Social Emotional Learning & Mental Health Resources

Kindergarten- 2^nd Grade

1. Students will be able to recognize healthy and unhealthy relationships.
2. Students will understand that abuse can occur in any relationship.
3. Students will understand that their body is theirs and it deserves respect as well as know that some parts of their body are private.
4. Students will be able to identify and define whether a touch is a “comfortable”, “uncomfortable” or “confusing” touch.
5. Students will be able to understand how to refuse uncomfortable touches.
6. Students will be able to comprehend “No, Go and Tell.”
7. Students will know what keeps them safe when on the Internet; including not sharing personal information.
8. Students will be able to identify by name two trusted adults who can help with any issues or problems, or identify a safe adult if lost, hurt, or in need of help.
9. Students will be able to identify the difference between a safe and unsafe secret, when there is an unsafe secret, they must tell a trusted adult.
10. Students will be able to identify adults that they can trust and talk to about uncomfortable touch or unsafe secrets.
11. Students will be aware of unknown individuals who claim to know the child or his/her family.
12. Students will be able to understand that abuse, including exploitation, is never the student’s fault.

3^rd Grade- 4^th Grade

1. Students will be able to recognize healthy and unhealthy relationships.
2. Students will understand that abuse can occur in any relationship.
3. Students will be able to identify the bathing suit zone.
4. Students will have a deeper understanding of “comfortable”, “uncomfortable” or “confusing” touch.
5. Students will be able to use “No, Go and Tell” to seek help from a trusted adult.
6. Students will know what keeps them safe when on the Internet; including not sharing personal information.
7. Students will be able to recognize that their body belongs to them and they have the right to say when and how someone else can touch it.
8. Students will be able to set personal boundaries and respect the personal boundaries of others.
9. Students will be able to identify and seek help if unhealthy and unsafe behaviors and situations occur, including bullying and abuse.
10. Students will be able to quit or refuse to play games involving inappropriate touching.
11. Students will be able to understand that abuse, including exploitation and trafficking, is never the student’s fault.

5^th Grade- 6^th Grade

1. Students will be able to recognize healthy and unhealthy relationships.
2. Students will understand that abuse can occur in any relationship.
3. Students will be able to describe and understand healthy and safe personal choices.
4. Students will be able to identify and seek help if unhealthy and unsafe behaviors and situations occur, including bullying and abuse.
5. Students will be able to identify safe adults that they can report to when confronted with potentially unhealthy or unsafe situations.
6. Students will be able to use “No, Go and Tell” to seek help from a trusted adult.
7. Students will know what keeps them safe when on the Internet; including not sharing personal information.
8. Students will be able to refuse to go alone to meet online acquaintances/strangers.
9. Students will understand the basic concept of manipulations and lures.
10. Students will be able to identify different ways that perpetrators might use “lures”.
11. Students will be able to understand that abuse, including exploitation and trafficking, is never the student’s fault.

7^th Grade- 8^th Grade

1. Students will be able to recognize healthy and unhealthy relationships, including romantic relationships.
2. Students will understand how to set personal boundaries and limits on relationships and honor the boundaries of others.
3. Students will understand that abuse can occur in any relationship and understand the various types of manipulations and lures.
4. Students will understand they can stand up for themselves and say “no” without feeling guilty.
5. Students will be able to help a friend who is in a potentially abusive situation find a trusted adult.
6. Students will be able to identify abuse that may occur in person and online: physical, sexual, emotional, and neglect.
7. Students will identify safe adults and peers or seek professional help such as help/abuse lines, counselors, etc.
8. Students will understand the risk caused by sending, requesting, and/or sharing inappropriate materials.
9. Students will be able to understand the importance of keeping personal information private while online.
10. Students will know what keeps them safe when on the Internet by refusing to post, send, or forward inappropriate images of self or others and know how to set privacy settings on social media.
11. Students will understand that abuse, exploitation, and trafficking, is never the student’s fault and help is available.

