2° medio
| Skill | Lesson | Strand |
|---|---|---|
| Breathing | A pause you carry with you | Wellbeing and self-care — everyday actions for wellbeing: appropriate rest (OA 4, 7°–8°); managing stress (OA 4, 1°–2° medio) |
| Kindness | A small thing that helps | Interpersonal relationships — relationships based on dignity (OA 5); Wellbeing and self-care — help from significant people (OA 3) |
| Nature sensitivity | Belonging to the living world | — |
| Digital agency | Choosing how you use your phone | Wellbeing and self-care — actions for wellbeing, including safety measures when using social networks (OA 4, 7°–8°) |
| Digital discernment | Choosing what deserves your attention | Wellbeing and self-care — identifying risk situations, such as viral dares, and strategies to face them (OA 3) |
| Digital boundaries | Deciding when technology gets your attention | Wellbeing and self-care — appropriate rest, safer use of social networks (OA 4, 7°–8°); positive use of leisure (OA 4, 1°–2° medio) |
| Self-regulation | Finding a steadier next step | Wellbeing and self-care — healthy routines incl. rest (OA 4, 7°–8°); turning to support networks (OA 3, 1°–2° medio) |
| Sense-making | Finding shape in a complicated situation | — |
| Purpose | For the sake of what? | Personal growth — comparing life-project alternatives (OA 1, 1°–2° medio); Managing learning — interests, motivations (OA 9, 7°–8°) |
| Intention-setting | How do you want to meet what comes next? | Managing learning — goals and lines of action (OA 10, 7°–8°); Personal growth — motivations and capacities (OA 1, 7°–8°) |
| Reciprocity | Keeping the flow going both ways | Interpersonal relationships — agreements that benefit all parties, with reciprocal commitment (OA 6, 1°–2° medio) |
| Compassion | Kindness that responds | Wellbeing and self-care — turning to support networks (OA 3, 1°–2° medio); Interpersonal relationships — constructive relationships (OA 5) |
| Ordinariness | Letting an ordinary day count | Personal growth — positive self-representations (OA 1, 7°–8°) |
| Acceptance | Letting people be who they are | Interpersonal relationships — dialogue and empathic listening (OA 6, 7°–8°); relationships that respect dignity (OA 5) |
| Reflection | Looking back with care | Managing learning — monitoring achievements and redefining actions (OA 10, 7°–8°) |
| Inquiry | Looking beneath the first answer | — |
| Pausing | Making a little room | Wellbeing and self-care — appropriate rest and managing stress in daily life (OA 4) |
| Collaboration | Making room for every voice | Belonging and participation — teamwork that values each member's contribution (OA 7, 7°–8°); dialogue, diverse opinions (OA 8) |
| Joy | Making room for what brings you alive | Wellbeing and self-care — positive use of leisure time (OA 4, 1°–2° medio) |
| Stress management | Meeting pressure with more support | Wellbeing and self-care — managing stress appropriately (OA 4, 1°–2° medio); asking for help (OA 3) |
| Gratitude | Noticing what is already here | Wellbeing and self-care — everyday actions for wellbeing, personally and in the school community (OA 4) |
| Non-performing | Rest without having to earn it | Wellbeing and self-care — appropriate rest (OA 4, 7°–8°); Personal growth — each person as unique, original and valuable |
| Presence | Returning to where you are | Wellbeing and self-care — building actions that favour wellbeing into daily life (OA 4) |
| Affirmation | Say the good part out loud | Interpersonal relationships — constructive relationships (OA 5); Personal growth — building positive self-representations together (OA 1, 7°–8°) |
| Distress tolerance | Staying with an ordinary hard moment | Wellbeing and self-care — strategies for difficult situations and help from significant or specialised people (OA 3, 7°–8°) |
| Community-building | The connections in this room | Belonging and participation — shared interests and needs within one's groups (OA 7); Interpersonal relationships — inclusion (OA 5) |
| Curiosity | The pleasure of not knowing yet | — |
| Reframing | What else is also true? | Wellbeing and self-care — managing stress (OA 4, 1°–2° medio); Managing learning — redefining actions after results (OA 10, 7°–8°) |
| Listening | What it means to be heard | Interpersonal relationships — dialogue and empathic listening (OA 6, 7°–8°) |
| Bioinspiration | What would a forest do? | — |
| Commitment | What you keep coming back to | Managing learning — goals, monitoring, redefining actions (OA 10, 7°–8°); perseverance in one's life project (OA 10, 1°–2° medio) |
United Kingdom · Headings and numbered statements from the guidance in force from 1 September 2026; shown only where a genuine statement fits
| Skill | Lesson | Strand |
|---|---|---|
| Breathing | A pause you carry with you | Mental wellbeing: worrying and feeling down are normal, and managing those feelings (statement 4); coping strategies (statement 7) |
| Kindness | A small thing that helps | Respectful relationships: kindness in positive relationships, treating others with kindness and respect (statements 1, 2) |
| Nature sensitivity | Belonging to the living world | Mental wellbeing: time outdoors (statement 2) |
| Digital agency | Choosing how you use your phone | Wellbeing online: limiting time online and the impact of content (statement 1); how advertising and information are targeted (statement 5) |
| Digital discernment | Choosing what deserves your attention | Wellbeing online: a discerning consumer of information, misinformation and disinformation (statement 5); Online safety and awareness: content created with AI, and deepfakes (statements 3, 7) |
| Digital boundaries | Deciding when technology gets your attention | Wellbeing online: the benefits of limiting time online (statement 1) |
| Self-regulation | Finding a steadier next step | Mental wellbeing: worrying and feeling down are normal, and managing those feelings (statement 4); coping strategies (statement 7) |
| Sense-making | Finding shape in a complicated situation | — |
| Purpose | For the sake of what? | — |
| Intention-setting | How do you want to meet what comes next? | — |
| Reciprocity | Keeping the flow going both ways | Respectful relationships: mutual respect and generosity in positive relationships (statement 1) |
| Compassion | Kindness that responds | Respectful relationships: kindness, respect and communicating respectfully (statements 2, 5) |
| Ordinariness | Letting an ordinary day count | Wellbeing online: unhealthy comparison and curated images of life online (statement 2); Mental wellbeing: which activities contribute to wellbeing (statement 6) |
| Acceptance | Letting people be who they are | Respectful relationships: treating others with kindness and respect, and tolerance (statements 2, 4) |
| Reflection | Looking back with care | — |
| Inquiry | Looking beneath the first answer | — |
| Pausing | Making a little room | Mental wellbeing: worrying and feeling down are normal, and managing those feelings (statement 4); coping strategies (statement 7) |
| Collaboration | Making room for every voice | Respectful relationships: communicating respectfully (statement 5) |
| Joy | Making room for what brings you alive | Mental wellbeing: which activities contribute to wellbeing (statement 6); happiness and connection (statement 3) |
| Stress management | Meeting pressure with more support | Mental wellbeing: worrying and feeling down are normal, and managing those feelings (statement 4); physical activity, sleep and time outdoors (statement 2); coping strategies (statement 7) |
| Gratitude | Noticing what is already here | Mental wellbeing: acts of kindness (statement 2); happiness is linked to being connected to others (statement 3) |
| Non-performing | Rest without having to earn it | Mental wellbeing: sleep (statement 2); which activities contribute to wellbeing (statement 6) |
| Presence | Returning to where you are | Mental wellbeing: worrying and feeling down are normal, and managing those feelings (statement 4); coping strategies (statement 7) |
| Affirmation | Say the good part out loud | Respectful relationships: self-esteem and a positive relationship with oneself (statements 3, 1) |
| Distress tolerance | Staying with an ordinary hard moment | Mental wellbeing: worrying and feeling down are normal, and managing those feelings (statement 4) |
| Community-building | The connections in this room | Respectful relationships: treating others with kindness and respect (statement 2) |
| Curiosity | The pleasure of not knowing yet | — |
| Reframing | What else is also true? | Mental wellbeing: worrying and feeling down are normal, and managing those feelings (statement 4) |
| Listening | What it means to be heard | Respectful relationships: communicating respectfully (statement 5) |
| Bioinspiration | What would a forest do? | — |
| Commitment | What you keep coming back to | — |
United Kingdom · Programme of Study core themes, with the sub-heading and statement codes (KS3 and KS4)
| Skill | Lesson | Strand |
|---|---|---|
| Breathing | A pause you carry with you | Health and Wellbeing: mental health and emotional wellbeing (KS3 H7, H10, KS4 H7) |
| Kindness | A small thing that helps | Relationships: forming and maintaining respectful relationships (KS3 R14) |
| Nature sensitivity | Belonging to the living world | — |
