These "standards" appear well-intentioned, positive, and in my opinion are excellent topics to be ADDRESSED in supplementary courses/time during a student's education.  However, these are issues and areas of life that are much better suited to be "taught" or worked-on with a student INDIVIDUALLY and from parents/guardians due to there being so many other personal, medical, and cultural issues related to these matters.  These are issues that could be addressed/covered with students during sessions with a school guidance counselor or similar professional, but should not covered in an instructional manner that takes significant time away from their academic learning.  Additionally, these standards should not hold ANY bearing on a student passing an academic course or graduating.  Especially, given that many students have individualized issues (disabilities, trauma, delays, etc.) that could hold them back from passing/graduating when they are otherwise on track academically.  Again, these issues are certainly worth covering BROADLY and GENERICALLY occassionally during the school year, and/or to be addressed with individual students in PRIVATE with a counselor or similar professional.  However, these should most definitely NOT be issues that are addressed in detail with groups of students (this could trigger some students negatively and have adverse affects), nor should these standards hold ANY bearing on passing/graduating.  If a student is identified by a school counselor to have deficits in any of these areas, this should be addressed with the parent and/or special education team to determine more individualized/in-depth ways to help the student develop these skills.