A practical guide for Alabama educators and administrators on the state's daily character education requirement, health education course of study, school counseling program model, bullying prevention law, and what compliance and implementation actually look like for K-5 schools.
Alabama has one of the most specific character education mandates in the country. It is also a state that does not use the term “SEL” in any of its K-12 standards or statutes.
Both of these things are true at the same time, and understanding how they work together is the key to understanding what Alabama actually requires of elementary schools when it comes to social-emotional instruction.
The short version: Alabama law requires every school to provide not less than ten minutes of character education instruction per day, covering 24 named character traits. The state's health education standards, required in grades K-8, include social-emotional content at every grade level. A new Comprehensive School Counseling Program Model, adopted in March 2026, adds another layer of structured support for students' personal and social development.
Alabama's Five Overlapping Requirements
Alabama doesn't use the term “SEL” but requires the same skills through multiple mandates:
Character Ed
10 min/day
24 traits
Health Ed
K-8 required
8 anchors
Counseling
2026 model
ASCA-aligned
Bullying Law
Evidence-based
prevention
PBIS
75% of schools
Tier 1-3
One Unified Program
A single curriculum covering character traits + social-emotional skills satisfies all five
Alabama's Character Education Mandate
The Daily Instruction Requirement
Section 16-6B-2(h) of the Code of Alabama is unusually specific. It requires both the State Board of Education and all local boards to develop and implement a comprehensive character education program for all grades consisting of not less than ten minutes of instruction per day.[1]
The statute names 24 character traits that the program must address:[1]
Courage, patriotism, citizenship, honesty, fairness, respect for others, kindness, cooperation, self-respect, self-control, courtesy, compassion, tolerance, diligence, generosity, punctuality, cleanliness, cheerfulness, school pride, respect for the environment, patience, creativity, sportsmanship, loyalty, and perseverance.
Each plan of instruction must also include the Pledge of Allegiance to the American flag.[1]
How This Maps to Social-Emotional Skills
The 24 character traits Alabama names are not abstract virtues. They are observable, teachable behaviors that correspond directly to the skills social-emotional programs develop.
| Alabama Character Trait | Related Skill Area | CASEL Competency |
|---|---|---|
| Self-control | Impulse management, emotional regulation | Self-Management |
| Courage | Willingness to take risks, speak up | Self-Management |
| Perseverance | Persistence, grit | Self-Management |
| Patience | Delayed gratification, frustration tolerance | Self-Management |
| Diligence | Effort, goal pursuit | Self-Management |
| Compassion | Empathy, concern for others | Social Awareness |
| Tolerance | Respecting differences, perspective-taking | Social Awareness |
| Courtesy | Manners, consideration for others | Social Awareness |
| Kindness | Prosocial behavior, inclusion | Relationship Skills |
| Cooperation | Teamwork, collaboration | Relationship Skills |
| Fairness | Equitable treatment, justice | Responsible Decision-Making |
| Honesty | Integrity, trustworthiness | Responsible Decision-Making |
| Citizenship | Accountability, responsibility | Responsible Decision-Making |
| Self-respect | Self-assessment, personal worth | Self-Awareness |
A CASEL-aligned curriculum that teaches both the character trait and the skill behind it addresses the statute's requirements while building the functional capacity students need to actually practice those traits.
Alabama's Health Education Standards
What the Standards Include
The 2019 Alabama Course of Study: Health Education is required in grades K-8 and must be delivered by certified teachers. The course of study is organized around eight anchor standards that are skills-based:[2]
1. Health Promotion and Disease Prevention
2. Analyzing Influences
3. Access to Information, Products, and Services
4. Interpersonal Communication Skills
5. Decision-Making Skills
6. Goal-Setting Skills
7. Self-Management Practices
8. Advocacy
Highlighted standards (4-7) are directly social-emotional in content.
Social-Emotional Content by Grade Level
Kindergarten
Name various emotions and feelings. Describe how to express feelings to prevent conflict. Identify characteristics of a trusted adult. Define a goal and identify short-term health goals.
Grade 1
Discuss ways to express feelings to peers in a healthy way. Interpret feelings of others and describe ways to show empathy. Identify positive examples of social and emotional health. Contrast tattling with reporting aggression and bullying.
Grade 2
Explain ways that bullying and excessive teasing can be hurtful. Demonstrate how to communicate with kindness and respect. Describe various ways to reach a personal health goal.
Grade 3
Practice skills for developing and maintaining personal relationships, including conflict resolution. Discuss healthy ways to express needs, wants, and feelings. Recognize causes of conflicts and apply nonviolent strategies. Set a personal health-enhancing goal for several weeks.
Grade 4
Demonstrate skills that communicate care, consideration, and respect for self and others. Describe the various types of bullying and effects on the victim. Demonstrate how to avoid conflict and explain when adult intervention is necessary.