| Digital agency | Choosing how you use your phone | Health and Wellbeing: balance with online activities (KS3 H13, KS4 H12); Living in the wider world: media literacy and digital resilience (KS3 L20, L25) |
| Digital discernment | Choosing what deserves your attention | Living in the wider world: media literacy and digital resilience (KS3 L23, L25, L26, KS4 L27) |
| Digital boundaries | Deciding when technology gets your attention | Health and Wellbeing: balance with online activities, and sleep (KS3 H13, H15, KS4 H12) |
| Self-regulation | Finding a steadier next step | Health and Wellbeing: mental health and emotional wellbeing (KS3 H6, H7, H10, KS4 H7) |
| Sense-making | Finding shape in a complicated situation | Living in the wider world: media literacy and digital resilience, a partial fit (KS3 L23, L26) |
| Purpose | For the sake of what? | Living in the wider world: learning skills, values (KS3 L2) |
| Intention-setting | How do you want to meet what comes next? | Living in the wider world: learning skills (KS3 L2, L3) |
| Reciprocity | Keeping the flow going both ways | Relationships: forming and maintaining respectful relationships, including trust (KS3 R14, R10) |
| Compassion | Kindness that responds | Relationships: forming and maintaining respectful relationships (KS3 R14); Health and Wellbeing: recognising when others need help (KS3 H12, KS4 H10) |
| Ordinariness | Letting an ordinary day count | Health and Wellbeing: what affects wellbeing, and how media shapes how we see ourselves (KS3 H2, H3, KS4 H2) |
| Acceptance | Letting people be who they are | Relationships: forming and maintaining respectful relationships, active listening (KS3 R16); diversity and inclusion (KS3 R3, R41) |
| Reflection | Looking back with care | Health and Wellbeing: assessing strengths and acting on feedback (KS4 H1); Living in the wider world: learning skills (KS3 L2) |
| Inquiry | Looking beneath the first answer | Living in the wider world: media literacy and digital resilience, a partial fit (KS3 L23, L26) |
| Pausing | Making a little room | Health and Wellbeing: mental health and emotional wellbeing (KS3 H7, H10, KS4 H7) |
| Collaboration | Making room for every voice | Relationships: forming and maintaining respectful relationships, team working and active listening (KS3 R15, R16) |
| Joy | Making room for what brings you alive | Health and Wellbeing: mental health and emotional wellbeing (KS3 H10, KS4 H7) |
| Stress management | Meeting pressure with more support | Health and Wellbeing: mental health and emotional wellbeing (KS3 H7, H10, KS4 H7, H8) |
| Gratitude | Noticing what is already here | Health and Wellbeing: mental health and emotional wellbeing (KS3 H10, KS4 H7) |
| Non-performing | Rest without having to earn it | Health and Wellbeing: balance between school, leisure and online time, and sleep (KS3 H2, H13, H15) |
| Presence | Returning to where you are | Health and Wellbeing: mental health and emotional wellbeing (KS3 H7, H10, KS4 H7) |
| Affirmation | Say the good part out loud | Health and Wellbeing: personal strengths, self-confidence and self-esteem (KS3 H1, H4); Relationships: positive relationships (KS3 R14) |
| Distress tolerance | Staying with an ordinary hard moment | Health and Wellbeing: mental health and emotional wellbeing (KS3 H9, KS4 H6) |
| Community-building | The connections in this room | Relationships: forming and maintaining respectful relationships (KS3 R14, R41) |
| Curiosity | The pleasure of not knowing yet | — |
| Reframing | What else is also true? | Health and Wellbeing: mental health and emotional wellbeing (KS3 H9, KS4 H7) |
| Listening | What it means to be heard | Relationships: forming and maintaining respectful relationships, active listening and clear communication (KS3 R16) |
| Bioinspiration | What would a forest do? | — |
| Commitment | What you keep coming back to | Living in the wider world: learning skills, realistic yet ambitious goals (KS3 L3) |
Finland · Grades 7–9 transversal competences L1–L7; upper secondary equivalents (e.g. well-being competence) are listed in the report
| Skill | Lesson | Strand |
|---|---|---|
| Breathing | A pause you carry with you | L3 Taking care of oneself and managing daily life — emotional skills and ways of acting that promote wellbeing |
| Kindness | A small thing that helps | L2 Cultural competence, interaction and self-expression — meeting others with appreciation; L3 — practising social skills |
| Nature sensitivity | Belonging to the living world | L7 Participation, involvement and building a sustainable future — how one's choices matter for nature; L1 — making observations |
| Digital agency | Choosing how you use your phone | L5 ICT competence — responsible and safe use; L3 Taking care of oneself and managing daily life — technology in one's own life |
| Digital discernment | Choosing what deserves your attention | L4 Multiliteracy — analytical and critical media literacy; L5 ICT competence — source criticism |
| Digital boundaries | Deciding when technology gets your attention | L3 Taking care of oneself and managing daily life — sleep, rest, a balanced daily rhythm, personal boundaries; L5 ICT competence |
| Self-regulation | Finding a steadier next step | L3 Taking care of oneself and managing daily life — rest, a balanced daily rhythm and handling conflicting feelings |
| Sense-making | Finding shape in a complicated situation | L1 Thinking and learning to learn — noticing interconnections (systemic thinking); dealing with unclear information |
| Purpose | For the sake of what? | L1 Thinking and learning to learn — ethical thinking about the good life; L6 — choices grounded in one's own interests |
| Intention-setting | How do you want to meet what comes next? | L1 Thinking and learning to learn — trusting oneself; setting goals and evaluating one's own working process |
| Reciprocity | Keeping the flow going both ways | L7 Participation, involvement and building a sustainable future — negotiation; changing practices towards sustainable wellbeing |
| Compassion | Kindness that responds | L3 Taking care of oneself and managing daily life — responsibility for oneself and others; L2 — putting oneself in another's position |
| Ordinariness | Letting an ordinary day count | L3 Taking care of oneself and managing daily life — what promotes one's wellbeing in everyday life |
| Acceptance | Letting people be who they are | L2 Cultural competence, interaction and self-expression — putting oneself in another's position; L1 — listening to oneself and others |
| Reflection | Looking back with care | L1 Thinking and learning to learn — reflecting on one's own experience; evaluating one's working process |
| Inquiry | Looking beneath the first answer | L1 Thinking and learning to learn — examining issues critically from different perspectives; handling contradictory information |
| Pausing | Making a little room | L3 Taking care of oneself and managing daily life — rest and handling feelings; L1 — maintaining attention and concentration |
| Collaboration | Making room for every voice | L2 Cultural competence, interaction and self-expression — cooperation and interaction situations; L7 — negotiating, being heard |
| Joy | Making room for what brings you alive | L3 Taking care of oneself and managing daily life — ways of acting that promote wellbeing; L2 — creative activity, enjoying aesthetics |
| Stress management | Meeting pressure with more support | L3 Taking care of oneself and managing daily life — ways of acting that promote health and wellbeing; emotional skills |
| Gratitude | Noticing what is already here | L3 Taking care of oneself and managing daily life — recognising what supports one's own and shared wellbeing |
| Non-performing | Rest without having to earn it | L3 Taking care of oneself and managing daily life — sleep, rest and a balanced daily rhythm |
| Presence | Returning to where you are | L1 Thinking and learning to learn — ways of maintaining attention and concentration |
| Affirmation | Say the good part out loud | L2 Cultural competence, interaction and self-expression — meeting others with appreciation; L7 — experiences of being heard and valued |
| Distress tolerance | Staying with an ordinary hard moment | L3 Taking care of oneself and managing daily life — facing and managing conflicting feelings; anticipating risky situations |
| Community-building | The connections in this room | L7 Participation, involvement and building a sustainable future — class and school community; L2 — diversity as a resource |
| Curiosity | The pleasure of not knowing yet | L1 Thinking and learning to learn — making observations, sharpening observational sensitivity and imagination |
| Reframing | What else is also true? | L3 Taking care of oneself and managing daily life — handling conflicting feelings and thoughts; L1 — finding alternatives |
| Listening | What it means to be heard | L1 Thinking and learning to learn — listening to oneself and others; L2 Cultural competence, interaction and self-expression — dialogue |
| Bioinspiration | What would a forest do? | L1 Thinking and learning to learn — imagination and systemic thinking; L7 Participation, involvement and building a sustainable future |
| Commitment | What you keep coming back to | L6 Working life competence and entrepreneurship — perseverance, facing setbacks; L1 — setting goals, evaluating one's progress |
Ghana · Names the NaCCA core competencies and values of the JHS Common Core Programme (B7–B9).
