Maryland has one of the strongest health education compliance structures in the country. The Code of Maryland Regulations (COMAR 13A.04.18) requires every local education agency to provide comprehensive skills-based health education for all students in prekindergarten through grade 8 each year. Local superintendents must certify to the State Superintendent that their instructional programming meets, at minimum, the requirements of the state framework.[1]
That framework includes eight standards, four of which (Interpersonal Communication, Decision-Making, Goal Setting, and Self-Management) are directly social-emotional in content. Mental and emotional health is a named essential concept.[2]
Maryland then passed the Blueprint for Maryland's Future, one of the most ambitious education reform laws in the country, which includes a behavioral health pillar requiring a behavioral health coordinator for each local school system, standardized screening, and a plan ensuring “all students some exposure and access to behavioral health programming and services.”[3]
The Comprehensive Health Education Regulation
Every local education agency shall provide an instructional program in comprehensive skills-based health education for all students in prekindergarten through grade 8 each year that meets the requirements of the State Framework.[1]
Superintendent Certification
Personal Accountability
COMAR 13A.04.18.02 requires local superintendents to personally certify to the State Superintendent that instructional programming meets, at minimum, the requirements of the framework.[4] A school system that does not address the social-emotional content has a gap in the program the superintendent has certified as compliant.
The Maryland Comprehensive Health Education Framework
Eight Standards
Health Concepts
Analyzing Influences
Accessing Resources
Interpersonal Communication
SEL-connected
Decision-Making
SEL-connected
Goal Setting
SEL-connected
Self-Management
SEL-connected
Advocacy
Essential Concepts
Social-Emotional Content by Standard
| MD Health Education Standard | Content | CASEL |
|---|---|---|
| Std 1: Health Concepts (mental/emotional) | Understanding emotions, stress, mental health | Self-Awareness |
| Std 4: Interpersonal Communication | Communication, conflict resolution, relationships | Relationship Skills |
| Std 5: Decision-Making | Problem solving, evaluating consequences | Responsible Decision-Making |
| Std 6: Goal Setting | Setting and monitoring personal goals | Self-Management |
| Std 7: Self-Management | Self-regulation, stress management | Self-Management |
| Std 2: Analyzing Influences | Peer, family, media, cultural influences | Social Awareness |
A CASEL-aligned curriculum addresses every social-emotional strand in the framework because the standards mirror the five CASEL competencies.
The Blueprint for Maryland's Future
Behavioral Health Provisions
Behavioral Health Coordinator
Master's-level coordinator for each LEA to coordinate services and referrals
Standardized Screening
Implement screening to identify students with behavioral health needs
Universal Access
Plan ensuring all students have exposure to behavioral health programming
$96M Investment
Distributed to 108 programs for youth mental health across the state
What This Means for Elementary Schools
The Blueprint's requirement that “all students” have “some exposure and access to behavioral health programming” creates an expectation for universal Tier 1 SEL instruction. A school that only provides services to identified students has not satisfied the universal access expectation.[3][6]
MTSS and Restorative Practices
MSDE has evolved toward “a restorative, student-centered model that prioritizes relationships, prevention, and equity.” The department has “embedded restorative practices into State policy and supported local education agencies through comprehensive training and implementation frameworks” aligned with MTSS.[8]
Tier 3
Intensive Intervention
Tier 2
Targeted Support
Tier 1 — Universal SEL (Framework Stds 4-7)
Prevention-oriented instruction for all students
For elementary schools, a 40-week curriculum covering all five CASEL competencies provides the prevention-oriented instruction that the restorative, student-centered model depends on.
Bullying Prevention
Maryland Education Articles §7-424 and §7-424.1 require anti-bullying policies and prevention strategies. The health education framework includes safety and violence prevention as an essential concept.[2] Social-emotional instruction that teaches empathy, conflict resolution, respect, kindness, and communication skills directly supports bullying prevention.
How to Align Your Elementary Program With Maryland's Requirements
Address the Framework Standards
Document how your curriculum addresses Standards 4-7 and the mental and emotional health essential concept. A comprehensive scope and sequence across 40 weeks addresses every social-emotional strand.
Support the Superintendent's Certification
Ensure your SEL curriculum contributes to the superintendent's certification by documenting how it addresses the framework's standards and essential concepts. A scope and sequence that maps to the framework provides the documentation.
Address the Blueprint's Universal Access
The Blueprint requires all students to have access to behavioral health programming. Your SEL curriculum serves as the universal Tier 1 component. Document how it provides every student with structured exposure.
Build Your MTSS Tier 1
Maryland's approach addresses behavior proactively. Your SEL curriculum serves as Tier 1 prevention instruction. Document how it connects to your behavioral expectations and restorative practices.
Support Bullying Prevention
Document how your social-emotional instruction supports bullying prevention requirements through empathy, communication, conflict resolution, and respect.
Communicating With Maryland Parents
Reference the Regulation
“Maryland regulation requires comprehensive health education for all students in prekindergarten through grade 8, and our superintendent certifies that our programming meets the state framework. Mental and emotional health is a core component. Our program teaches students to manage emotions, communicate effectively, resolve conflicts, set goals, and make responsible decisions.”
Connect to the Blueprint
“The Blueprint for Maryland's Future includes behavioral health provisions ensuring all students have access to programming and services. Our social-emotional program delivers on that commitment through structured weekly instruction in the skills every student needs to thrive.”
Be Concrete
“Students learn to identify and manage their emotions, resolve disagreements peacefully, set and pursue goals, show empathy and kindness, manage stress, persevere, and make responsible decisions. These are the skills the framework describes and the Blueprint expects.”
