State law requires districts to integrate social-emotional learning or character education into the school curriculum.
New Hampshire Administrative Rules Ed 306.04 Policy Development.
(a) In accordance with Ed 303.01, the local school board shall adopt and implement written policies and procedures relative to: (1) Absenteeism and attendance; (2) Promoting school safety; (3) Discipline; (4) Records retention, including electronic files; (5) Character and citizenship; [...] (i) The policy relative to character and citizenship development shall: (1) Include those elements of character and citizenship to be incorporated in courses of study or instilled, by example, in a caring educational environment, including but not limited to: a. Self-discipline, self-respect, and self-control; b. Pursuant to Part 2, Article 83 of the New Hampshire Constitution, humanity, benevolence, and truth and honesty with self and others; c. Fairness, integrity, and justice; d. Respect, courtesy, and human worth; e. Responsibility to oneself and others; f. Community service; and g. Pursuant to RSA 186:13, the rights and responsibilities of citizenship; and (2) Be developed in consultation with school staff, administration, parents, and other representatives of the community.
New Hampshire Administrative Rules Ed 306.25 Comprehensive School Psychological Services.
(c) The school psychologist shall provide comprehensive psychological services throughout various learning environments to help children and youth develop academic, social, behavioral, and emotional competence through: (1) Data-based decision making and accountability methods that use psycho-educational assessment results, data collection strategies, and technology resources to design and implement services and programs and to evaluate outcomes; (2) Consultation, collaboration, and communication with educators, families, health care professionals including mental health, social services and other systems to promote effective and coordinated implementation of services; (3) Interventions and instructional supports to develop academic skills, incorporating available research and assessment data to develop and implement evidence based instructional strategies designed to support students' cognitive and academic skills; (4) Interventions and mental health services to develop social and life skills in collaboration with others, using assessment and data collection methods to implement and evaluate developmentally appropriate services that support socialization, learning, and mental health; (5) School-wide practices to promote learning, developing and implementing evidence-based practices and strategies to create and maintain effective and supportive learning environments for children and others, including multi-tiered systems, to support students' academic, social, emotional, and behavioral goals; (6) Preventative and responsive services employing theories and research related to resilience, risk factors, and multi-tiered prevention, to support evidence based strategies for effective counseling, crisis response, and behavioral intervention; (7) Family-school collaboration services to facilitate and provide effective collaborative partnerships between families and schools that support children's learning and mental health utilizing a strength-based, culturally sensitive approach; (8) Diversity in development and learning to provide professional services that promote effective functioning for individuals, families and schools with diverse characteristics, cultures and backgrounds, across multiple contexts; (9) Research and program evaluation to support educational decision-making and evaluate programs; and (10) Legal, ethical, and professional practice consistent with legal requirements and ethical and professional Standard including the NASP Principles of Professional Ethics (2010) as referenced in Appendix II.
New Hampshire Administrative Rules Ed 306.26 Kindergarten - Grade 8 School Curriculum.
(e) If a co-curricular program is offered, it shall consist of those activities that are designed to supplement and enrich regular academic instruction, provide opportunities for social development, and encourage participation in clubs, athletics, performing groups, and service to school and community.
New Hampshire Administrative Rules Ed 306.261 Kindergarten - Grade 8 School Curriculum, July 1, 2017.
(d) If a co-curricular program is offered, it shall consist of those activities that are designed to supplement and enrich regular academic instruction, provide opportunities for social development, and encourage participation in clubs, athletics, performing groups, and service to school and community.
New Hampshire Administrative Rules Ed 306.27 High School Curriculum, Credits, Graduation Requirements, and Cocurricular Program.
(6) A co-curricular program shall be offered that provides opportunities for all students to participate in activities designed to meet their needs and interests, including, but not limited to: a. Intramural and interscholastic athletics; b. Performing groups; c. Academic clubs and societies; d. Student government; e. Activities and services that afford students with disabilities an equal opportunity to participate; and f. Any other activities that:
- Supplement and enrich regular academic courses;
- Provide opportunities for social development;
- Encourage participation in the arts, athletics, and other cooperative groups; and
- Encourage service to school and community.
New Hampshire Revised Statutes Annotated 193-E:6 Commission Established.
III. The commission shall: (a) Examine the K-12 mental health curriculum and social and emotional learning programs for all grade levels as a way to establish a culture of mental health in schools that adheres to safety protocols, is free of the stigmatization of mental health challenges, and reduces or prevents harm or violence.