| Skill | Lesson | Strand |
|---|---|---|
| Breathing | A pause you carry with you | Personal Development and Leadership — health and self-regulation |
| Kindness | A small thing that helps | Personal Development and Leadership — empathy, meeting other people's needs |
| Nature sensitivity | Belonging to the living world | — |
| Digital agency | Choosing how you use your phone | Digital Literacy — using digital media responsibly; Critical Thinking and Problem-Solving — analysing issues |
| Digital discernment | Choosing what deserves your attention | Digital Literacy — acquiring information and using digital media responsibly; Core value — truth and integrity |
| Digital boundaries | Deciding when technology gets your attention | Personal Development and Leadership — self-regulation and health; Digital Literacy — responsible use of digital media |
| Self-regulation | Finding a steadier next step | Personal Development and Leadership — self-regulation and resilience |
| Sense-making | Finding shape in a complicated situation | Critical Thinking and Problem-Solving — analysing issues; Communication and Collaboration — valuing multiple perspectives |
| Purpose | For the sake of what? | Personal Development and Leadership — self-knowledge, dreams and aspirations |
| Intention-setting | How do you want to meet what comes next? | Personal Development and Leadership — self-knowledge and self-confidence |
| Reciprocity | Keeping the flow going both ways | Core value — equity: caring for one another; Personal Development and Leadership — responsibility |
| Compassion | Kindness that responds | Personal Development and Leadership — empathy, seeking the well-being of others |
| Ordinariness | Letting an ordinary day count | Personal Development and Leadership — self-awareness and self-esteem |
| Acceptance | Letting people be who they are | Personal Development and Leadership — empathy; Communication and Collaboration — respecting others' perspectives |
| Reflection | Looking back with care | Critical Thinking and Problem-Solving — drawing on one's own experiences to analyse situations |
| Inquiry | Looking beneath the first answer | Critical Thinking and Problem-Solving — analysing issues and situations; Cultural Identity and Global Citizenship — analysing trends |
| Pausing | Making a little room | Personal Development and Leadership — self-regulation |
| Collaboration | Making room for every voice | Communication and Collaboration — sharing ideas through dialogue; Core value — teamwork/collaboration |
| Joy | Making room for what brings you alive | Personal Development and Leadership — health; identifying and developing talents |
| Stress management | Meeting pressure with more support | Personal Development and Leadership — health, resilience and self-regulation |
| Gratitude | Noticing what is already here | — |
| Non-performing | Rest without having to earn it | Personal Development and Leadership — health; building and renewing self-esteem |
| Presence | Returning to where you are | Personal Development and Leadership — self-awareness and self-regulation |
| Affirmation | Say the good part out loud | Personal Development and Leadership — building self-esteem and developing others; Communication and Collaboration |
| Distress tolerance | Staying with an ordinary hard moment | Personal Development and Leadership — perseverance, resilience and self-regulation |
| Community-building | The connections in this room | Core value — diversity: respecting the views of all persons, social cohesion |
| Curiosity | The pleasure of not knowing yet | Creativity and Innovation — thinking independently and creatively; Personal Development and Leadership — love for lifelong learning |
| Reframing | What else is also true? | Critical Thinking and Problem-Solving — choosing the most appropriate of several solutions; Personal Development and Leadership — resilience |
| Listening | What it means to be heard | Communication and Collaboration — listening to and learning from others |
| Bioinspiration | What would a forest do? | Creativity and Innovation — new ways of solving problems; Critical Thinking and Problem-Solving — analysing situations |
| Commitment | What you keep coming back to | Personal Development and Leadership — perseverance, resilience and responsibility |
Hong Kong SAR, China · Names VECF (2026) priority values and learning domains; the focus cites the secondary learning expectations (S1–S3 or S4–S6) where one matches.
| Skill | Lesson | Strand |
|---|---|---|
| Breathing | A pause you carry with you | Health education (健康生活教育) — promoting physical and psychological well-being |
| Kindness | A small thing that helps | Benevolence (仁愛) — sincerity, care, respect and courtesy in relationships (S1–S3) |
| Nature sensitivity | Belonging to the living world | Education for sustainable development (可持續發展教育) — caring about environmental issues (S4–S6); Life education (生命教育) |
| Digital agency | Choosing how you use your phone | Media and information literacy education (媒體和資訊素養教育) — risks and etiquette of social platforms (S1–S3); Responsibility (責任感) |
| Digital discernment | Choosing what deserves your attention | Media and information literacy education — verifying online and AI-generated information before sharing (S4–S6); Integrity (誠信) |
| Digital boundaries | Deciding when technology gets your attention | Health education (健康生活教育) — varied leisure, not hooked on going online; self-discipline (自律節制, S1–S3) |
| Self-regulation | Finding a steadier next step | Health education (健康生活教育) — psychological well-being; seeking family support in difficulties (S1–S3) |
| Sense-making | Finding shape in a complicated situation | Civic education (公民教育) — understanding issues rationally and from multiple angles (S4–S6); Media and information literacy education |
| Purpose | For the sake of what? | Life education (生命教育) — seeking the meaning of life (S1–S3); clear goals and aspirations (S4–S6) |
| Intention-setting | How do you want to meet what comes next? | Integrity (誠信) — acting on principle, words matching deeds (言行一致, S4–S6) |
| Reciprocity | Keeping the flow going both ways | Responsibility (責任感) — actively taking on shared responsibilities at home (S1–S3); Unity (團結) |
| Compassion | Kindness that responds | Benevolence (仁愛); Empathy (同理心) — seeing from others' situations, tolerance and forgiveness (S4–S6) |
| Ordinariness | Letting an ordinary day count | Life education (生命教育) — accepting and appreciating oneself as one is (接受和欣賞自己, S4–S6) |
| Acceptance | Letting people be who they are | Respect for Others (尊重他人) — accepting peers who differ (S1–S3); Empathy (同理心) |
| Reflection | Looking back with care | Moral and ethical education (品德及倫理教育) — reflecting on one's behaviour (S1–S3); self-examination (自省, S4–S6) |
| Inquiry | Looking beneath the first answer | Civic education (公民教育) — careful, discerning analysis of issues and the values in them (慎思明辨, S4–S6) |
| Pausing | Making a little room | Moral and ethical education (品德及倫理教育) — controlling impulsive emotions and behaviour with self-discipline (S1–S3) |
| Collaboration | Making room for every voice | Unity (團結); Respect for Others (尊重他人) — friendly, accepting collaboration with peers (S1–S3) |
| Joy | Making room for what brings you alive | Life education (生命教育) — loving life (熱愛生命, S1–S3) |
| Stress management | Meeting pressure with more support | Health education (健康生活教育) — exercise and healthy ways to relieve exam and study pressure (S4–S6) |
| Gratitude | Noticing what is already here | Life education (生命教育) — gratitude, treasuring what we have (常存感恩, S1–S3) |
| Non-performing | Rest without having to earn it | Health education (健康生活教育) — leisure good for body, mind and spirit (身心靈, S1–S3); psychological well-being |
| Presence | Returning to where you are | Life education (生命教育) — living well in the present (活好當下, S4–S6) |
| Affirmation | Say the good part out loud | Respect for Others (尊重他人) — discovering and appreciating others' strengths (S4–S6) |
| Distress tolerance | Staying with an ordinary hard moment | Moral and ethical education — expressing feelings safely, not harming self or others (S1–S3); Perseverance (堅毅) |
| Community-building | The connections in this room | Unity (團結); Respect for Others (尊重他人) — including people of different backgrounds, rejecting prejudice (S1–S3) |
| Curiosity | The pleasure of not knowing yet | — |
| Reframing | What else is also true? | Perseverance (堅毅) — getting through setbacks (S1–S3); Life education — facing adversity with a positive attitude (S4–S6) |
| Listening | What it means to be heard | Respect for Others (尊重他人) — respectful discussion, harmony in difference (和而不同, S4–S6); Empathy (同理心) |
| Bioinspiration | What would a forest do? | Education for sustainable development (可持續發展教育) — learning from how living systems adapt and cooperate |
| Commitment | What you keep coming back to | Perseverance (堅毅) — striving for ideals, not only short-term gain (S4–S6); Commitment (承擔精神) |
