100+ Social-Emotional Skills IEP Goals [The Complete List] (2023)

Nov 16 2020

Positive Action Staff

SEL Articles

Social-emotional IEP goals make it possible for educators to support the mental health of high-risk learners. Social-emotional skills form the foundation of how students interact with their peers, respond to stressors, and process their thoughts and feelings both in and out of the classroom.

The goal of social-emotional learning is for students to develop five core competencies:

  • Self-Awareness
  • Social Awareness
  • Self-Management
  • Relationship Skills
  • Responsible Decision Making

When equipped with these competencies, children are better prepared to socialize productively and understand their emotions. Social-emotional skills carry through into adulthood, which is why it's so important for educators to teach them from a young age.

Trauma, anxiety, and behavioral disorders can impact a child's mental health in profoundly adverse ways, more so if that child lacks one or more SEL competency.

Some children need more time to develop social-emotional skills than others. It’s essential that you create a learning plan for these students to track their progress. Incorporating SEL goals into a behavioral IEP lets you focus your attention on a student’s most pressing needs.

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Here is a list of over 100 social-emotional IEP goals curated by our experts at Positive Action to get you started.

Self-Awareness/Emotional Regulation

**Goal: ________ will identify and manage feelings (i.e., anger, anxiety, stress, frustration) on a daily basis with ________ frequency as measured by ________ . **


  1. Relate situations in which one experiences a given emotion.
  2. Say NO to an inappropriate request.
  3. Accept NO for an answer.
  4. Recognize signs of frustration.
  5. Manage unreasonable fears.
  6. Identify appropriate ways to convey emotions like pleasure and anger.
  7. Practice ways to reduce anxiety and stress in real and simulated situations.

Goal: ___________ will identify and express feelings/strengths about self and others with __________ frequency, (independent of teacher prompts and redirections) as measured by _______________.


  1. Make positive statements about one’s qualities and achievements.
  2. Identify one’s areas of improvement.
  3. Name things one likes and dislikes about self.
  4. Show understanding of another's feelings.
  5. Identify other people’s accomplishments.

Goal: _____ will identify his level of anxiety and use a strategy to reduce his anxiety 50% of the time.


  1. Identify the level of his anxiety.
  2. Select an appropriate strategy to alleviate anxiety.
  3. Practice a strategy to reduce anxiety.
  4. Problem-Solving Skills

Goal: ____________ will make appropriate decisions on a daily basis with _______ frequency as measured by _________ (teacher observation, checklist, anecdotal records, behavior checklist, self-evaluation, etc.).


  1. Collect necessary information to make decisions.
  2. Identify options available in making a decision.
  3. Determine which decisions can be made individually and which would require support from others.
  4. Identify the short- and long-term impact of various decisions.
  5. Choose solutions that best meet one’s needs.
  6. Arrange problems by importance.
  7. Follow through with a plan or modify the plan to meet goals.
  8. Voluntarily accept responsibility for one’s own behavior without making excuses.
  9. Say NO to unreasonable requests.

Alternatives to Conflict

Goal: _________ will manage conflicts on a daily basis with _________ frequency, independent of teacher support, with teacher support as measured by ________ (teacher observation, checklist, anecdotal records, behavior checklist, self evaluation, etc.).


  1. Distinguish which behaviors and language are acceptable and unacceptable.
  2. Identify situations that may lead to conflict.
  3. Constructively handle situations that may lead to conflict.
  4. Ask for assistance to resolve a conflict after an independent attempt.
  5. Appropriately state angry feelings to the person involved.
  6. Control one’s temper in conflict situations.
  7. Respond appropriately to peer pressure.
  8. School/Classroom Skills

Goal: ____________ will control impulsive behavior with _________ frequency as measured by ______________.


  1. Demonstrate difference between impulsive and self-controlled behavior.
  2. Practice self-controlled behaviors in real or simulated situations.
  3. Identify potential consequences of impulsive behavior in real and simulated situations.

