Illinois Learning Standards
Stage G - Social Emotional Learning (SEL)
Goals, Standards and Descriptors
Goal 1 - Develop self-awareness and self-management skills to achieve school and life success.
Identify and manage one's emotions and behavior.
- Recognize emotions as indicators of situations in need
- Distinguish how you really feel from how others expect
you to feel.
- Distinguish between different emotions (e.g., fear and
anger, shame and sadness).
- Analyze emotional states that contribute to or detract
from your ability to solve problems.
- Analyze the effect of self-talk on emotions.
- Practice self-calming techniques (deep breathing, self-talk,
progressive relaxation, etc.) to manage stress.
- Demonstrate an ability to process emotions to facilitate
problem-solving (e.g., overcome negativity, and develop
a positive attitude).
Recognize personal qualities and external supports.
- Identify extra-curricular activities available to students.
- Recognize the outside influences on development of personal
characteristics (e.g., body image, self-esteem, behavior).
- Identify school support personnel and investigate how
they assist students.
- Identify organizations in your community that provide
opportunities to develop your interests or talents.
- Evaluate the benefits of participating in extra-curricular
activities (e.g., friendship, leadership, learning new skills,
- Evaluate how your physical characteristics have contributed
to decisions you have made (e.g., what sports to play, what
activities to participate, etc.).
Demonstrate skills related to achieving personal and academic goals.
- Identify resources to help progress towards a goal (e.g.,
- Analyze how barriers and supports influenced the completion
of action steps toward achieving a goal.
- Analyze how you might have made better use of supports
and overcome obstacles in working on a recent goal.
- istinguish between a short and long-term goal.
- Apply goal-setting skills to develop academic success.
- Set a positive social interaction goal.
Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships.
Recognize the feelings and perspectives of others.
- Identify the feelings and perspective of others during
- Recall a situation where your behavior impacted the feelings
of others either positively or negatively.
- Describe how classmates who are the subject of rumors
or bullying might feel.
- Distinguish between bullying and non-bullying situations.
- Role-play the perspectives of various characters in scenarios
- Paraphrase the conflicting perspectives of parties to
Recognize individual and group similarities and differences.
- Investigate the traditions of others (e.g. memorize phrases
from other languages, familiarize yourself with the music
or cuisine of other cultures).
- Identify negative depictions of differences among people
(e.g., gender or sexual orientation stereotyping, discrimination
against socio-economic or culture minorities, prejudices
based on misinformation) in readings completed for coursework.
- Explain how a lack of understanding of social and cultural
differences can contribute to intolerance.
- Evaluate ways of overcoming a lack of understanding of
those who are different.
- Explain why bullying or making fun of others is harmful
to oneself or others (e.g., physical or verbal).
- Listen respectively to opposing points of views on controversial
Use communication and social skills to interact effectively with others.
- Role-play how to report bullying behavior.
- Participate in setting and enforcing class rules.
- Practice strategies for maintaining positive relationships
(e.g., pursuing shared interests and activities, spending
time together, giving and receiving help, practicing forgiveness).
- Recognize the importance of setting limits for yourself
- Demonstrate an ability both to assume leadership and
be a team player in achieving group goals.
- Learn to maintain an objective, non-judgmental tone during
Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.
- Identify factors that contribute to violence (e.g., inappropriate
management of anger and the availability of instruments
- List characteristics of friends who are a healthy or
- Identify strategies for avoiding, sidestepping, and reducing
- Brainstorm destructive behaviors encouraged by peers
(e.g., drugs, gossip, sexual behaviors, self-destructive
- Analyze the causes of a physical or verbal fight that
you observed and prevention strategies.
- Practice negotiation skills in pairs, taking the perspective
of both parties into account.
Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.
Consider ethical, safety, and societal factors in making decisions.
- Identify safe alternatives to risky behaviors (e.g.,
riding in a car with a drunk driver, riding a skate board
in a dangerous place, resisting smoking or drugs).
- Describe common socially accepted behavior in a variety
of situations (e.g. attending a football game or concert
joining a new group, going to a job interview, participating
in class, etc.).
- Define the roles of responsibility as a victim, bystander,
perpetrator, rescuer in a situation.
- Assess one's own risk for various types of injury.
- Make journal entries on how your actions have affected
- Judge the seriousness of unethical behaviors (e.g., cheating,
lying, stealing, plagiarism, etc.).
Apply decision-making skills to deal responsibly with daily academic and social situations.
- List qualities that contribute to friendships.
- Describe the effects of procrastination and disorganization
on academic outcomes.
- Analyze how decision-making skills improve your study
- Analyze each step of a decision-making process used in
responding to problem scenarios.
- Reflect in your journal on the consequences of your recent
- Use a decision log for 24 hours to identify influences
on your health decisions.
- Demonstrate refusal skills.
Contribute to the well-being of one's school and community.
- Identify sources of information about your community.
- Identify responsibilities of citizenship (e.g., obeying
laws, serving on juries, being informed about issues, being
involved in influencing public policy).
- Analyze what you learned about yourself and the community
from involvement. In a community improvement activity.
- Analyze the consequences of participating or not participating
in the electoral process.
- Collect information about how groups are working to improve
- Evaluate a recent project that addressed a community
need or issue.
- Make a plan with your family to participate in a community
Return to Social Emotional Learning (SEL) Performance Descriptors