Georgia SEL Requirements for Elementary Schools

Georgia has mandated character education in every grade level, in every public school, since the 2000-2001 school year. This is not new. It is not a response to recent trends. Georgia's character curriculum mandate, codified in O.C.G.A. § 20-2-145, is one of the longest-standing and most specific character education requirements in the country.^[1]

The statute does not use the term “social-emotional learning.” What it requires — a comprehensive program developing 27 character traits in all students K-12 with methods for discouraging bullying — is functionally indistinguishable from what SEL programs deliver. A student learning self-control, compassion, cooperation, perseverance, honesty, and kindness through a structured program is receiving social-emotional instruction regardless of what the program is called.

For Georgia elementary schools, the question is not whether to teach these skills. That was decided by the legislature before many current students were born. The question is whether the program you are using meets the statute's requirements and actually develops the traits it names.

Georgia's Character Curriculum Mandate

What the Law Requires

O.C.G.A. § 20-2-145 established the following requirements:^[1][2]

• •The State Board of Education must develop a comprehensive character education program for K-12
• •The program is designated the “character curriculum”
• •Local boards must implement the program in all grade levels
• •The program must include methods of discouraging bullying and violent acts
• •Local boards must provide opportunities for parental involvement
• •GaDOE must identify model character education programs for K-12 public schools^[3]

The 27 Required Character Traits

Georgia's statute specifies 27 character traits — the most detailed trait list of any state in the country:^[1][2]

How These Map to SEL Competencies

A CASEL-aligned SEL curriculum that also addresses character traits covers both the CASEL framework and Georgia's statutory requirements. The alignment is inherent in the overlap between character traits and social-emotional competencies.

The Bullying Prevention Requirement

The statute requires the character curriculum to address methods of discouraging bullying and violent acts.^[1] This connects directly to school safety and to the social-emotional skills that prevent bullying: empathy, self-control, conflict resolution, and responsible decision-making. Programs that teach kindness, respect, and perspective-taking directly address this mandate.

Georgia's Health Education Standards

Georgia's Health Education Performance Standards include “Mental/Emotional Health” as one of the common content areas addressed at every grade level K-12.^[4]

A curriculum that addresses both the character education mandate and the health education standards' mental/emotional health content covers both requirements through a single, integrated program.

GaDOE Model Character Education Programs

O.C.G.A. § 20-2-145 requires GaDOE to identify model character education programs for use in K-12 public schools.^[3] Districts are not required to select from the recognized list, but using a recognized or aligned program strengthens compliance documentation.

GaDOE's guidance indicates that a comprehensive character education program should include:

• •Structured instruction (not just posters or assemblies)
• •Coverage of the 27 traits across all grade levels
• •Methods for discouraging bullying
• •Parental involvement opportunities
• •Integration into school culture
• •Measurable outcomes

How to Align Your Elementary Program With Georgia's Requirements

Step 1: Map to All 27 Character Traits

Document which lessons address which character traits. Across the full school year, all 27 traits should be covered. Some map naturally to SEL lessons: self-control through self-regulation, compassion through empathy, cooperation through teamwork. Others may require supplemental discussion or integration into routines.

A 40-week scope and sequence covering character traits alongside SEL competencies provides the most efficient path.

Step 2: Address Bullying Prevention

Document how your character curriculum addresses methods of discouraging bullying. This should include proactive instruction (empathy, respect, kindness, conflict resolution), upstander training, and connection to your school's safety and discipline policies.

Step 3: Document Parental Involvement

The statute requires opportunities for parental involvement. Document how you engage parents:

• •Share your scope and sequence with families at the beginning of the year
• •Invite parent input on character education priorities
• •Provide take-home materials that extend character concepts into the home
• •Communicate regularly about which traits students are learning

Step 4: Map to Health Education Standards

Document how your instruction also addresses the mental/emotional health content within Georgia's Health Education Standards. A comprehensive SEL curriculum that teaches emotional expression, conflict prevention, communication skills, and decision-making addresses both requirements.

Step 5: Ensure Grade-Level Coverage

The statute requires implementation in all grade levels. Document that your program provides grade-appropriate content at every elementary grade. For kindergarten and first grade, character instruction should use concrete language, stories, songs, and observable behaviors. For upper elementary, instruction should include more complex moral reasoning and scenario-based discussions.

Step 6: Connect to School Improvement

Include your character education program in your school improvement plan. Document which traits are addressed, how instruction is delivered, how parental involvement is facilitated, and how outcomes are measured.

Communicating With Georgia Parents

Choosing a Curriculum for Georgia Schools

• •Addresses the 27 statutory traits. Partial coverage does not meet the statutory requirement. Map the curriculum to all 27 traits.
• •Includes bullying prevention methods. Empathy, respect, conflict resolution, and upstander training address this requirement.
• •Covers all elementary grade levels. Your curriculum must provide content for K through 5 with developmental differentiation.
• •Provides a full-year scope and sequence. Weekly lessons across 40 weeks ensure all 27 traits receive adequate coverage.
• •Builds the skills that make character traits actionable. A program that combines character traits with CASEL-aligned skill building produces better outcomes than character education alone.
• •Supports bilingual learners. Georgia's growing multilingual population benefits from bilingual curriculum.
• •Connects to school safety. Courage, responsibility, and compassion make students willing to report concerning behavior and follow safety procedures.
• •Includes parental involvement components. Programs with take-home materials and family discussion guides support the statute's requirement.
• •Requires minimal prep. Ready-to-use weekly lessons are more likely to be implemented comprehensively and consistently.

What to Avoid

Final Thoughts

Georgia's character education mandate is one of the oldest and most specific in the country. Twenty-seven character traits. Every grade level. Every school. Bullying prevention included. Parental involvement required. The law has been clear for over 25 years.

For Georgia elementary schools, compliance means choosing a program that covers all 27 traits through structured, sustained instruction with grade-level differentiation and parental involvement. The most effective approach combines these character traits with the social-emotional skill building that makes them practicable. Teaching a student to value kindness is the starting point. Teaching them the empathy, emotional regulation, and communication skills to be kind even when it is hard is what makes the value real. The mandate exists. The traits are named. The question is whether your program develops them or just displays them.

References

1. [1] Official Code of Georgia Annotated. O.C.G.A. § 20-2-145. Comprehensive character education program. https://law.justia.com/codes/georgia/2010/title-20/chapter-2/article-6/part-2/20-2-145
2. [2] National Center on Safe Supportive Learning Environments. (n.d.). Georgia school discipline laws and regulations: Social-emotional learning (SEL). https://files-backend.assets.thrillshare.com/documents/asset/uploaded_file/4056/Psd/3c1931c2-5827-49f6-805c-afaf50e0f526/Georgia_School_Discipline___Laws.pdf
3. [3] Georgia Department of Education. (2025). State-recognized model character education programs overview. https://login.community.gadoe.org/documents/state-recognized-model-character-education-programs-overview
4. [4] Georgia Department of Education. (n.d.). Health education standards. https://www.georgiastandards.org/standards/Pages/BrowseStandards/HealthEd_K-5.aspx
5. [5] Georgia Department of Education. (n.d.). Georgia Performance Standards for Health Education. https://dph.georgia.gov/document/document/georgia-performance-standards-health-education/download
6. [6] 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
7. [7] 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

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