Illinois K–6 social-emotional learning standards

Recognize and accurately label emotions and how they are linked to behavior.

Demonstrate control of impulsive behavior.

Identify one’s likes and dislikes, needs and wants, strengths and challenges.

Identify family, peer, school, and community strengths.

Describe why school is important in helping students achieve personal goals.

Identify goals for academic success and classroom behavior.

Recognize that others may experience situations differently from oneself.

Use listening skills to identify the feelings and perspectives of others.

Describe the ways that people are similar and different.

Describe positive qualities in others.

Identify ways to work and play well with others.

Demonstrate appropriate social and classroom behavior.

Identify problems and conexperienced by peers.

Identify approaches to resolving conflicts constructively.

Explain why unprovoked acts that hurt others are wrong.

Identify social norms and safety considerations that guide behavior.

Identify a range of decisions that students make at school.

Make positive choices when interacting with classmates.

Identify and perform roles that contribute to one’s classroom.

Identify and perform roles that contribute to one’s family.

Describe a range of emotions and the situations that cause them.

Describe and demonstrate ways to express emotions in a socially acceptable manner.

Describe personal skills and interests that one wants to develop.

Explain how family members, peers, school personnel, and community members can support opportunities can school success and responsible behavior.

Describe the steps in setting and working toward goal achievement.

Monitor progress on achieving a short-term personal goal.

Identify verbal, physical, and situational cues that indicate how others may feel.

Describe the expressed feelings and perspectives of others.

Identify differences among and contributions of various social and cultural groups.

Demonstrate how to work effectively with those who are different from oneself.

Describe approaches for making and keeping friends.

Analyze ways to work effectively in groups.

Describe causes and consequences of conflicts.

Apply constructive approaches in resolving conflicts.

Demonstrate the ability to respect the rights of self and others.

Demonstrate knowledge of how social norms affect decision making and behavior.

Identify and apply the steps of systematic decision making.

Generate alternative solutions and evaluate their consequences for a range of academic and social situations.

Identify and perform roles that contribute to the school community.

Identify and perform roles that contribute to one’s local community.

Analyze factors that create stress or motivate successful performance.

Apply strategies to manage stress and to motivate successful performance.

Analyze how personal qualities influence choices and successes.

Analyze how making use of school and community supports and contribute to school and life success.

Set a short-term goal and make a plan for achieving it.

Analyze why one achieved or did not achieve a goal. 51

Predict others’ feelings and perspectives in a variety of situations.

Analyze how one’s behavior may affect others.

Explain how individual, social, and cultural differences may increase vulnerability to bullying and identify ways to address it.

Analyze the effects of taking action to oppose bullying based on individual and group differences.

Analyze ways to establish positive relationships with others.

Demonstrate cooperation and teamwork to promote group effectiveness. 52

Evaluate strategies for preventing and resolving interpersonal problems.

Define unhealthy peer pressure and evaluate strategies for resisting it. 53

Evaluate how honesty, respect, fairness, and compassion enable one to take the needs of others into account when making decisions.

Analyze the reasons for school and societal rules.

Analyze how decision-making skills improve study habits and academic performance.

Evaluate strategies for resisting decision-making pressures to engage in unsafe or unethical activities.

Evaluate one’s participation in efforts to address an identified school need.

Evaluate one’s participation in efforts to address an identified need in one’s local community. 54