India · Socio-emotional learning, life skills and wellness, cited to paragraphs of the final English text (July 2020, the PIB-hosted copy)
| Skill | Lesson | Strand |
|---|---|---|
| Breathing | A pause you carry with you | Mental health (NEP 4.28); Wellness (NEP 4.23) |
| Kindness | A small thing that helps | Values including helpfulness, courtesy, empathy and compassion (NEP 4.28) |
| Nature sensitivity | Belonging to the living world | Environmental awareness (NEP 4.23); Respect for the environment (NEP 4.28) |
| Digital agency | Choosing how you use your phone | Mental health (NEP 4.28) |
| Digital discernment | Choosing what deserves your attention | Scientific temper and evidence-based thinking; Digital literacy; Ethical and moral reasoning (NEP 4.23) |
| Digital boundaries | Deciding when technology gets your attention | Mental health (NEP 4.28); Holistic development of learners |
| Self-regulation | Finding a steadier next step | Life skills: resilience (NEP Principles); Mental health (NEP 4.28) |
| Sense-making | Finding shape in a complicated situation | Problem solving and logical reasoning (NEP 4.23); Real understanding (NEP 4.4) |
| Purpose | For the sake of what? | Ethical decisions (NEP 4.28); Socio-emotional learning (NEP 5.14) |
| Intention-setting | How do you want to meet what comes next? | Holistic development of learners |
| Reciprocity | Keeping the flow going both ways | Collaboration and teamwork (NEP 4.23); Ethical decisions (NEP 4.28) |
| Compassion | Kindness that responds | Socio-emotional learning (NEP 5.14); Empathy and compassion (NEP 4.28) |
| Ordinariness | Letting an ordinary day count | Mental health (NEP 4.28) |
| Acceptance | Letting people be who they are | Socio-emotional learning (NEP 5.14); Oral and written communication (NEP 4.23) |
| Reflection | Looking back with care | Learning how to learn (NEP 4.4) |
| Inquiry | Looking beneath the first answer | Scientific temper and evidence-based thinking; Problem solving and logical reasoning (NEP 4.23); Learning how to learn (NEP 4.4) |
| Pausing | Making a little room | Mental health (NEP 4.28); Life skills: resilience (NEP Principles) |
| Collaboration | Making room for every voice | Collaboration and teamwork; Oral and written communication (NEP 4.23) |
| Joy | Making room for what brings you alive | Mental health (NEP 4.28) |
| Stress management | Meeting pressure with more support | Mental health (NEP 4.28); Life skills: resilience (NEP Principles) |
| Gratitude | Noticing what is already here | Socio-emotional learning (NEP 5.14); Mental health (NEP 4.28) |
| Non-performing | Rest without having to earn it | Mental health (NEP 4.28) |
| Presence | Returning to where you are | Mental health (NEP 4.28) |
| Affirmation | Say the good part out loud | Oral and written communication (NEP 4.23); Ethics and values such as empathy, respect for others and courtesy (NEP Principles) |
| Distress tolerance | Staying with an ordinary hard moment | Mental health (NEP 4.28); Life skills: resilience (NEP Principles) |
| Community-building | The connections in this room | Collaboration and teamwork (NEP 4.23); Spirit of service (NEP Principles) |
| Curiosity | The pleasure of not knowing yet | Learning how to learn (NEP 4.4); Creativity and innovativeness (NEP 4.23) |
| Reframing | What else is also true? | Life skills: resilience (NEP Principles); Mental health (NEP 4.28) |
| Listening | What it means to be heard | Oral and written communication (NEP 4.23); Socio-emotional learning (NEP 5.14) |
| Bioinspiration | What would a forest do? | Creativity and innovativeness; Environmental awareness (NEP 4.23) |
| Commitment | What you keep coming back to | Life skills: resilience (NEP Principles); Holistic development of learners |
Indonesia · Names the graduate-profile dimension a lesson supports; SMP/SMA descriptors from Pasal 8 and 10 used for the focus text.
| Skill | Lesson | Strand |
|---|---|---|
| Breathing | A pause you carry with you | Health (kesehatan) — physical and mental health (kesehatan fisik dan mental): settling through the breath |
| Kindness | A small thing that helps | Collaboration (kolaborasi) — the habit of caring and sharing (peduli dan berbagi) |
| Nature sensitivity | Belonging to the living world | Citizenship (kewargaan) — sustaining life and the environment; Health (kesehatan) — environmental health |
| Digital agency | Choosing how you use your phone | Critical reasoning (penalaran kritis) — analysing problems; Independence (kemandirian) — taking responsibility (bertanggung jawab) |
| Digital discernment | Choosing what deserves your attention | Critical reasoning (penalaran kritis) — sorting valid information, evidence-based decisions (SMA) |
| Digital boundaries | Deciding when technology gets your attention | Health (kesehatan) — healthy living habits (pola hidup sehat); Independence (kemandirian) — responsibility |
| Self-regulation | Finding a steadier next step | Health (kesehatan) — physical and mental health; Independence (kemandirian) — adapting to varied situations |
| Sense-making | Finding shape in a complicated situation | Critical reasoning (penalaran kritis) — analysing complex problems; logical arguments backed by evidence (SMA) |
| Purpose | For the sake of what? | Independence (kemandirian) — taking responsibility for one's own development |
| Intention-setting | How do you want to meet what comes next? | Independence (kemandirian) — initiative (berinisiatif) in learning and self-development |
| Reciprocity | Keeping the flow going both ways | Collaboration (kolaborasi) — caring, sharing and building cooperation (peduli, berbagi, kerja sama) |
| Compassion | Kindness that responds | Collaboration (kolaborasi) — caring (peduli); Faith and devotion (keimanan) — noble character: compassion (kasih sayang) |
| Ordinariness | Letting an ordinary day count | — |
| Acceptance | Letting people be who they are | Communication (komunikasi) — listening (menyimak) ethically; Collaboration (kolaborasi) — caring (peduli) |
| Reflection | Looking back with care | Independence (kemandirian) — the habit of reflection (refleksi) to improve oneself |
| Inquiry | Looking beneath the first answer | Critical reasoning (penalaran kritis) — analysing complex problems from several viewpoints (berbagai sudut pandang) |
| Pausing | Making a little room | Health (kesehatan) — mental health (kesehatan mental): short pauses in a busy day |
| Collaboration | Making room for every voice | Collaboration (kolaborasi) — cooperating in diverse groups (kelompok yang beragam); Communication (komunikasi) |
| Joy | Making room for what brings you alive | Health (kesehatan) — physical and mental health; fitness (kebugaran) |
| Stress management | Meeting pressure with more support | Health (kesehatan) — physical and mental health: noticing stress and reaching for support |
| Gratitude | Noticing what is already here | Health (kesehatan) — mental health (kesehatan mental): noticing what supports the day |
| Non-performing | Rest without having to earn it | Health (kesehatan) — mental health and healthy living patterns |
| Presence | Returning to where you are | Health (kesehatan) — mental health (kesehatan mental): returning attention to the present |
| Affirmation | Say the good part out loud | Communication (komunikasi) — speaking well and ethically (sesuai etika) |
| Distress tolerance | Staying with an ordinary hard moment | Health (kesehatan) — mental health; Independence (kemandirian) — adapting (beradaptasi) |
| Community-building | The connections in this room | Collaboration (kolaborasi) — caring and working with diverse people; Citizenship (kewargaan) — valuing diversity |
| Curiosity | The pleasure of not knowing yet | Critical reasoning (penalaran kritis) — curiosity (rasa ingin tahu); Creativity (kreativitas) |
| Reframing | What else is also true? | Critical reasoning (penalaran kritis) — considering various viewpoints; Independence (kemandirian) — adapting (beradaptasi) |
| Listening | What it means to be heard | Communication (komunikasi) — listening (menyimak) well and ethically in different contexts |
| Bioinspiration | What would a forest do? | Creativity (kreativitas) — formulating solutions to problems around us; Critical reasoning (penalaran kritis) |
| Commitment | What you keep coming back to | Independence (kemandirian) — responsibility and adapting (beradaptasi) in self-development |
Ireland · The six indicators of wellbeing and their descriptor questions
| Skill | Lesson | Strand |
|---|---|---|
| Breathing | A pause you carry with you | Resilient — coping skills for life's challenges; knowing where I can go for help |
| Kindness | A small thing that helps | Respected — showing care and respect for others; Connected — how my actions affect others' wellbeing |
| Nature sensitivity | Belonging to the living world | Connected — to the wider world; how my actions affect wellbeing in local and global contexts |