1. Self-awareness: The ability to understand one’s emotions, thoughts, and values and how they influence behavior across contexts. This includes capacities to recognize one’s strengths and limitations with a well-grounded sense of confidence and purpose.
2. Self-management: The ability to manage one’s emotions, thoughts, and behaviors effectively in different situations and achieve goals and aspirations. This includes delaying gratification, managing stress, feeling motivated, and having the agency to accomplish personal and collective goals.
3. Social awareness: The ability to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts.  This includes the capacities to feel compassion for others, understand broader historical and social norms for behavior in different settings, and recognize family, school, and community resources and supports.
4. Responsible decision-making:  The abilities to make caring and constructive choices about personal behavior and social interactions across diverse situations. This includes the capacities to consider ethical standards and safety concerns, and to evaluate the benefits and consequences of various actions for personal, social, and collective well-being.
5. Relationship skills:  The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups. This includes the capacities to communicate clearly, listen actively, cooperate, work collaboratively to problem solve and negotiate conflict constructively, navigate settings with differing social and cultural demands and opportunities, provide leadership, and seek or offer help when needed.

The Central Islip School District hosts parent workshops throughout the school year to support the community on a variety of topics and areas of interest. Please visit the parent university webpage for our workshop calendar and additional details. Workshops are always presented in English and Spanish!

• Cyber Bullying  
• Social Media Safety 
• Strategies for Dealing with Challenging Behaviors 
• Dealing with Grief 
• Managing Anxiety 
• Setting Boundaries  
• Summer Safety  

The Assistant Superintendent for Curriculum and Instruction is always looking for new ways to engage with our families and meet their needs. If there are any suggestions or ideas for future workshops that you would like to see, please don’t hesitate to reach out at 631-348-5002 or email her directly at jiafrate@centralislip.k12.ny.us. 

Parent University Webpage

NAMI HELP LINE

Central Islip Mental Health Resource Directory (English)

Central Islip Mental Health Resource Directory (Spanish)

Suicide & Crisis Lifeline - Dial 988 (English and Spanish Help)

It is OK to not be OK!  If you need help please visit the NAMI Help Line website or reach out to any of our school psychologists or social workers. 

New York State’s law (Chapter 187 of the Laws of 2019

Erin's Law - requires public schools to teach child sexual abuse and exploitation prevention classes to students in kindergarten through eighth grade. Erin's Law is named for Erin Merryn, an abuse survivor, and activist against child sexual abuse who has advocated for similar laws nationwide for over a decade. Erin’s Law is intended to help children, teachers, and parents in New York State schools identify sexual abuse and to provide awareness, assistance, referral, or resource information for children and families who are victims of child sexual abuse.

NYSED Erin's Law Details and Grade Level Objectives

Suffolk County Advocacy Center - Parent Resources

Erins Law Resources for Parents

Parents for Megan's Law Resources

Rainn Resources for Parents

Vibes Resources for Parents

• We Move Together by Kelly Fritsch and Anne McGuire 
• The Compy Spot by Krista Legge
• My Three Best Friends and Me, Zulay by Cari Best 
• The Many Mysteries of the Finkel Family by Sarah Kapit
• The What-Ifs by Emily Kilgore
• Anita and the Dragons by Hanna Carmona
• Stick and Stone by Beth Ferry
• The Oldest Student: How Mary Walker Learned to Read by Rita Lorraine Hubbard
• Nadia: The Girl Who Couldn’t Sit Still by Karlin Gray
• The Heart and the Bottle by Oliver Jeffers
• Big Feelings by Alexandra Penfold
• Crabby Pants by Julie Gassman
• The Way I Feel by Janan Cain
• Giraffes Can’t Dance by Giles Andreae
• See you soon by Dilraz Kunnummal
• Yogi superhero time to rest by Anna Smithers
• My super skills: Animals and Affirmations (Super skills series) by Lauren Mosback
• Being Calm by Navnish Khera
• Keeping it cool by Melissa Boyd
• Preseton’s Positive thoughts by Jenelle French
• The power in words by Meaghan Axel
• I can handle it 2 by Laurie Wright
• Small or tall We sparkle after all by Aditi Wardhan Singh
• The day you begin by Jaqueline Woodson
• You are enough by Sofia Sanchez
• The Invisible Boy by Trudy Ludwig
• Just Help! How to build a better world by Sonia Sotomayor
• Keep Calm! by Gina Bellisario
• Sergio sees the good by Linda RydenInvisible Boy