Social / Emotional Learning

7 Mindsets provides K–12 mindset-based curricula, wellness resources, and professional learning. Educators use lessons and activities to build student relationship skills, decision making, and school connection. Separate offerings support schoolwide instruction, targeted wellness work, and educator development. The chosen curriculum and implementation define how participation is documented. School teams connect lessons and educator learning with local goals while keeping targeted wellness records in their designated support process.

The AIM Buddy Project is a supplemental social-emotional and character-development curriculum using characters from PBS's ARTHUR. Cross-grade student pairs work through interactive comics and games about empathy, honesty, forgiveness, generosity, and learning from others. Shared activities prompt discussion of feelings, perspectives, and problem solving. Cross-grade participation connects paired students with a shared activity. Teachers coordinate the pairing and discussion, using observation and student reflection as local evidence of the learning experience.

Better Kids' Wisdom: The World of Emotions combines digital games with social-emotional learning lessons for PreK–2. Teachers pair independent gameplay with group discussion, hands-on activities, and read-alouds. Students practice recognizing feelings, managing emotions, empathy, and problem solving, with resources for continued practice at home. Digital play and group discussion provide different evidence of participation. Teachers connect both with observations in everyday classroom routines, while home resources offer practice beyond the school setting.

Better Together Cubed provides K–12 social-emotional learning curricula, a digital platform, and educator professional development. Schools use lessons and activities to teach self-awareness, relationship skills, and decision making. Its resources support classroom instruction and coordinated schoolwide learning. Lesson participation supports a school’s broader approach to relationships and decision making. Educators connect classroom activity with observation and discussion, keeping curriculum use distinct from clinical or disciplinary records.

Brighten Learning provides animated programs for social skills, life skills, wellness, and career readiness. Teachers use interactive lessons with groups or individual learners, including students receiving special education services. Products such as Social Express and Teen Career Path address different skills and age groups. The selected product and learner goals determine the relevant lesson history. Teachers connect practice and observed skill use with classroom or support plans.

Centervention offers online, game-based social-emotional learning interventions for elementary and middle-school students. Educators use the programs to provide practice in social and emotional skills as part of classroom or targeted support. Student activities complement adult-led instruction and discussion. Game activity describes practice within a selected support program. Educators connect it with adult-led teaching and observation, while individualized support decisions draw on a wider understanding of the student.

CharacterStrong provides a digital environment for delivering social-emotional and character-development instruction and supporting tiered interventions. In Tier 1, educators create classes, select a scope and sequence, teach lessons, and record completion. Lesson completion documents implementation, while student skill development requires additional evidence. Educators connect participation with discussion and observation, and manage targeted intervention records according to their separate purpose.

Move This World provides digital social-emotional learning curricula and resources for students, staff, and families. Schools use guided activities to build emotional awareness, coping skills, and relationships. Educators incorporate the materials into daily routines and broader student-support work. Guided activities support routines. Educators connect participation with observation and discussion, while concerns requiring individual follow-up enter the school’s separate support process.

Peekapak provides social-emotional learning curricula and digital activities for schools. Teachers use stories, discussion, and practice to develop skills such as empathy, self-regulation, communication, and conflict resolution. Resources connect classroom lessons with opportunities for students to practice social skills. Stories and activities provide a shared language for classroom discussion. Teachers connect observed practice with local learning goals.

Ripple Effects provides digital social-emotional and behavioral learning programs. Schools use personalized activities and locally selected content to support student skill development, problem solving, and behavior interventions. Educators can incorporate the programs into classroom instruction or targeted student-support plans.

Selected activities form part of a locally defined support plan. Educators connect participation with observed skills and follow-up, interpreting progress in the context of adult guidance and the student’s circumstances. Participation, implementation, and progress describe different aspects of support. Instructional teams use their combined context when reviewing the learner’s next steps.

Second Step provides social-emotional learning programs for schools. Teachers use sequenced lessons and practice activities to develop skills such as managing emotions, building relationships, and solving interpersonal problems. Programs and supporting resources vary by age group and implementation. The selected age-level program defines the lesson sequence and practice. Teachers connect student discussion and observed skills with local goals, keeping curriculum participation separate from diagnostic or clinical judgments.

Wayfinder provides social-emotional and durable-skills learning for K–12 schools. Teachers use lessons and activities to help students develop self-awareness, relationships, collaboration, and a sense of purpose. Schools can incorporate the materials into advisory, classroom instruction, counseling, and broader student-support work. Advisory and classroom use generate observations about participation and skills. School teams connect that evidence with the local support approach while preserving the distinction between instruction and individualized care.