6:065 Student Social and Emotional Development
Student Social and Emotional Development
Social and emotional learning (SEL) is defined as the process through which students enhance their ability to integrate thinking, feeling, and behaving to achieve important life tasks. Students should be able to recognize and manage their emotions, establish healthy relationships, set positive goals, meet personal and social needs, and make responsible and ethical decisions.
SEL programming is based on the understanding that the best learning emerges in the context of supportive relationships that make learning challenging, engaging and meaningful.
Social and emotional skills are critical to being a good student, citizen and worker. Some students may need extra programming or supports when their behaviors interfere with their learning and future success. This is best done through effective classroom instruction; student engagement in positive activities in and out of the classroom; and broad parent and community involvement in program planning, implementation and evaluation (adapted with permission from CASEL).
The Superintendent or designee shall incorporate SEL into the District’s educational programs consistent with the District’s mission and the goals and benchmarks of the Illinois Learning Standards. The objectives for addressing the needs of student SEL development through the educational programs are to:
- Develop self-awareness and self-management skills to achieve school and life success.
- Use social-awareness and interpersonal skills to establish and maintain positive relationships.
- Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.
The incorporation of SEL objectives into the District’s educational programs may include but is not limited to:
- Classroom and school-wide programming to foster a safe, supportive learning environment where students feel respected and valued.
- Support for staff in the development and training related to the SEL objectives.
- Partnerships with families and the community to promote students’ SEL development.
- Early identification and intervention to enhance students’ school readiness, academic success, and use of good citizenship skills.
- Community partnerships to assist with the treatment and/or prevention.
The SEL program is to be monitored and evaluated annually in a report to the Board.
Children’s Mental Health Act of 2003, 405 ILCS 49/.
Date Adopted: 01/26/2010
Date Amended: 03/25/2014