Choosing a Curriculum for Maryland Schools
When selecting social-emotional curriculum for your Maryland elementary school, verify that the program:
Addresses the framework standards. Standards 4-7 and the mental and emotional health essential concept must be covered. A CASEL-aligned curriculum addresses all of them.
Supports the superintendent's certification. Your programming must meet the framework. Provide documentation of how it addresses the standards and essential concepts.
Provides universal access under the Blueprint. The Blueprint requires all students to have access. Your curriculum serves as the Tier 1 universal component.
Functions as an MTSS Tier 1 component. Maryland's proactive, restorative approach depends on prevention-level instruction.
Provides grade-band differentiation. The framework builds progressively. Programs providing distinct content for each grade level match this progression.
Offers a full-year scope and sequence. The regulation requires comprehensive instruction each year. A program providing 40 weeks of sequenced instruction ensures consistent coverage.
Supports evidence-based bullying prevention. Your curriculum should teach empathy, communication, conflict resolution, and respect.
Requires no devices or student accounts. Device-free, teacher-led programs eliminate data privacy concerns and preserve the shared classroom experience.
Supports bilingual learners. Maryland serves a significant multilingual population. Bilingual curriculum in English and Spanish supports equitable access.
Requires minimal prep. Programs that provide ready-to-use weekly lessons are more likely to be implemented consistently.
What to Avoid
Treating health education as solely physical health
Four of eight standards are directly social-emotional. Mental and emotional health is listed first among essential concepts. A school focused exclusively on nutrition and physical activity has a framework gap the superintendent has certified does not exist.
Ignoring the Blueprint's “all students” language
A school providing behavioral health support only to identified students through counseling referrals has not satisfied the universal access expectation. Tier 1 SEL curriculum is the vehicle for reaching all students.
Separating restorative practices from SEL instruction
Restorative practices depend on students having communication, empathy, perspective-taking, and conflict resolution skills. A school implementing restorative circles without teaching these skills is using a process without building the capacity it demands.
Leaving the 2025 framework revision unmonitored
The health education framework is being revised through the SFVC process. Schools should monitor MSDE for the finalized framework and implementation timeline.[5]
Final Thoughts
Maryland's comprehensive health education regulation is among the strongest in the country. COMAR requires health education for all PK-8 students each year. The framework includes eight standards, four of which are directly social-emotional, with mental and emotional health as a named essential concept. Local superintendents personally certify compliance. The Blueprint for Maryland's Future requires behavioral health coordinators, standardized screening, and universal access. And MSDE has embedded restorative practices and MTSS into state policy.
The regulation is mandatory. The certification is personal. The framework includes SEL. The Blueprint demands universal access. For Maryland elementary schools, the path forward is practical: choose a program that addresses the framework's social-emotional standards and mental/emotional health essential concept, supports the superintendent's certification, provides universal access under the Blueprint, and delivers structured instruction to every student, every week, all year. The superintendent certifies that your program meets the framework. Make sure it does.
References
- Code of Maryland Regulations, COMAR 13A.04.18.01. Comprehensive Health Education Instructional Programs. regs.maryland.gov
- Maryland State Department of Education. Maryland Comprehensive Health Education Framework (Draft, August 2025). marylandpublicschools.org (PDF)
- Maryland State Education Association. Behavioral Health Expansion: Blueprint for Maryland's Future. marylandeducators.org
- Maryland General Assembly. House Bill 0161: Comprehensive Health Education Framework (Testimony). mgaleg.maryland.gov (PDF)
- Maryland State Department of Education. COMAR 13A.04.18 Program in Comprehensive Health Education (State Board, February 2026). marylandpublicschools.org (PDF)
- Montgomery County Public Schools. Blueprint for Maryland's Future. montgomeryschoolsmd.org
- The Daily Record. Mental Health at School: What Is Maryland Doing? (May 2026). thedailyrecord.com
- Maryland State Department of Education. Student Discipline and Support Strategies Update (April 2026). marylandpublicschools.org (PDF)
- Maryland State Department of Education. Health Education FAQs. marylandpublicschools.org (PDF)
- Durlak, J. A., et al. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis. Child Development, 82(1), 405-432. doi.org
- Cipriano, C., et al. (2023). The state of evidence for social and emotional learning. Child Development, 94(5), 1181-1204. doi.org
Social-Emotional Learning for Maryland Schools
Be The Buffalo addresses the social-emotional standards within Maryland's Comprehensive Health Education Framework. 40 weeks of K-5 curriculum covering interpersonal communication, decision-making, goal setting, self-management, and mental and emotional health. Interactive projector activities, original songs, stories, printable worksheets, and teacher guides. Bilingual English and Spanish. No student accounts. No devices. No prep.
Sign Up FreeRelated Resources
SEL Curriculum for Elementary Schools
How to evaluate and choose a CASEL-aligned SEL curriculum for K-5 schools.
Best SEL Curriculum for Elementary
What to look for in a K-5 program that combines character traits with social-emotional skills.
Delaware SEL Requirements
How Delaware's mandatory SEL instruction law, MTSS regulation, and adopted competencies create binding obligations.
Virginia SEL Requirements
How Virginia's legislatively mandated SEL guidance standards and Health Education SOLs create expectations.
Pennsylvania SEL Requirements
What Pennsylvania schools are expected to teach under the state's SEL competencies and school climate framework.
New Jersey SEL Requirements
How New Jersey's adopted SEL competencies and Anti-Bullying Bill of Rights create expectations for K-5.