Grade 5
Utilize effective verbal and nonverbal communication skills to build and maintain relationships. Compare positive and negative ways to respond to conflict and bullying. Develop a class plan to prevent bullying. Create a personal health goal and track progress.
The Integration Requirement
Alabama's health education course of study specifies that in the absence of a certified health teacher in elementary grades, health education standards should be integrated into other subjects, except physical education.[2] For schools that integrate health education, having a structured SEL curriculum provides the vehicle for delivering these standards consistently.
The 2026 Comprehensive School Counseling Program Model
What Changed
In March 2026, the Alabama State Board of Education adopted the 2026 Comprehensive School Counseling Program Model for Alabama Public Schools, effective for the 2027-2028 school year. This is the first revision of Alabama's counseling model since 2003, a 23-year gap.[3]
The updated model is aligned with the ASCA National Model and is designed to be student-centered and data-informed. It emphasizes that comprehensive school counseling programs present opportunities for each student to gain an understanding of self and others, participate in academic and occupational exploration, and pursue career-planning opportunities in a safe and supportive environment.[3]
What This Means for Elementary Schools
A school counselor implementing the Alabama Model's personal/social development standards and a classroom teacher delivering character education and health education standards are working on the same student outcomes from different angles. A shared scope and sequence helps ensure these efforts reinforce rather than duplicate each other.
Bullying Prevention and School Safety
The Jamari Terrell Williams Student Bullying Prevention Act
Alabama's bullying prevention law, effective June 1, 2018, expands coverage to include bullying, intimidation, violence, and threats of violence that occur off school property, and specifically addresses cyberbullying.[4]
The law requires every school to:[4]
- • Develop and implement evidence-based practices to promote a school environment free from harassment
- • Prevent bullying behavior
- • Intervene when incidents occur
- • Programmatically address the issue with students and staff annually
Students who have been taught empathy, conflict resolution, self-control, and communication skills through structured curriculum have the tools to prevent the behaviors the Act addresses.
The Jason Flatt Act
Alabama passed the Jason Flatt Act in 2016, requiring all certified public school personnel to receive annual training in suicide awareness and prevention. Each local school system must also adopt a policy on student suicide prevention.[5] Prevention works from both directions: adults learning to see the signs, and students learning to manage the underlying challenges through self-awareness and self-management instruction.
Erin's Law
Alabama requires child sexual abuse prevention instruction for students in kindergarten through grade 12, and mandates that all public and private K-12 employees report suspected abuse or neglect.[2]
PBIS in Alabama
The Alabama State Department of Education actively promotes Positive Behavioral Interventions and Supports (PBIS) as a framework for improving student outcomes. ALSDE has published a PBIS Guidebook that outlines a proactive, preventative approach integrating bullying prevention and suicide prevention.[6]
Approximately 75 percent of Alabama schools have been exposed to PBIS at some point.[7] For schools using PBIS, structured character education and SEL curriculum serves as the Tier 1 instructional component that teaches the prosocial behaviors PBIS seeks to reinforce.
What 10 Minutes Per Day Looks Like
Alabama's mandate produces significant instructional time over a school year:
10
minutes per day
50
minutes per week
30+
hours per year
180+
hours K-5
Key insight: 10 minutes daily is more total instructional time than a weekly 30-minute lesson. Alabama's mandate creates one of the highest SEL time allocations of any state, even though it calls it “character education.”
How to Align Your Elementary Program With Alabama's Requirements
Step 1: Address the Daily Character Education Mandate
The ten-minute daily requirement is the most concrete compliance obligation. A 40-week curriculum that covers the 24 named character traits provides both the instructional content and the documentation trail. Verify coverage of all 24 traits.
Step 2: Map to Health Education Standards
Document how your curriculum addresses the social-emotional content within Alabama's health education anchor standards. A comprehensive scope and sequence that covers all five CASEL competencies addresses every social-emotional strand in the health education standards while also satisfying the character education mandate.
Step 3: Coordinate With Your Counseling Program
With the 2026 Comprehensive School Counseling Program Model taking effect in 2027-2028, align your classroom-based character education and social-emotional instruction with your school counselor's programming. Shared language and a shared scope and sequence prevent duplication.
Step 4: Connect to Bullying Prevention
Document how your character education program satisfies the Jamari Terrell Williams Act's requirement for evidence-based prevention practices. A curriculum that teaches empathy, kindness, conflict resolution, and communication skills is evidence-based prevention.
Step 5: Support PBIS Implementation
If your school uses PBIS, your character education curriculum serves as the Tier 1 instructional component. Document the connection between the prosocial behaviors your PBIS matrix promotes and the specific lessons that teach those behaviors.
Communicating With Alabama Parents
Lead With the Law
When communicating about your program, reference the legal requirement directly: “Alabama law requires every school to provide character education instruction daily, covering traits including courage, honesty, kindness, respect, self-control, and perseverance. Our program addresses all 24 traits the statute names through structured weekly lessons.”
