Social Emotional Learning Standards: What Parents and Teachers Should Know

Social emotional learning standards may also be called competencies or benchmarks (learningpolicyinstitute.org, School Psychology Review).

This guide explains the CASEL framework and examples from Washington and North Carolina. Check state education agency and district materials when you need an answer about local expectations.

How the CASEL framework helps describe SEL

The CASEL model is described as the best-known SEL framework and as the dominant framework informing state SEL standards (School Psychology Review).

Quick Reference: the five competency clusters

• The five CASEL competence clusters are self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (learningpolicyinstitute.org).

For a related home-school planning resource, see Family-School SEL Activities: A 2-Week Home-School Plan.

What to look for in your school or state materials

Start with the document’s title, publisher, and stated purpose. Then ask the school or education agency what the document is intended to guide.

• Is this a state or district resource?
• Does it name competencies or benchmarks?
• Does it show connections with a subject-area course of study?
• Is the school deciding whether to use a programme?

Keep the question specific. A family might ask, “Which document explains this classroom goal?” A teacher might ask which local resource applies before choosing an activity.

Washington and North Carolina show two approaches

Use the state-specific sections below as examples, then check local materials for the information relevant to your school community.

Washington: standards and benchmarks

Washington’s SEL standards and benchmarks were developed and adopted in January 2020 using guiding principles that include equity, universal design, culturally sustaining practice, and trauma-informed practice. The state also provides documents and tools intended to support SEL integration into academic content areas (ospi.k12.wa.us).

For a school conversation, ask which state resource the class is using and which skill students are practising.

North Carolina: alignment resources

North Carolina’s Department of Public Instruction provides resources showing alignment between SEL competencies and the North Carolina Standard Course of Study, along with activities and practices for integration into specific content areas (dpi.nc.gov).

Ask how the resource connects with the subject or lesson students are already studying.

Use guidance without overreading it

CASEL’s SEL Program Guide provides a framework for evaluating SEL-program quality and guidelines for selecting and implementing SEL programmes. CASEL states that programmes in its guide explicitly address SEL competencies, align with competencies prioritised by stakeholders and with adopted standards or guidelines, and are supported by professional learning for staff, including onboarding for new staff (Collaborative for Academic, Social, and Emotional Learning).

Match the question to the resource:

1. For instruction: identify the relevant local resource before choosing an activity.
2. For family communication: ask what students are practising and what language the school uses.
3. For programme selection: ask how the programme relates to local expectations and what preparation staff will receive.

A conversation about group-work disagreement can begin with: “What choices did you notice, and what could a respectful next step look like?” If an individual wellbeing or safety concern is involved, consult a qualified professional for individual guidance.

Take the next step with a local SEL question

Bring one focused question to the school: “Which skill are students practising?” “Which local resource does this relate to?” or “How does this connect with the course of study?” For related support with school communication, see Before Preschool: What Parents Should Know About Communicating With Staff.