New York State Framework For Mental Health Education Instruction

NYSED Mental Health Education Literacy in Schools
New York State Framework for Mental Health Education Instruction

This framework supports the New York State Health Education Learning Standards and is to be used in conjunction with the current
Guidance Document to Achieving New York State Learning Standards in Health. The New York State Education Department recommends
schools utilize this resource to develop or adopt their own curriculum aligned with the current New York State Learning Standards, and to
tailor instruction and programs based on needs identified at the local level.
KEY: 1 – Self Management, 2 – Relationships, and 3 - Resource Management.
Subcategories within each standard: A, B, C and D.
Early Elementary (EE), Late Elementary (LE), Intermediate/Middle School (I) and Commencement/High School (C).
Subcategories within each standard: A, B, C and D. Items within each subcategory: a, b, c, d, e and f.
1. Self-Management
Develop self-awareness and self-management skills essential for mental health.
Outline Early Elementary (EE) Late Elementary (LE) Intermediate (I) Commencement (C)
(K-2) (3-5) (6-8) (9-12)
1A. Self-care to promote 1A. EEa. Individuals 1A. LEa. Individuals 1A. Ia. Individuals 1A. Ca. Individuals who
mental health and understand the benefits begin to assume describe the are mentally and
overall well-being. of eating healthy foods, responsibility of self-care interrelationships of emotionally healthy use
mindfulness, getting behaviors (rest, relax, emotional, intellectual, self-care to promote
enough sleep, being mindfulness, hygiene, physical, and social mental health and
active both physically exercise, food, friend health in adolescence overall well-being
and socially as they choices and creative (Health Triangle; See - (Dimensions of Health,
relate to overall health activities) to maintain Glossary). SPIES Model; See
and well-being. and/or improve overall Glossary).
health and well-being.
1A. LEb. Individuals 1A. Ib. There are many 1A. Cb. There are many
identify characteristics of factors that can influence factors that can influence
a mentally and one’s mental health, an individual’s mental
emotionally healthy including family, health, including family,
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(K-2) (3-5) (6-8) (9-12)
person and explain what environment, genetics, environment, genetics,

it means to be mentally brain chemistry, health brain chemistry, health
or emotionally healthy. behaviors, personal behaviors, personal
values, peers, media, values, peers, media,
technology, culture and technology, culture and
community. community.
1A. Ic. Recognition of 1A. Cc. Recognition of

one’s strengths and one’s strengths and
weaknesses is integral weaknesses is integral
to maintaining and to maintaining and
improving overall health. improving overall health.
1A. Id. Individuals can 1A. Cd. Individuals can

take action (individually take action (individually
or with support) to or with support) to
positively impact their positively impact their
own mental health. own mental health.
1A. Ie. Individuals can 1A. Ce. Individuals can

develop coping skills to develop coping skills to
work through challenging work through challenging
situations. situations.
1A. Cf. There are

connections between
mental illness or
challenges, substance
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(K-2) (3-5) (6-8) (9-12)
use, and trauma.

experiences.
1B. Resiliency 1B. EEa. Individuals 1B. LEa. Self-esteem is 1B. Ia. Individuals’ self- 1B. Ca. Individuals’ self-
identify their own the opinion a person has esteem is developed esteem is developed
positive physical, social, of him/herself and can over time and can be over time and can be
and mental change over time. influenced by many influenced by many
characteristics and those internal and external internal and external
of others. factors. factors.
1B. EEb. Individuals set 1B. LEb. Individuals’ 1B. Ib. Individuals can 1B. Cb. Individuals can
reasonable goals and self-esteem can be enhance their self- enhance their self-
develop strategies to influenced by many esteem by participating esteem by participating
work toward them and internal and external in activities that make in activities that make
assess the outcomes of factors. them feel good about them feel good about
experiences to build themselves or increase themselves or increase
resiliency. their confidence. their confidence.
1B. EEc. Failures and 1B. LEc. Failures, 1B. Ic. Resilience is the 1B. ICc. Individuals who
challenges may be difficulties and non- ability to bounce back are mentally healthy
beneficial learning successes often provide from adversity, failures, have positive self-
experiences that help individuals with learning and difficulties. esteem.
individuals learn and experiences.
grow.
1B. Id. Individuals can 1B. Cd. Individuals can
build resilience by overcome difficult
working through situations by using
adversity and they can resiliency / skills to help
build it by improve one's mental
communicating with health wellness.
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(K-2) (3-5) (6-8) (9-12)
others who have been