| Digital agency | Choosing how you use your phone | Aware — knowing my values and thinking through my decisions; Responsible — acting to protect my wellbeing |
| Digital discernment | Choosing what deserves your attention | Aware — thinking through my decisions; Responsible — knowing where my safety is at risk and making right choices |
| Digital boundaries | Deciding when technology gets your attention | Responsible — taking action to protect and promote my wellbeing and that of others |
| Self-regulation | Finding a steadier next step | Resilient — knowing where I can go for help; Responsible — acting to protect and promote my wellbeing |
| Sense-making | Finding shape in a complicated situation | Aware — making sense of my thoughts and reactions when a situation is complicated |
| Purpose | For the sake of what? | Aware — knowing my personal values and thinking through my decisions |
| Intention-setting | How do you want to meet what comes next? | Aware — knowing my personal values; Resilient — coping skills for life's challenges |
| Reciprocity | Keeping the flow going both ways | Connected — how my actions and interactions affect others' wellbeing, locally and globally |
| Compassion | Kindness that responds | Responsible — acting to promote my wellbeing and that of others; Resilient — knowing where I can go for help |
| Ordinariness | Letting an ordinary day count | Aware — making sense of thoughts and feelings about achievement; Connected — to friends and community |
| Acceptance | Letting people be who they are | Respected — others feel listened to and valued; showing care and respect for others |
| Reflection | Looking back with care | Aware — making sense of my thoughts, feelings and behaviours; understanding how I can improve |
| Inquiry | Looking beneath the first answer | Aware — noticing my assumptions and thinking through my decisions |
| Pausing | Making a little room | Aware — noticing my thoughts, feelings and behaviours; Resilient — coping skills |
| Collaboration | Making room for every voice | Respected — being listened to and valued; Connected — how my interactions affect the wellbeing of others |
| Joy | Making room for what brings you alive | Responsible — taking action to promote my own wellbeing; Aware — noticing my feelings |
| Stress management | Meeting pressure with more support | Resilient — coping skills to deal with life's challenges; Aware — noticing my feelings and behaviours |
| Gratitude | Noticing what is already here | Connected — to my school, friends and community; Aware — noticing my thoughts and feelings |
| Non-performing | Rest without having to earn it | Responsible — taking action to protect my wellbeing; Aware — making sense of feelings such as guilt about resting |
| Presence | Returning to where you are | Aware — noticing my thoughts and behaviours; understanding what helps me to learn |
| Affirmation | Say the good part out loud | Respected — feeling listened to and valued; positive relationships with friends, peers and teachers |
| Distress tolerance | Staying with an ordinary hard moment | Resilient — coping skills; knowing where I can go for help; Responsible — knowing where my safety is at risk |
| Community-building | The connections in this room | Connected — to my school, friends and community; Respected — showing care and respect for others |
| Curiosity | The pleasure of not knowing yet | Aware — understanding what helps me to learn; Connected — to the wider world |
| Reframing | What else is also true? | Resilient — believing that with effort I can achieve; Aware — making sense of my thoughts and feelings |
| Listening | What it means to be heard | Respected — being listened to and valued; positive relationships with friends, peers and teachers |
| Bioinspiration | What would a forest do? | Connected — to the wider world, in local and global contexts; Resilient — coping skills for life's challenges |
| Commitment | What you keep coming back to | Aware — knowing my values and thinking through my decisions; Resilient — believing that with effort I can achieve |
Japan · Cites lower-secondary content: moral education items (A–D), special activities (class activities) and the Health field. English renderings are ours.
| Skill | Lesson | Strand |
|---|---|---|
| Breathing | A pause you carry with you | Health — mind and body affect each other; coping with stress (ストレスへの対処) |
| Kindness | A small thing that helps | Moral education B — consideration for others (思いやり); Special activities — building better relationships |
| Nature sensitivity | Belonging to the living world | Moral education D — love and care for nature (自然愛護); preciousness of life (生命の尊さ) |
| Digital agency | Choosing how you use your phone | Moral education A — freedom and responsibility (自主，自律，自由と責任); information morals (情報モラル) |
| Digital discernment | Choosing what deserves your attention | Moral education — information morals (情報モラル); A — valuing truth (真理の探究) and judging for oneself (自主，自律) |
| Digital boundaries | Deciding when technology gets your attention | Moral education A — moderation and temperance: desirable lifestyle habits (節度，節制); Special activities — healthy living habits |
| Self-regulation | Finding a steadier next step | Health — coping with stress; Special activities — resolving adolescent anxieties and worries (思春期の不安や悩みの解決) |
| Sense-making | Finding shape in a complicated situation | Moral education — thinking broadly, from many sides and angles (多面的・多角的); issues open to diverse views |
| Purpose | For the sake of what? | Moral education — deepening thought about one's way of life (人間としての生き方); Special activities — career formation and self-realisation |
| Intention-setting | How do you want to meet what comes next? | Moral education A — autonomy and self-discipline: acting sincerely (自主，自律); Special activities — looking ahead (見通し) |
| Reciprocity | Keeping the flow going both ways | Moral education B — gratitude and responding in return (感謝，進んでそれに応え); C — fairness and impartiality (公正，公平) |
| Compassion | Kindness that responds | Moral education B — consideration and human love (思いやり，人間愛); Special activities — facing worries and anxieties |
| Ordinariness | Letting an ordinary day count | — |
| Acceptance | Letting people be who they are | Moral education B — mutual understanding and tolerance (相互理解，寛容); Special activities — respecting others' individuality |
| Reflection | Looking back with care | Moral education A — looking at oneself to grow (自己を見つめ); Special activities — looking back on learning (振り返ること) |
| Inquiry | Looking beneath the first answer | Moral education A — pursuit of truth (真理の探究); B — many ways of seeing and thinking (相互理解，寛容) |
| Pausing | Making a little room | Health — coping with desires and stress (欲求やストレスへの対処) |
| Collaboration | Making room for every voice | Moral education C — better school and group life: one's role and responsibility in a group (よりよい学校生活，集団生活の充実) |
| Joy | Making room for what brings you alive | Moral education D — being moved by beauty (感動); joy of living well (よりよく生きる喜び) |
| Stress management | Meeting pressure with more support | Health — stress affects mind and body; coping with it appropriately (ストレスへの対処) |
| Gratitude | Noticing what is already here | Moral education B — gratitude for the support of family and many others (思いやり，感謝) |
| Non-performing | Rest without having to earn it | Special activities — healthy, safe attitudes and habits for mind and body (心身ともに健康で安全な生活態度や習慣) |
| Presence | Returning to where you are | Health — maintaining mental health (心の健康) |
| Affirmation | Say the good part out loud | Special activities — bringing out each other's strengths (互いのよさ); Moral education B — consideration and gratitude (思いやり，感謝) |
| Distress tolerance | Staying with an ordinary hard moment | Special activities — facing worries and anxieties and trying to overcome them; Health — coping with stress |
| Community-building | The connections in this room | Special activities — respecting individuality, building better relationships; Moral education C — fairness and impartiality (公正，公平) |
| Curiosity | The pleasure of not knowing yet | Moral education A — pursuit of truth (真理の探究，創造); Moral education D — being moved, sense of awe (感動，畏敬の念) |
| Reframing | What else is also true? | Moral education B — understanding many ways of seeing (相互理解，寛容); A — overcoming difficulty and failure (克己と強い意志) |
| Listening | What it means to be heard | Moral education B — mutual understanding: conveying and respecting views (相互理解，寛容); courtesy (礼儀) |
| Bioinspiration | What would a forest do? | Moral education D — love and care for nature (自然愛護); Moral education A — pursuit of truth, creativity (真理の探究，創造) |
| Commitment | What you keep coming back to | Moral education A — hope and courage: seeing things through despite setbacks (希望と勇気，克己と強い意志) |
Kenya · Names the BECF core competencies and core values a lesson develops; applies to Junior and Senior School.
