In addition to the Common Core State Standards, Illinois has a set of Social/Emotional standards. They have been integrated into the Common Core Learning standards. Illinois is a ‘leader’ in social/emotional focus in the schools.
As a result of the Children’s Mental Health Act of 2003, the Illinois State Board of Education adopted the Illinois Social and Emotional Learning (SEL) Standards. Drafting of the 10 SEL standards, along with goals, age-appropriate benchmarks, and performance descriptors, was a collaborative effort between ISBE and the Illinois Children’s Mental Health Partnership with technical support from the Collaborative for Academic, Social, and Emotional Learning (CASEL).
Social and emotional learning (SEL) is the process through which children develop
awareness and management of their emotions, set and achieve important personal and
academic goals, use social-awareness and interpersonal skills to establish and maintain
positive relationships, and demonstrate decision making and responsible behaviors to
achieve school and life success. There is a strong research base indicating that these
SEL competencies improve students’ social/emotional development, readiness to learn,
classroom behavior, and academic performance.
The SEL goals, standards, and benchmarks were initially developed by a broadly
representative group of teachers, school administrators, student support staff, human
services professionals, and parents with expertise in child development and learning,
curriculum design, and instruction. After the standards were written, public comment
and feedback provided the writing team with information used in revising the standards
before adoption by the ISBE.
Illinois Board of Education source HERE
Illinois Board of Education social/emotional resources HERE
Social and Emotional Learning (SEL) is the process through which children and adults acquire the knowledge, attitudes, and skills they need to:
- recognize and manage their emotions;
- demonstrate caring and concern for others;
- establish positive relationships;
- make responsible decisions; and
- handle challenging situations constructively.
Quality SEL instruction in which students learn to process, integrate, and selectively apply SEL skills in developmentally, contextually and culturally appropriate ways in conjunction with a safe, caring, participatory and responsive school climate can result in positive outcomes including:
- promotion of mental wellness;
- prevention of mental health issues;
- school connectedness;
- reduction in student absenteeism;
- reduction in suspensions;
- adoption, implementation and institutionalization of new practices; and
- improved academic outcomes.