through similar
experiences.
1B. Ie. Failures and 1B. Ce. Failures and

challenges may be challenges may be
beneficial learning beneficial learning
experiences that provide experiences that provide
individuals with individuals with
opportunities for growth. opportunities for growth.
1C. Feelings 1C. EEa. Individuals 1C. Lea. Individuals 1C. Ia. Individuals 1C. Ca. Individuals can
identify different feelings identify different feelings experience a full range develop healthy ways to
and when one might and when one might of emotions and can identify, express and
experience these experience these learn to recognize them respond to their
feelings and how long feelings and how long and predict their normal emotions; this is an
the feelings are likely to the feelings are likely to course. important part of self-
last. last. care and can impact
mental health.
1C. EEb. Individuals 1C. LEb. Individuals 1C. Ib. Individuals can
identify appropriate ways describe the relationship develop healthy ways to
to express and deal with between feelings and identify, express and
feelings. behavior; Individuals can respond to their
develop healthy ways to emotions; this is an
identify, express and important part of self-
respond to their care and can impact
emotions; this is an mental health.
important part of self-
care and can impact
mental health.
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2. Relationships
Develop healthy relationships to promote mental health.
(K-2) (3-5) (6-8) (9-12)
2A. Communication 2A. EEa. Communication 2A. LEa. Communication 2A. Ia. Healthy 2A.Ca. Healthy
Skills is the sharing of is expressed verbally communication skills communication skills
information and involves and non-verbally. help to maintain overall help to maintain overall
giving and receiving health. health.
information, ideas, and
opinions.
2A. EEb. Individuals can 2A. LEb. Individuals’ 2A. Ib. Individuals can 2A.Cb. Individuals can
use body language and body language and tone develop healthy learn healthy ways to
tone of voice as important of voice can influence communication skills express all emotions to
parts of communication. the words being spoken. through role modeling promote health
and authentic practice. enhancing behavior,
support relationships
and reduce conflicts.
2A. EEc. Social 2A. LEc. Individuals 2A. Ic. Individuals’ use 2A.Cc. Individuals can
connections to one or demonstrate how to of body language and learn healthy ways to
more close individuals effectively communicate tone of voice are use social media and
are important to the needs, wants, and important parts of technology; one must
promotion and feelings in healthy ways. communication. develop a balanced
maintenance of mental approach to their
health. technology use which
can impact mental
health.
2A. LEd. Social 2A. Id. Individuals can 2A. Cd. Individuals
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(K-2) (3-5) (6-8) (9-12)
connections to one or learn healthy way to recognize the

more close individuals express all emotions to importance of silence in
are important to the promote health conversation. It can
promotion and enhancing behavior, demonstrate listening
maintenance of mental support relationships and thoughtfulness.
health. and reduce conflicts.
2A.Ie. Individuals can

learn healthy ways to
use social media and
technology; one must
develop a balanced
approach to their
technology use which
can impact mental
health.
2B. Empathy, 2B. EEa. Individuals 2B. LEa. Empathy, 2B. Ia. Demonstrating 2B. Ca. Demonstrating
Compassion, understand the meanings compassion, and empathy, compassion empathy, compassion
Acceptance of empathy, compassion acceptance of and acceptance for and acceptance for
and acceptance and how differences are essential others is an important others is an important
to express them components of healthy aspect of healthy aspect of healthy
appropriately. relationships. relationships. It can relationships. It can
benefit one’s overall benefit one’s overall
mental health as well as mental health as well as
the health of those the health of those
around them. around them.
2B. EEb. Individuals 2B. LEb. Individuals 2B. Ib. Respecting the 2B. Cb. Respecting the
identify characteristics of explain the importance of experiences of others, experiences of others,
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(K-2) (3-5) (6-8) (9-12)
healthy family respecting personal accepting differences accepting differences

relationships. space and the and establishing healthy and establishing healthy
boundaries of others. boundaries are all part of boundaries are all part of
balanced mental health. balanced mental health.
2B. EEc. Individuals 2B. Ic. Demonstrating 2B. Cc. Demonstrating

identify characteristics of empathy, compassion empathy, compassion
healthy peer and acceptance can and acceptance can
relationships. support others who are support others who are
dealing with mental dealing with mental
health issues and is health issues and is
important towards important towards
reducing stigma. reducing stigma.
2B. EEd. Individuals
identify personal space
and boundaries of others.
2C. Gratitude, 2C. EEa. Individuals 2C. LEa. Gratitude (a 2C. Ia. Demonstrating 2C. Ca. Demonstrating
Forgiveness understand the meaning feeling of appreciation or gratitude (a feeling of gratitude (a feeling of
of gratitude (a feeling of thanks) and forgiveness, appreciation or thanks) appreciation or thanks)
appreciation or thanks) when warranted, are and forgiveness, when and forgiveness, when
and how to express it. relationship building warranted, can benefit warranted, can benefit
skills that individuals can one’s own health as well one’s overall mental
learn/foster and may as the health of those health as well as the
provide benefit for one's around them. health of those around
mental health. them.
2C EEb. Individuals
understand the meaning
of forgiveness and that,
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(K-2) (3-5) (6-8) (9-12)
when warranted,
forgiveness is a healthy
part of moving forward
after a negative
experience.
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3. Resource Management
Develop skills to utilize personal and community resources related to mental health.
Know what, when, where and how to ask for help for self and others.
(K-2) (3-5) (6-8) (9-12)
3A. What to ask for help 3A.EEa. Individuals 3A. LEa Individuals 3A. Ia. Individuals 3A.Ca. Individuals
for self and others recognize that sharing recognize that sharing recognize that sharing recognize that sharing
feelings is a healthy feelings is a healthy feelings is a healthy feelings is a healthy
action. action. action. action.
3A. Ib. Individuals can 3A.Cb. Individuals can

