District 225 is committed to student well-being as a cornerstone of student success by maintaining healthy, effective school environments. Social-emotional learning (SEL) describes the attitudes, knowledge, skills, and mindsets that help students succeed in school, career, and life. SEL focuses on how motivation, social connectedness, and self-regulation enable every student to learn and thrive.
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).
CASEL addresses five areas that are fundamental to SEL competence. These skills are important for collaboration and perspective-taking, and serve students well in school and in life. By building skills in these areas, students manage their emotions, handle challenges, and reach their goals. View their model below.
The ability to accurately recognize one's own emotions, thoughts, and values and how they influence behavior. The ability to accurately assess one's strengths and limitations, with a well-grounded sense of confidence, optimism and a 'growth mindset.'
- Identifying emotions
- Accurate self-perception
- Recognizing strengths
- Self- confidence
The ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures. The ability to understand social and ethical norms for behavior and to recognize family, school and community resources and supports.
- Appreciating diversity
- Respect for others
The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns and social norms. The realistic evaluation of consequences of various actions, and a consideration of well-being of oneself and others.
- Identifying problems
- Analyzing situations
- Solving problems
- Ethical Responsibility
The ability to successfully regulate one's emotions, thoughts and behaviors in different situations - effectively managing stress, controlling impulses and motivating oneself. The ability to set and work toward personal and academic goals.
- Impulse control
- Stress management
- Goal setting
- Organizational skills
The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. The ability to communicate clearly, listen well, cooperate with others, resist inappropriate social pressure, negative conflict constructively, and seek and offer help when needed.
- Social Engagement
- Relationship building
Measuring Student Well-Being
In order to support students and their development, students participate in a benchmark assessment survey three times a year. This content will ask students to self-reflect on aspects such as belonging, grit, growth mindset, and well-being in alignment with the Illinois Social and Emotional Learning (SEL) Standards. Their responses provide invaluable insights into how we can improve and adapt our district to their needs.