| Skill | Lesson | Strand |
|---|---|---|
| Breathing | A pause you carry with you | Self-efficacy — effectively managing stressful situations |
| Kindness | A small thing that helps | Core value — love; Self-efficacy — interpersonal skills: empathy, effective communication |
| Nature sensitivity | Belonging to the living world | Values — being stewards of the earth; Citizenship — a web of connections and interdependencies |
| Digital agency | Choosing how you use your phone | Digital Literacy — awareness of societal issues raised through digital media; Critical Thinking and Problem Solving |
| Digital discernment | Choosing what deserves your attention | Digital Literacy — searching, evaluating and using information from digital platforms; Critical Thinking and Problem Solving |
| Digital boundaries | Deciding when technology gets your attention | Digital Literacy — safe, responsible use of devices; Learning to Learn — effective management of time |
| Self-regulation | Finding a steadier next step | Self-efficacy — managing stressful situations; Learning to Learn — seeking and making use of guidance |
| Sense-making | Finding shape in a complicated situation | Critical Thinking and Problem Solving — logic, evidence and multiple perspectives; Learning to Learn — processing new information |
| Purpose | For the sake of what? | Self-efficacy — setting and pursuing personal, family and community goals |
| Intention-setting | How do you want to meet what comes next? | Self-efficacy — how learners motivate themselves and approach challenges |
| Reciprocity | Keeping the flow going both ways | Communication and Collaboration — working together to realise shared goals; Core value — social justice |
| Compassion | Kindness that responds | Values — respect, empathy and compassion for all people; Core value — love |
| Ordinariness | Letting an ordinary day count | Self-efficacy — self-awareness and self-esteem |
| Acceptance | Letting people be who they are | Self-efficacy — empathy in interpersonal relationships; Core value — respect |
| Reflection | Looking back with care | Learning to Learn — awareness of one's learning process; building on prior learning and life experiences |
| Inquiry | Looking beneath the first answer | Critical Thinking and Problem Solving — exploring multiple perspectives; Citizenship — thinking critically about what is just |
| Pausing | Making a little room | Self-efficacy — managing stressful situations before responding |
| Collaboration | Making room for every voice | Communication and Collaboration — collaborative learning and teamwork; Core value — unity |
| Joy | Making room for what brings you alive | Self-efficacy — personal well-being; intrinsic interest and deep engrossment in activities |
| Stress management | Meeting pressure with more support | Self-efficacy — managing stressful situations; being aware of the resources at one's disposal |
| Gratitude | Noticing what is already here | Values — appreciating the effort of others and seeing beyond self-interest |
| Non-performing | Rest without having to earn it | Self-efficacy — self-esteem and personal well-being |
| Presence | Returning to where you are | Self-efficacy — self-awareness |
| Affirmation | Say the good part out loud | Communication and Collaboration — clear, appropriate communication; Core value — integrity |
| Distress tolerance | Staying with an ordinary hard moment | Self-efficacy — facing difficult tasks as challenges rather than threats to avoid |
| Community-building | The connections in this room | Citizenship — a sense of belonging and respect for others; Core value — unity |
| Curiosity | The pleasure of not knowing yet | Creativity and Imagination — perceiving the world in new ways; Learning to Learn — the will to learn |
| Reframing | What else is also true? | Self-efficacy — sustaining effort after failure; seeing difficulties as challenges rather than threats |
| Listening | What it means to be heard | Communication and Collaboration — interacting well: accuracy, clarity, comprehensibility |
| Bioinspiration | What would a forest do? | Creativity and Imagination — finding hidden patterns and connecting unrelated phenomena; Critical Thinking and Problem Solving |
| Commitment | What you keep coming back to | Self-efficacy — setting goals and maintaining commitment to them; Core value — responsibility |
Mexico · Secundaria contents in the field De lo humano y lo comunitario, plus the ejes articuladores (axes)
| Skill | Lesson | Strand |
|---|---|---|
| Breathing | A pause you carry with you | Feelings and their influence on decision-making — self-regulation; Axis: Healthy living (keeping stress manageable) |
| Kindness | A small thing that helps | Feelings and their influence on decision-making — managing affect to build inclusive, equitable relationships |
| Nature sensitivity | Belonging to the living world | Axis: Healthy living — the web of relations between the environment and community life |
| Digital agency | Choosing how you use your phone | Axis: Critical thinking — how platform design shapes behaviour; Axis: Healthy living — questioning consumption habits |
| Digital discernment | Choosing what deserves your attention | Axis: Critical thinking — examining who made a message, why, and on what evidence |
| Digital boundaries | Deciding when technology gets your attention | Axis: Healthy living — daily habits that care for health, such as sleep |
| Self-regulation | Finding a steadier next step | Feelings and their influence on decision-making — managing affect, self-regulation; Axis: Healthy living |
| Sense-making | Finding shape in a complicated situation | Axis: Critical thinking — analysing a complex situation from several positions |
| Purpose | For the sake of what? | Building a life project — interests, strengths and goals for personal and collective well-being |
| Intention-setting | How do you want to meet what comes next? | Building a life project — personal goals and ways of acting towards them |
| Reciprocity | Keeping the flow going both ways | Field: The human and the community — reciprocity, mutual help and dialogue |
| Compassion | Kindness that responds | Feelings and their influence on decision-making — empathy towards others' emotional reactions |
| Ordinariness | Letting an ordinary day count | Ways of being, thinking, acting and relating — self-knowledge through everyday experiences |
| Acceptance | Letting people be who they are | Ways of being, thinking, acting and relating — understanding the different ways people experience situations; Axis: Inclusion |
| Reflection | Looking back with care | Building a life project — rethinking goals after analysing achievements and situations faced |
| Inquiry | Looking beneath the first answer | Axis: Critical thinking — questioning first explanations and whose view is missing |
| Pausing | Making a little room | Feelings and their influence on decision-making — self-regulation before responding; Axis: Healthy living |
| Collaboration | Making room for every voice | Ways of being, thinking, acting and relating — mutual understanding and shared decisions; Axis: Inclusion |
| Joy | Making room for what brings you alive | Ways of being, thinking, acting and relating — recognising tastes, interests and desires; Axis: Arts and aesthetic experiences |
| Stress management | Meeting pressure with more support | Axis: Healthy living — keeping stress within manageable margins; Feelings and their influence on decision-making |
| Gratitude | Noticing what is already here | Ways of being, thinking, acting and relating — everyday experiences and personal and social well-being |
| Non-performing | Rest without having to earn it | Axis: Healthy living — living with manageable levels of stress; Ways of being, thinking, acting and relating — personal well-being |
| Presence | Returning to where you are | Feelings and their influence on decision-making — distinguishing emotions, moods and feelings |
| Affirmation | Say the good part out loud | Feelings and their influence on decision-making — building inclusive, equitable affective relationships; Axis: Inclusion |
| Distress tolerance | Staying with an ordinary hard moment | Feelings and their influence on decision-making — managing affect to make safer, assertive decisions |
| Community-building | The connections in this room | Field: The human and the community — a sense of community and belonging; Axis: Inclusion |
| Curiosity | The pleasure of not knowing yet | Axis: Critical thinking — asking open questions about everyday reality |
| Reframing | What else is also true? | Feelings and their influence on decision-making — how feelings are built from ideas and experiences |
| Listening | What it means to be heard | Ways of being, thinking, acting and relating — promoting mutual understanding |
| Bioinspiration | What would a forest do? | Technology — strategic and creative thinking in problem solving; Axis: Healthy living (environment and community life) |
| Commitment | What you keep coming back to | Building a life project — valuing goals and noticing what helps or hinders reaching them |
New Zealand · The 2007 NZC learning area in force in 2026: hauora dimensions, strands and the mental health key area of learning
| Skill | Lesson | Strand |
|---|---|---|
| Breathing | A pause you carry with you | Personal health and physical development — self-management skills; Hauora: taha tinana and taha hinengaro |
| Kindness | A small thing that helps | Relationships with other people — relationships; Hauora: taha whānau (compassion and caring) |
| Nature sensitivity | Belonging to the living world | Healthy communities and environments — people and the environment (interdependence); Hauora: taha wairua |
| Digital agency | Choosing how you use your phone | Healthy communities and environments — societal attitudes and values; KAL mental health — the effects of media messages |
| Digital discernment | Choosing what deserves your attention | KAL mental health — the effects of media messages; Personal health and physical development — safety management |
| Digital boundaries | Deciding when technology gets your attention | Personal health and physical development — self-management skills; Hauora: taha tinana (e.g. sleep) and taha hinengaro |
| Self-regulation | Finding a steadier next step | Personal health and physical development — self-management skills; Healthy communities and environments — community resources |
| Sense-making | Finding shape in a complicated situation | — |
| Purpose | For the sake of what? | Hauora: taha wairua (values and beliefs; the search for meaning and purpose in life) |
| Intention-setting | How do you want to meet what comes next? | Hauora: taha wairua (values and beliefs that shape how people live) and taha hinengaro |
| Reciprocity | Keeping the flow going both ways | Relationships with other people — relationships; Healthy communities and environments — identifying inequities and making changes |
| Compassion | Kindness that responds | KAL mental health — supporting themselves and other people in times of stress and loss; Hauora: taha whānau (compassion, caring) |
| Ordinariness | Letting an ordinary day count | Personal health and physical development — personal identity; KAL mental health — a sense of self-worth |
| Acceptance | Letting people be who they are | Relationships with other people — interpersonal skills; Hauora: taha whānau (compassion, caring and social support) |
| Reflection | Looking back with care | KAL mental health — self-awareness, self-reflection and self-appraisal; Hauora: taha hinengaro |
