- 澳大利亚，个人与社会能力
- Self-management — emotional regulation; Self-awareness — emotional awareness2026 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
- Self-knowledge and self-care (GC 8) — caring for physical and emotional health and 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; self-advocating (expressing needs, seeking help)尚未与原始文件核对。
- 加拿大，安大略省健康与体育
- Personal skills — adaptive, management and coping skills, incl. seeking help (1.2) · Gr 7–8: A1.1 (self-regulation), A1.2尚未与原始文件核对。
- 智利，Orientación（辅导课）
- Wellbeing and self-care — healthy routines incl. rest (OA 4, 7°–8°); turning to support networks (OA 3, 1°–2° medio)尚未与原始文件核对。
- 英格兰，PSHE
- Health and Wellbeing: mental health and emotional wellbeing (KS3 H6, H7, H10, 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); coping strategies (statement 7)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 — rest, a balanced daily rhythm and handling conflicting feelings尚未与原始文件核对。
- 加纳，核心素养
- Personal Development and Leadership — self-regulation and resilience尚未与原始文件核对。
- 香港，价值观教育
- Health education (健康生活教育) — psychological well-being; seeking family support in difficulties (S1–S3)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
- Health (kesehatan) — physical and mental health; Independence (kemandirian) — adapting to varied situations尚未与原始文件核对。
- 爱尔兰，初中阶段身心安康课程
- Resilient — knowing where I can go for help; Responsible — acting to protect and promote my wellbeing尚未与原始文件核对。
- 日本，学习指导要领
- Health — coping with stress; Special activities — resolving adolescent anxieties and worries (思春期の不安や悩みの解決)尚未与原始文件核对。
- 肯尼亚，素养本位课程
- Self-efficacy — managing stressful situations; Learning to Learn — seeking and making use of guidance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 — managing affect, self-regulation; Axis: Healthy living尚未与原始文件核对。
- 新西兰，健康与体育
- Personal health and physical development — self-management skills; Healthy communities and environments — community resources尚未与原始文件核对。
- 苏格兰，健康与身心安康
- Mental and emotional wellbeing — managing thoughts and emotions (HWB 3-02a); practical and emotional support (HWB 3-03a)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 — stress management: own strategy (Gr 12); seeking support and assistance (Gr 11)尚未与原始文件核对。
- 美国，CASEL
- self-management; self-awareness2026 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
- P1 Self-regulation — regulating emotions, thoughts and behaviour (P1.2); P3 Wellbeing — reliable support and services (P3.2)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
- Self-management — regulating emotions and behaviour under pressure; Decision-making — choosing support尚未与原始文件核对。
- IB，ATL
- Self-management: affective skills (emotional management)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 (self-regulation)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
- Mindfulness (steadying attention and body across different forms of rest)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
- Coping with stress — reducing sources of stress or changing the environment; Coping with emotions尚未与原始文件核对。
- 内在发展目标
- Being: Self-Awareness; Being: Presence2026 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
- Regulate under stress: the base for session 82026 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。