Use Practical Language
Describe what students learn in concrete terms: “Students learn to manage frustration, resolve disagreements peacefully, set and work toward goals, make responsible decisions, and treat others with kindness and respect.”
Make Materials Available
Transparency builds trust. Share your scope and sequence. Invite parents to review curriculum materials. When parents can see exactly what their children are learning, concerns are addressed before they escalate.
Choosing a Curriculum for Alabama Schools
Covers all 24 character traits named in §16-6B-2(h)
The statute is specific. A program that covers some traits but skips punctuality, cleanliness, or school pride has gaps in statutory coverage.
Addresses health education anchor standards
Interpersonal communication, decision-making, goal-setting, and self-management standards contain explicit social-emotional expectations.
Provides grade-band differentiation
Programs with distinct content for upper elementary meet the developmental expectations the health standards build across grade levels.
Offers a full-year scope and sequence
The daily mandate means instruction occurs throughout the year. 40 weeks of sequenced instruction supports consistent daily delivery.
Supports evidence-based bullying prevention
The Jamari Terrell Williams Act requires evidence-based prevention. Curriculum should explicitly teach empathy, communication, and conflict resolution.
Integrates easily into the school day
Programs that provide ready-to-use, teacher-led lessons requiring no devices or student accounts are easier to implement daily.
Supports bilingual learners
Alabama's growing multilingual student population benefits from curriculum available in English and Spanish.
Requires minimal prep
A daily mandate means daily implementation. Programs with ready-to-go weekly lessons make consistent delivery realistic.
What to Avoid
Treating the daily mandate as a checklist item
Schools that deliver character time as unstructured talks or passive poster displays meet the letter without building skills. Structured instruction produces measurably better outcomes.[8]
Separating character education from social-emotional skills
A student who can define “perseverance” and one who can actually persist through frustration are two different students. A program combining traits with skill building produces both.
Running parallel programs that do not coordinate
Character education, health education, PBIS, bullying prevention, and counseling all address overlapping outcomes. A unified approach with consistent language produces stronger results.
Ignoring the new counseling model
The 2026 model takes effect in 2027-2028. Schools that haven't coordinated classroom character education with counseling programming will be running duplicative efforts. Begin alignment now.
Final Thoughts
Alabama's requirements for social-emotional instruction are embedded in character education law, health education standards, bullying prevention legislation, suicide prevention mandates, and the state's comprehensive school counseling model. No single document labeled “Alabama SEL Standards” exists, but the substance of what the state requires is functionally the same set of skills that SEL programs teach.
The requirements are clear. The students need the skills. Start there.
References
- Code of Alabama, §16-6B-2(h). Core Curriculum: Character Education. https://law.justia.com/codes/alabama/title-16/chapter-6b/section-16-6b-2/
- Alabama State Department of Education. (2019). Alabama Course of Study: Health Education. https://www.alabamaachieves.org/wp-content/uploads/2021/03/2019-Alabama-Course-of-Study-Health-Education.pdf
- Alabama State Department of Education. (2026). 2026 Comprehensive School Counseling Program Model for Alabama Public Schools. https://www.alabamaachieves.org/wp-content/uploads/2026/03/CG_20260317_FY26-2024_2026CompSchoolCounseling_v1.pdf
- Alabama State Department of Education. (2018). Jamari Terrell Williams Student Bullying Prevention Act and Model Policy. https://www.alabamaachieves.org/wp-content/uploads/2021/03/Jamari-T.-Williams-Student-Bullying-Model-Policy-all-attachments.pdf
- Alabama State Department of Education. (2021). ALSDE Model Policy for Suicide Awareness, Prevention, Intervention and Postvention. https://www.alabamaachieves.org/wp-content/uploads/2021/06/ALSDE-Model-Policy-for-Suicide-Awareness-Prevention-Intervention-and-Postvention-5.27.21.pdf
- Alabama State Department of Education. (n.d.). Positive Behavior Interventions and Supports (PBIS) Guidebook. https://www.alabamaachieves.org/wp-content/uploads/2021/04/PBIS-Guidebook.pdf
- University of Alabama News. (2017). McDaniel, UA Office to Expand Positive Behavior Services in Alabama. https://ua.edu/news/2017/12/mcdaniel-ua-office-to-expand-positive-behavior-services-in-alabama
- Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
- Cipriano, C., Strambler, M. J., Naples, L. H., et al. (2023). The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions. Child Development, 94(5), 1181-1204. https://doi.org/10.1111/cdev.13968
Character Education for Alabama Schools
Be The Buffalo combines the character traits Alabama law requires with the skills that make them actionable. 40 weeks of K-5 curriculum covering all 24 character traits named in §16-6B-2(h), aligned to the health education anchor standards.
Interactive projector activities, original songs, stories, printable worksheets, and teacher guides. Bilingual English and Spanish. No student accounts. No devices. No prep. Ten minutes a day, every day, all year.
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