| Inquiry | Looking beneath the first answer | — |
| Pausing | Making a little room | Hauora: taha hinengaro (responding constructively); Personal health and physical development — self-management skills |
| Collaboration | Making room for every voice | Relationships with other people — interpersonal skills; KAL mental health — working co-operatively to achieve common goals |
| Joy | Making room for what brings you alive | Hauora: taha hinengaro and taha wairua; Personal health and physical development — making room for recreation |
| Stress management | Meeting pressure with more support | KAL mental health — supporting oneself and others in times of stress; Personal health and physical development — self-management |
| Gratitude | Noticing what is already here | Hauora: taha hinengaro (acknowledging thoughts and feelings) and taha whānau (social support) |
| Non-performing | Rest without having to earn it | Personal health and physical development — patterns of work, relaxation and recreation; Hauora: taha tinana and taha hinengaro |
| Presence | Returning to where you are | Hauora: taha hinengaro (coherent thinking processes) and taha tinana (the body) |
| Affirmation | Say the good part out loud | Relationships with other people — interpersonal skills; KAL mental health — enhancing a sense of self-worth |
| Distress tolerance | Staying with an ordinary hard moment | KAL mental health — managing stress and disappointment, accessing support; Hauora: taha hinengaro |
| Community-building | The connections in this room | Hauora: taha whānau (feelings of belonging); Relationships with other people — identity, sensitivity, and respect |
| Curiosity | The pleasure of not knowing yet | — |
| Reframing | What else is also true? | Hauora: taha hinengaro (thinking processes, responding constructively); KAL mental health — stress and disappointment |
| Listening | What it means to be heard | Relationships with other people — interpersonal skills; KAL mental health — listening to the ideas and feelings of others |
| Bioinspiration | What would a forest do? | Healthy communities and environments — people and the environment (interdependence); Hauora: taha hinengaro |
| Commitment | What you keep coming back to | Hauora: taha wairua (values, meaning and purpose); Personal health and physical development — personal growth and development |
Scotland (United Kingdom) · Experiences and outcomes; codes give the Third level, and the same wording carries the Fourth-level code (3-02a = 4-02a) except 19a
| Skill | Lesson | Strand |
|---|---|---|
| Breathing | A pause you carry with you | Mental and emotional wellbeing — learning ways of managing thoughts and emotions (HWB 3-02a); personal coping skills (HWB 3-06a) |
| Kindness | A small thing that helps | Mental and emotional wellbeing — caring and showing respect for myself and others (HWB 3-05a); appropriate support (HWB 3-08a) |
| Nature sensitivity | Belonging to the living world | — |
| Digital agency | Choosing how you use your phone | Mental and emotional wellbeing — how what happens around me shapes my feelings, reactions and behaviour (HWB 3-04a); Relationships, sexual health and parenthood: popular culture, the media and peer pressure can influence how I feel about myself (HWB 3-46b) |
| Digital discernment | Choosing what deserves your attention | Relationships, sexual health and parenthood: popular culture, the media and peer pressure can influence how I feel about myself and my actions (HWB 3-46b) |
| Digital boundaries | Deciding when technology gets your attention | Mental and emotional wellbeing: my feelings and reactions can change depending on what is happening within and around me (HWB 3-04a); Physical wellbeing: assessing and managing risk to protect myself and others (HWB 3-16a) |
| Self-regulation | Finding a steadier next step | Mental and emotional wellbeing — managing thoughts and emotions (HWB 3-02a); practical and emotional support (HWB 3-03a) |
| Sense-making | Finding shape in a complicated situation | — |
| Purpose | For the sake of what? | Planning for choices and changes — relevance of learning to future opportunities; informed choices about life (HWB 3-19a) |
| Intention-setting | How do you want to meet what comes next? | Mental and emotional wellbeing — learning ways of managing thoughts and emotions (HWB 3-02a) |
| Reciprocity | Keeping the flow going both ways | Mental and emotional wellbeing — sharing and fairness in relationships (HWB 3-05a); Relationships, sexual health and parenthood: the importance of being cared for and caring for others in relationships (HWB 3-44a) |
| Compassion | Kindness that responds | Mental and emotional wellbeing — giving appropriate support (HWB 3-08a); access to practical and emotional support (HWB 3-03a) |
| Ordinariness | Letting an ordinary day count | — |
| Acceptance | Letting people be who they are | Mental and emotional wellbeing — giving appropriate support (HWB 3-08a); Relationships — responding to verbal and non-verbal communication (HWB 3-45b); Social wellbeing: a school community that values individuals equally and is welcoming (HWB 3-10a) |
| Reflection | Looking back with care | Mental and emotional wellbeing — understanding my own behaviour (HWB 3-04a); Social wellbeing — managing my learning (HWB 3-11a) |
| Inquiry | Looking beneath the first answer | — |
| Pausing | Making a little room | Mental and emotional wellbeing — how feelings and reactions change (HWB 3-04a); learning ways of managing them (HWB 3-02a) |
| Collaboration | Making room for every voice | Social wellbeing — valuing individuals equally, a welcoming place for all (HWB 3-10a); being part of a group (HWB 3-14a) |
| Joy | Making room for what brings you alive | Mental and emotional wellbeing — fostering and strengthening mental wellbeing (HWB 3-06a) |
| Stress management | Meeting pressure with more support | Mental and emotional wellbeing — coping skills, and support when mental health is hard (HWB 3-06a); people I can talk to (HWB 3-03a) |
| Gratitude | Noticing what is already here | Mental and emotional wellbeing — mental wellbeing fostered through coping skills and positive relationships (HWB 3-06a) |
| Non-performing | Rest without having to earn it | Mental and emotional wellbeing — understanding the importance of mental wellbeing (HWB 3-06a) |
| Presence | Returning to where you are | Mental and emotional wellbeing — being aware of my feelings (HWB 3-01a); learning ways of managing thoughts (HWB 3-02a) |
| Affirmation | Say the good part out loud | Mental and emotional wellbeing — caring, sharing and positive relationships (HWB 3-05a); Relationships — skills to sustain them (HWB 3-44b) |
| Distress tolerance | Staying with an ordinary hard moment | Mental and emotional wellbeing — feelings and reactions can change (HWB 3-04a); skills for challenging times (HWB 3-07a) |
| Community-building | The connections in this room | Social wellbeing — making the school a welcoming place for all (HWB 3-10a); making friends and being part of a group (HWB 3-14a) |
| Curiosity | The pleasure of not knowing yet | — |
| Reframing | What else is also true? | Mental and emotional wellbeing — learning ways of managing thoughts and emotions (HWB 3-02a); challenging times (HWB 3-07a) |
| Listening | What it means to be heard | Relationships — responding appropriately to verbal and non-verbal communication (HWB 3-45b); sustaining relationships (HWB 3-44b) |
| Bioinspiration | What would a forest do? | — |
| Commitment | What you keep coming back to | Planning for choices and changes — realistic choices, manageable goals (HWB 4-19a) |
Singapore (MOE) · Social-emotional competencies (SEC), the CCE Curriculum Content Areas and the three themes (Becoming my Best Self, Building Connections, Making Choices)
| Skill | Lesson | Strand |
|---|---|---|
| Breathing | A pause you carry with you | SEC: self-management; CCE Curriculum Content Area: Mental Health |
| Kindness | A small thing that helps | SEC: social awareness; CCE Curriculum Content Area: Mental Health |
| Nature sensitivity | Belonging to the living world | Building Connections: care for nature and animal welfare; environmental issues and sustainability |
| Digital agency | Choosing how you use your phone | SEC: self-management and responsible decision-making; CCE Curriculum Content Area: Cyber Wellness |
| Digital discernment | Choosing what deserves your attention | SEC: responsible decision-making; CCE Curriculum Content Area: Cyber Wellness; Making Choices: discernment in risky situations |
| Digital boundaries | Deciding when technology gets your attention | SEC: self-management; CCE Curriculum Content Area: Cyber Wellness |
| Self-regulation | Finding a steadier next step | SEC: self-management; CCE Curriculum Content Area: Mental Health |
| Sense-making | Finding shape in a complicated situation | SEC: responsible decision-making |
| Purpose | For the sake of what? | SEC: self-awareness and responsible decision-making; Becoming my Best Self |
| Intention-setting | How do you want to meet what comes next? | SEC: self-awareness and self-management |
| Reciprocity | Keeping the flow going both ways | SEC: relationship management and responsible decision-making |
| Compassion | Kindness that responds | SEC: social awareness (cognitive and emotional empathy) and relationship management |
| Ordinariness | Letting an ordinary day count | SEC: self-awareness; CCE Curriculum Content Area: Mental Health |
| Acceptance | Letting people be who they are | SEC: social awareness and relationship management |
| Reflection | Looking back with care | SEC: self-awareness |
| Inquiry | Looking beneath the first answer | SEC: responsible decision-making and self-awareness |
| Pausing | Making a little room | SEC: self-management; CCE Curriculum Content Area: Mental Health |
| Collaboration | Making room for every voice | SEC: social awareness and relationship management |
| Joy | Making room for what brings you alive | SEC: self-awareness; CCE Curriculum Content Area: Mental Health |
| Stress management | Meeting pressure with more support | SEC: self-management; CCE Curriculum Content Area: Mental Health |
| Gratitude | Noticing what is already here | SEC: self-awareness and social awareness; CCE Curriculum Content Area: Mental Health |
| Non-performing | Rest without having to earn it | SEC: self-management; CCE Curriculum Content Area: Mental Health |
| Presence | Returning to where you are | SEC: self-awareness and self-management |
| Affirmation | Say the good part out loud | SEC: social awareness and relationship management |
| Distress tolerance | Staying with an ordinary hard moment | SEC: self-management; CCE Curriculum Content Area: Mental Health |
| Community-building | The connections in this room | SEC: social awareness and relationship management |
| Curiosity | The pleasure of not knowing yet | SEC: self-awareness |
| Reframing | What else is also true? | SEC: self-management; CCE Curriculum Content Area: Mental Health |
| Listening | What it means to be heard | SEC: social awareness and relationship management |
| Bioinspiration | What would a forest do? | Building Connections: care for nature and animal welfare; environmental issues and sustainability |
| Commitment | What you keep coming back to | SEC: self-management and responsible decision-making; Becoming my Best Self |
South Africa · Cites the CAPS Life Orientation topic and the grade where the matching content sits (Gr 7–9 Senior Phase, Gr 10–12 FET).
