Illinois K–6 social-emotional learning standards

Illinois writes its own social-emotional learning standards. They are published as Illinois Social/Emotional Learning Standards, adopted 2004 and are not a version of a national framework. Every one is matched to a national standard.

Extracted from ISBE Illinois SEL Standards (Safe and Sound; Goals 1-3) PDF via scripts/extract-il-sel.py (5-column developmental grid, coordinate columns). 60/60 K-6 codes present (0 missing). Codes {Goal}{Std}.{Level}{bmk} (1A.1a); levels 1=Early Elementary->K-3, 2=Late Elementary->4-5, 3=Middle/Junior High->6-8 (grade 6). Levels 4-5 (high school) excluded. Resolves the CSP superseded/performance-descriptor issue in the defer note by taking the benchmark grid from the adopted doc.

Framework: Illinois Social/Emotional Learning Standards
Adopted: 2004
Source last checked: July 25, 2026

Read the official document

60 standards, kindergarten through 6th grade

1A.1aK-3
Recognize and accurately label emotions and how they are linked to behavior.
1A.1bK-3
Demonstrate control of impulsive behavior.
1B.1aK-3
Identify one’s likes and dislikes, needs and wants, strengths and challenges.
1B.1bK-3
Identify family, peer, school, and community strengths.
1C.1aK-3
Describe why school is important in helping students achieve personal goals.
1C.1bK-3
Identify goals for academic success and classroom behavior.
2A.1aK-3
Recognize that others may experience situations differently from oneself.
2A.1bK-3
Use listening skills to identify the feelings and perspectives of others.
2B.1aK-3
Describe the ways that people are similar and different.
2B.1bK-3
Describe positive qualities in others.
2C.1aK-3
Identify ways to work and play well with others.
2C.1bK-3
Demonstrate appropriate social and classroom behavior.
2D.1aK-3
Identify problems and conexperienced by peers.
2D.1bK-3
Identify approaches to resolving conflicts constructively.
3A.1aK-3
Explain why unprovoked acts that hurt others are wrong.
3A.1bK-3
Identify social norms and safety considerations that guide behavior.
3B.1aK-3
Identify a range of decisions that students make at school.
3B.1bK-3
Make positive choices when interacting with classmates.
3C.1aK-3
Identify and perform roles that contribute to one’s classroom.
3C.1bK-3
Identify and perform roles that contribute to one’s family.
1A.2a4-5
Describe a range of emotions and the situations that cause them.
1A.2b4-5
Describe and demonstrate ways to express emotions in a socially acceptable manner.
1B.2a4-5
Describe personal skills and interests that one wants to develop.
1B.2b4-5
Explain how family members, peers, school personnel, and community members can support opportunities can school success and responsible behavior.
1C.2a4-5
Describe the steps in setting and working toward goal achievement.
1C.2b4-5
Monitor progress on achieving a short-term personal goal.
2A.2a4-5
Identify verbal, physical, and situational cues that indicate how others may feel.
2A.2b4-5
Describe the expressed feelings and perspectives of others.
2B.2a4-5
Identify differences among and contributions of various social and cultural groups.
2B.2b4-5
Demonstrate how to work effectively with those who are different from oneself.
2C.2a4-5
Describe approaches for making and keeping friends.
2C.2b4-5
Analyze ways to work effectively in groups.
2D.2a4-5
Describe causes and consequences of conflicts.
2D.2b4-5
Apply constructive approaches in resolving conflicts.
3A.2a4-5
Demonstrate the ability to respect the rights of self and others.
3A.2b4-5
Demonstrate knowledge of how social norms affect decision making and behavior.
3B.2a4-5
Identify and apply the steps of systematic decision making.
3B.2b4-5
Generate alternative solutions and evaluate their consequences for a range of academic and social situations.
3C.2a4-5
Identify and perform roles that contribute to the school community.
3C.2b4-5
Identify and perform roles that contribute to one’s local community.
1A.3a6-8
Analyze factors that create stress or motivate successful performance.
1A.3b6-8
Apply strategies to manage stress and to motivate successful performance.
1B.3a6-8
Analyze how personal qualities influence choices and successes.
1B.3b6-8
Analyze how making use of school and community supports and contribute to school and life success.
1C.3a6-8
Set a short-term goal and make a plan for achieving it.
1C.3b6-8
Analyze why one achieved or did not achieve a goal. 51
2A.3a6-8
Predict others’ feelings and perspectives in a variety of situations.
2A.3b6-8
Analyze how one’s behavior may affect others.
2B.3a6-8
Explain how individual, social, and cultural differences may increase vulnerability to bullying and identify ways to address it.
2B.3b6-8
Analyze the effects of taking action to oppose bullying based on individual and group differences.
2C.3a6-8
Analyze ways to establish positive relationships with others.
2C.3b6-8
Demonstrate cooperation and teamwork to promote group effectiveness. 52
2D.3a6-8
Evaluate strategies for preventing and resolving interpersonal problems.
2D.3b6-8
Define unhealthy peer pressure and evaluate strategies for resisting it. 53
3A.3a6-8
Evaluate how honesty, respect, fairness, and compassion enable one to take the needs of others into account when making decisions.
3A.3b6-8
Analyze the reasons for school and societal rules.
3B.3a6-8
Analyze how decision-making skills improve study habits and academic performance.
3B.3b6-8
Evaluate strategies for resisting decision-making pressures to engage in unsafe or unethical activities.
3C.3a6-8
Evaluate one’s participation in efforts to address an identified school need.
3C.3b6-8
Evaluate one’s participation in efforts to address an identified need in one’s local community. 54

Illinois K–6 social-emotional learning standards

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