describe the warning describe the warning
signs, risk factors, and signs, risk factors, and
protective factors for protective factors for
depression, anxiety depression, anxiety,
eating disorders, and psychosis, eating
suicide. disorders, and suicide.
3A. Ic. Individuals 3A.Cc. Individuals

understand how the understand how the
above and other mental above and other mental
health concerns reflect health concerns reflect
unhealthy manifestations unhealthy manifestations
of otherwise “normal” of otherwise “normal”
mental functions, and mental functions, and
that proven strategies that proven strategies
exist for improving exist for improving
various mental functions. various mental functions.
3A. Id. Experiencing 3A. Cd. Recognition of a

trauma can impact one’s mental health issue is an
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(K-2) (3-5) (6-8) (9-12)
mental health but early initial step towards

recognition and getting help for self and
intervention can have a others.
positive impact on one’s
experiences.
3A. Ce. Experiencing
trauma can impact one’s
mental health but early
recognition and
intervention can have a
positive impact on one’s
experiences.
3B. When to ask for 3B. EEa. Individuals will 3B. LEa. Individuals will 3B. Ia. Individuals 3B. Ca. Individuals
help for self and others be encouraged to recognize the difference acknowledge that there understand that if
recognize the difference between a situation that are issues that cannot symptoms of mental
between a situation that requires immediate be managed illness/challenges affect
requires immediate attention and one that independently and relationships,
attention and one that can wait. require responsibilities, and
can wait. support/assistance. recreation of self or
others, individuals need
3B. EEb. Individuals will 3B. LEb. Individuals can 3B. Ib. Individuals to seek help.
develop the ability to decide when help is understand that if
know when help is needed and when it is symptoms of mental
needed and when it is not needed to make a illness/challenges affect
not needed to make a decision related to relationships,
decision related to mental and emotional responsibilities, and
mental and emotional health. recreation of self or
health. others, individuals need
to seek help.
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(K-2) (3-5) (6-8) (9-12)
3C. Where to ask for 3C. EEa. There are safe, 3C. LEa. There are safe, 3C. Ia. Many trusted 3C. Ca. Many trusted
help for self and others trusted adults in school trusted adults in school adults and community adults and community
and at home to help and at home, as well as resources are available resources are available
individuals with their within the community, to to help individuals with to help individuals with
mental health needs. help individuals with their their mental health their mental health
mental health needs. needs. needs.
3C. Ib. Individuals 3C. Cb. Individuals

identify helpful personal, identify helpful personal,
family and community family and community
resources that can help resources that can help
self and others. self and others.
3D. How to ask for help 3D. EEa. Individuals 3D. LEa. Individuals 3D. Ia. Individuals 3D. Ca. Individuals
for self and others identify characteristics of identify characteristics of analyze the influences of analyze the influences of
a trusted adult in school a trusted adult in school, views on mental health views on mental health
and at home; this is the at home, and in the and mental illness (self, and mental illness (self,
first step in accessing community; this is the family, peers, culture, family, peers, culture,
help. first step in accessing society, media, etc.) society, media, etc.)
help.
3D. EEb. Individuals 3D. LEb. Individuals 3D. Ib. Effective 3D. Cb. Effective
identify trusted adults identify trusted adults communication and self- communication and self-
with whom they can with whom they can advocacy skills are advocacy skills are
share feelings. share feelings. necessary in order to necessary in order to
obtain appropriate obtain appropriate
mental health resources mental health resources
for self and others. for self and others.
22 | P a g e
(K-2) (3-5) (6-8) (9-12)
3D. Cc. Individuals

evaluate valid mental
health resources and
identify best methods for
accessing them.
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New York State Framework For Mental Health Education Instruction

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New York State Framework For Mental Health Education Instruction

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NYSED Mental Health Education Literacy in Schools

New York State Framework for Mental Health Education Instruction

person and explain what environment, genetics, environment, genetics,

1A. Ic. Recognition of 1A. Cc. Recognition of

1A. Id. Individuals can 1A. Cd. Individuals can

1A. Ie. Individuals can 1A. Ce. Individuals can

1A. Cf. There are

use, and trauma.

others who have been

1B. Ie. Failures and 1B. Ce. Failures and

connections to one or learn healthy way to recognize the

2A.Ie. Individuals can

healthy family respecting personal accepting differences accepting differences

2B. EEc. Individuals 2B. Ic. Demonstrating 2B. Cc. Demonstrating

3A. Ib. Individuals can 3A.Cb. Individuals can

3A. Ic. Individuals 3A.Cc. Individuals

3A. Id. Experiencing 3A. Cd. Recognition of a

mental health but early initial step towards

3C. Ib. Individuals 3C. Cb. Individuals

3D. Cc. Individuals

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