- 澳大利亚，个人与社会能力
- Self-management: emotional regulation; perseverance and adaptability2026 年 10 月 10 日经 AI 审阅，对照 Australian Curriculum Version 9.0 的 General capabilities: Personal and Social capability 及其要素和子要素核对，尚未经人类顾问核对。
- 巴西，BNCC
- Responsibility and citizenship (GC 10) — flexibility and resilience; Self-knowledge and self-care (GC 8) — dealing with emotions尚未与原始文件核对。
- 加拿大，BC 核心素养
- Personal Awareness and Responsibility — self-regulating; Critical and Reflective Thinking — analyzing and critiquing尚未与原始文件核对。
- 加拿大，安大略省健康与体育
- Personal skills — adaptive skills: being flexible, trying out solutions (1.2) · Gr 7–8: A1.3 (reframing negative thoughts)尚未与原始文件核对。
- 智利，Orientación（辅导课）
- Wellbeing and self-care — managing stress (OA 4, 1°–2° medio); Managing learning — redefining actions after results (OA 10, 7°–8°)尚未与原始文件核对。
- 英格兰，PSHE
- Health and Wellbeing: mental health and emotional wellbeing (KS3 H9, KS4 H7)2026 年 10 月 10 日经 AI 审阅，对照 PSHE Association 的 Programme of Study for PSHE education, Key stages 1 to 5（2020 年版措辞，读自一所学校托管的副本，2023/24）核对，尚未经人类顾问核对。
- 英格兰，RSHE
- Mental wellbeing: worrying and feeling down are normal, and managing those feelings (statement 4)2026 年 10 月 10 日经 AI 审阅，对照 DfE 自 2026 年 9 月 1 日起施行的 Relationships education, relationships and sex education (RSE) and health education 指南核对，尚未经人类顾问核对。
- 芬兰，跨学科通用能力
- L3 Taking care of oneself and managing daily life — handling conflicting feelings and thoughts; L1 — finding alternatives尚未与原始文件核对。
- 加纳，核心素养
- Critical Thinking and Problem-Solving — choosing the most appropriate of several solutions; Personal Development and Leadership — resilience尚未与原始文件核对。
- 香港，价值观教育
- Perseverance (堅毅) — getting through setbacks (S1–S3); Life education — facing adversity with a positive attitude (S4–S6)尚未与原始文件核对。
- 印度，NEP
- Life skills: resilience (NEP Principles); Mental health (NEP 4.28)2026 年 10 月 10 日经 AI 审阅，对照 National Education Policy 2020 的最终英文文本（2020 年 7 月，PIB 托管的副本）核对，尚未经人类顾问核对。
- 印度尼西亚，毕业生画像
- Critical reasoning (penalaran kritis) — considering various viewpoints; Independence (kemandirian) — adapting (beradaptasi)尚未与原始文件核对。
- 爱尔兰，初中阶段身心安康课程
- Resilient — believing that with effort I can achieve; Aware — making sense of my thoughts and feelings尚未与原始文件核对。
- 日本，学习指导要领
- 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)尚未与原始文件核对。
- 肯尼亚，素养本位课程
- Self-efficacy — sustaining effort after failure; seeing difficulties as challenges rather than threats尚未与原始文件核对。
- 墨西哥，Nueva Escuela Mexicana（新墨西哥学校）
- Feelings and their influence on decision-making — how feelings are built from ideas and experiences尚未与原始文件核对。
- 新西兰，健康与体育
- Hauora: taha hinengaro (thinking processes, responding constructively); KAL mental health — stress and disappointment尚未与原始文件核对。
- 苏格兰，健康与身心安康
- Mental and emotional wellbeing — learning ways of managing thoughts and emotions (HWB 3-02a); challenging times (HWB 3-07a)2026 年 10 月 10 日经 AI 审阅，对照 Education Scotland 的 Curriculum for Excellence, Health and wellbeing: experiences and outcomes 核对，尚未经人类顾问核对。
- 新加坡，CCE
- SEC: self-management; CCE Curriculum Content Area: Mental Health2026 年 10 月 10 日经 AI 审阅，对照 MOE 2021 年的 Character and Citizenship Education (CCE) Syllabus, Secondary 核对，尚未经人类顾问核对。
- 南非，生活指导
- Development of the self in society — strategies to respond to emotions in challenging situations (Gr 9); adapting to change (Gr 12)尚未与原始文件核对。
- 美国，CASEL
- self-awareness; self-management2026 年 10 月 10 日经 AI 审阅，对照 casel.org 上发布的 CASEL Framework (2020) 核对，尚未经人类顾问核对。
- 欧盟，LifeComp
- P2 Flexibility — reviewing opinions and courses of action (P2.1); P1 Self-regulation — hope and resilience (P1.3)尚未与原始文件核对。
- 中东和北非，联合国儿童基金会生活技能
- Resilience — navigating setbacks constructively; Critical thinking — finding another honest frame尚未与原始文件核对。
- IB，ATL
- Self-management: affective skills (self-motivation, resilience)2026 年 10 月 10 日经 AI 审阅，对照 IB 的 MYP: From principles into practice 中的 Approaches to learning（自 2014 年 9 月/2015 年 1 月起使用，一所学校托管的副本）核对，尚未经人类顾问核对。
- OECD 学习罗盘
- Skills: cognitive and meta-cognitive skills (creative thinking)2026 年 10 月 10 日经 AI 审阅，对照 OECD Learning Compass 2030 的概念说明 Skills for 2030 和 Core Foundations for 2030（2019）核对，尚未经人类顾问核对。
- 联合国教科文组织 SEL
- Critical Inquiry (finding a second, honest frame); Mindfulness (attention regulation)2026 年 10 月 10 日经 AI 审阅，对照 MGIEP 列出四项能力的网页核对，各项能力的定义取自 Rethinking Learning (MGIEP, 2020) 的摘要，因为该书原文当时无法打开；尚未经人类顾问核对。
- 世界卫生组织生活技能
- Creative thinking — exploring alternative ways to see a situation; Coping with emotions尚未与原始文件核对。
- 内在发展目标
- Thinking: Perspective Skills; Acting: Resilience2026 年 10 月 10 日经 AI 审阅，对照 Inner Development Guide 中分属 5 个维度的 25 项技能（idg.guide，2025）核对，尚未经人类顾问核对。
- 倡导者课程，能力
- Understand self: the base for session 32026 年 10 月 10 日经 AI 审阅，对照十次倡导者课程的三种能力（以 /advocates/ 上各次课程的命名为准）核对，尚未经人类顾问核对。
