It occurs to me that your state may have curriculum frameworks for social-emotional development (they are usually under the health frameworks), in which case he may be meeting academic criteria in the "regular" subjects, but not in the health/social-emotional frameworks. If it's part of the frameworks/curriculum guide that that the DOE puts out, then it's part of grade-appropriate performance. And that makes it a major life activity covered under section 504.
A sampling from each coast below:
From the MA standards:
Social and Emotional Health PreK–2 Standard 5 MENTAL HEALTH
Strand
elop skills needed in daily life as they
come to learn about their identity
and how to manage interactions
with other people.
Students will acquire knowledge about emotions and physical health, the
management of emotions, personality and character development, and social
awareness; and will learn skills to promote self-acceptance, make decisions,
and cope with stress, including suicide prevention. .
PreK–12 Standard 6 FAMILY LIFE
Students will gain knowledge about the significance of the family on
individuals and society, and will learn skills to support the family, balance
work and family life, be an effective parent, and nurture the development of
children. .
PreK–12 Standard 7 INTERPERSONAL RELATIONSHIPS
n that relationships with others are an integral part of the human life
experience and the factors that contribute to healthy interpersonal
relationships, and will acquire skills to enhance and make many of these
relationships more fulfilling through commitment and communication.
From the CA standards: K-3 Expectation 1
...promote positive bonding to peers and adults in the school and community and identifying a support system.
Developing and using effective communication skills to enhance social interactions.
Developing and using effective coping strategies...goal setting...assertiveness...
...practicing self control
...friendship and peer relationships
