"Demonstrate the ability to recognize caring behaviours (e.g., listening with respect, giving positive reinforcement, being helpful) and exploitive behaviours (e.g., inappropriate touching, verbal or physical abuse, bullying), and describe the feelings associated with each"  (Ontario Ministry of Education, 2015, p. 94).

"Explain the importance of standing up for themselves, and demonstrate the ability to apply behaviours that enhance their personal safety in threatening situations (e.g., speaking confidently; stating boundaries; saying no; respecting the right of a person to say no and encouraging others to respect that right also; reporting exploitive behaviours, such as improper touching of their bodies or others’ bodies)"  (Ontario Ministry of Education, 2015, p. 109).

"Describe how to relate positively to others (e.g., cooperate, show respect, smile, manage anger, pay attention to what people say and to their facial expressions and body language), and describe behaviours that can be harmful in relating to others (e.g., verbal abuse, including both online and face-to-face name calling, insults, and mocking; deliberately ignoring someone, or ignoring the feelings they express; physical violence, including pushing, kicking, and hitting)"  (Ontario Ministry of Education, 2015, p. 110).

"Identify the characteristics of healthy relationships (e.g., accepting differences, being inclusive, communicating openly, listening, showing mutual respect and caring, being honest) and describe ways of overcoming challenges (e.g., bullying, exclusion, peer pressure, abuse) in a relationship" (Ontario Ministry of Education, 2015, p. 121). 

"Describe how visible differences (e.g., skin, hair, and eye colour, facial features, body size and shape, physical aids or different physical abilities, clothing, possessions) and invisible differences (e.g., learning abilities, skills and talents, personal or cultural values and beliefs, gender identity, sexual orientation, family background, personal preferences, allergies and sensitivities) make each person unique, and identify ways of showing respect for differences in others" (Ontario Ministry of Education 2015, p. 124). 

• Although the information in this article can be applied to many age groups, this article has a focus on early childhood (preschool, kindergarten, and primary grades)
• The study by Thornberg (2010) was conducted on 56 elementary school children from Sweden, so the findings may be slightly different than if it was conducted on children in Ontario

• The research that was conducted to assess whether social-emotional learning produces positive incomes for bullying prevention programs was based on 33 schools in the United States, which may be slightly different than if it was conducted in Ontario