| Skill | Lesson | Strand |
|---|---|---|
| Breathing | A pause you carry with you | Development of the self in society — stress management: coping techniques (Gr 12) |
| Kindness | A small thing that helps | Health, social and environmental responsibility — volunteerism: helping others (Gr 9); Development of the self in society — respect for others (Gr 7) |
| Nature sensitivity | Belonging to the living world | Health, social and environmental responsibility — being kinder to Earth (Gr 8); Social and environmental responsibility — environmental justice (Gr 11) |
| Digital agency | Choosing how you use your phone | Development of the self in society — media influence on lifestyle choices; informed decision-making (Gr 9) |
| Digital discernment | Choosing what deserves your attention | Democracy and human rights — role of the media: critical analysis of media and campaigns (Gr 12) |
| Digital boundaries | Deciding when technology gets your attention | Development of the self in society — lifestyle plan and cyber wellness (Gr 12); Study skills — time management (Gr 10) |
| Self-regulation | Finding a steadier next step | Development of the self in society — stress management: own strategy (Gr 12); seeking support and assistance (Gr 11) |
| Sense-making | Finding shape in a complicated situation | Democracy and human rights — critically analysing dilemmas, respecting differing opinions (Gr 11) |
| Purpose | For the sake of what? | Social and environmental responsibility — personal mission statement and vision (Gr 12); World of work — work and personal potential (Gr 7) |
| Intention-setting | How do you want to meet what comes next? | Development of the self in society — personal values, choices and goal-setting (Gr 11) |
| Reciprocity | Keeping the flow going both ways | Development of the self in society — relationships and well-being: rights and responsibilities (Gr 11); power relations (Gr 10) |
| Compassion | Kindness that responds | Development of the self in society — respecting others' feelings (Gr 12); responding to emotions in challenging situations (Gr 9) |
| Ordinariness | Letting an ordinary day count | Development of the self in society — self-esteem and the influence of the media (Gr 10) |
| Acceptance | Letting people be who they are | Development of the self in society — respect for others and differences (Gr 10); understanding others in relationships (Gr 12) |
| Reflection | Looking back with care | Study skills — reflecting on how learning takes place (Gr 11); World of work — keeping a journal (Gr 9) |
| Inquiry | Looking beneath the first answer | Social and environmental responsibility — critical thinking for civic life (Gr 10); Democracy and human rights — sources of bias (Gr 10) |
| Pausing | Making a little room | Development of the self in society — appropriate responses to pressure: coping skills (Gr 7); stress management (Gr 12) |
| Collaboration | Making room for every voice | Democracy and human rights — democratic participation and representation (Gr 11); Development of the self in society — effective communication (Gr 12) |
| Joy | Making room for what brings you alive | Development of the self in society — recreation and emotional health (Gr 10); healthy and balanced lifestyle (Gr 11) |
| Stress management | Meeting pressure with more support | Development of the self in society — stressors, signs of stress and stress management (Gr 12) |
| Gratitude | Noticing what is already here | — |
| Non-performing | Rest without having to earn it | Physical Education — recreational and relaxation activity (Gr 11); Development of the self in society — balanced lifestyle (Gr 11) |
| Presence | Returning to where you are | Study skills — concentration (Gr 10); Development of the self in society — stress management (Gr 12) |
| Affirmation | Say the good part out loud | Development of the self in society — enhancing others' self-image through positive actions (Gr 7); building confidence in others (Gr 10) |
| Distress tolerance | Staying with an ordinary hard moment | Development of the self in society — challenging situations: counterproductive coping, strategies to respond to emotions (Gr 9) |
| Community-building | The connections in this room | Constitutional rights and responsibilities — unity in diversity: respect difference, celebrate similarity (Gr 8) |
| Curiosity | The pleasure of not knowing yet | — |
| Reframing | What else is also true? | Development of the self in society — strategies to respond to emotions in challenging situations (Gr 9); adapting to change (Gr 12) |
| Listening | What it means to be heard | Development of the self in society — communication: understanding others (Gr 12); Study skills — listening and concentration (Gr 10) |
| Bioinspiration | What would a forest do? | Study skills — critical, creative and problem-solving skills (Gr 10) |
| Commitment | What you keep coming back to | Development of the self in society — life goals: perseverance, persistence and personal values (Gr 11) |
United States · CASEL five core competencies
| Skill | Lesson | Strand |
|---|---|---|
| Breathing | A pause you carry with you | self-awareness; self-management |
| Kindness | A small thing that helps | social awareness; relationship skills; self-awareness |
| Nature sensitivity | Belonging to the living world | self-awareness; social awareness |
| Digital agency | Choosing how you use your phone | self-awareness; self-management; responsible decision-making |
| Digital discernment | Choosing what deserves your attention | responsible decision-making; self-awareness; social awareness |
| Digital boundaries | Deciding when technology gets your attention | self-awareness; self-management; responsible decision-making |
| Self-regulation | Finding a steadier next step | self-management; self-awareness |
| Sense-making | Finding shape in a complicated situation | responsible decision-making; social awareness |
| Purpose | For the sake of what? | self-awareness; responsible decision-making |
| Intention-setting | How do you want to meet what comes next? | self-awareness; self-management; responsible decision-making |
| Reciprocity | Keeping the flow going both ways | social awareness; relationship skills; responsible decision-making |
| Compassion | Kindness that responds | social awareness; self-awareness; relationship skills |
| Ordinariness | Letting an ordinary day count | self-awareness; self-management |
| Acceptance | Letting people be who they are | social awareness; relationship skills; self-awareness |
| Reflection | Looking back with care | self-awareness; responsible decision-making |
| Inquiry | Looking beneath the first answer | self-awareness; social awareness; responsible decision-making |
| Pausing | Making a little room | self-awareness; self-management; responsible decision-making |
| Collaboration | Making room for every voice | relationship skills; social awareness |
| Joy | Making room for what brings you alive | self-awareness; self-management |
| Stress management | Meeting pressure with more support | self-awareness; self-management |
| Gratitude | Noticing what is already here | self-awareness; social awareness |
| Non-performing | Rest without having to earn it | self-awareness; self-management |
| Presence | Returning to where you are | self-awareness; self-management |
| Affirmation | Say the good part out loud | relationship skills; social awareness |
| Distress tolerance | Staying with an ordinary hard moment | self-awareness; self-management |
| Community-building | The connections in this room | social awareness; relationship skills |
| Curiosity | The pleasure of not knowing yet | self-awareness; responsible decision-making |
| Reframing | What else is also true? | self-awareness; self-management |
| Listening | What it means to be heard | relationship skills; social awareness |
| Bioinspiration | What would a forest do? | social awareness; responsible decision-making |
| Commitment | What you keep coming back to | self-awareness; self-management; responsible decision-making |
Recipes for Wellbeing · CC BY-NC 4.0 · free for classroom use.