Goal: ________ will remain on task and work independently with ________ frequency as measured by _________.

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  1. Ignore distractions while completing independent work.
  2. Work steadily with attention focused on the task.
  3. Stay on task when adults enter or leave the classroom.
  4. Independently begin tasks from a prearranged schedule.
  5. Attempt to independently resolve problems with an assignment before asking for help.

Goal: __________ will follow directions given by teacher or staff or other adults with __________ frequency as measured by __________.


  1. Follow the verbal direction in a timely manner.
  2. Read and follow written directions in a timely manner and with cooperation.
  3. Comply with timeout requests near or at own desk.
  4. Comply with teacher requests within reasonable time span.
  5. Follow classroom rules when lead teacher is not present.
  6. Recognize inability to understand directions and seek clarification or assistance before proceeding with task.
  7. Demonstrate knowledge of class rules by complying with rules during class time.

Goal: _________ will display productive school behavior on a daily basis with __________ frequency as measured by __________.


  1. Attend school consistently.
  2. Attend all scheduled appointments regularly and promptly.
  3. Complete assigned work on a daily basis.
  4. Attempt tasks that may be considered challenging and be willing to take a risk with new material.
  5. Accept correction appropriately.
  6. Adapt effectively to change (e.g. assemblies, fire drills, schedule changes, seat assignments, new students or exiting students).
  7. Ask for help when needed.
  8. Volunteer an answer to the teachers question in a voice tone, volume and physical manner appropriate to the situation.
  9. Use appropriate language.
  10. Identify and follow rules in the lunchroom, bathroom, halls, and bus.

Goal: ____________ will engage in appropriate group activity (play, academics, classroom discussion, etc.) with __________ frequency as measured by ______________.


  1. Use appropriate phrases (such as "please” and “thank you").
  2. Lead or present to group (e.g., present oral reports, initiate group activity).
  3. Participate in a discussion led by the teacher by listening, raising hand, and waiting to be recognized.
  4. Wait quietly and respectfully while others are speaking.
  5. Ask permission if wanting to give or receive physical contact (ex. hug).

Goal: _________ will respect property of others and school property according to classroom and/or school rules with _______ frequency as measured by ________.


  1. Ask permission to use another's property.
  2. Demonstrate correct use of classroom equipment and materials.
  3. Use and return borrowed items to the owner in original condition.
  4. Distinguish someone else's property from one’s own.
  5. Return all equipment to the proper storage place.
  6. Transportation and Public Conduct

Goal: __________ will use appropriate behaviors while riding a vehicle (ex., bus) with _________ frequency as measured by ______________.


  1. Remain in seat with the seat belt fastened while the bus is in motion.
  2. Keep hands and feet to self and inside the vehicle.
  3. Speak in appropriate language, volume, tone or voice.
  4. Respect rights and property of others on the bus.
  5. Comply with the bus driver's directions.
  6. Social/Interpersonal Skills

Goal: ____ will increase conversation skills to stick to the topic at hand.


  1. _____ will identify what happened first, in the middle, and last regarding a previous read story, past event, or situation.
  2. _____ will state the main idea of the story, video or situation 4/5 opportunities to do so.

Goal: ________ will develop social understanding skills as measured by the benchmarks listed below.

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  1. _____ will engage in appropriate turn-taking skills by attending to peer’s turn and waiting for one’s own turn 4/5 opportunities to do so.
  2. _____will work cooperatively with peers in small group settings (ex., share materials, allow peers to share different thoughts) 4/5 opportunities to do so.
  3. _____ will raise their hand and wait to be called on before talking aloud in group settings 4/5 opportunities to do so.

Goal: ________ will increase social-emotional skills as measured by the benchmarks listed below.


  1. _____ will identify various simple emotional states in self 4/5 opportunities to do so.
  2. _____ will state what would be an appropriate response to a particular emotional state 4/5 opportunities to do so.
  3. _____ will state why a person might be feeling a particular emotion 4/5 opportunities to do so.

Goal: _________ will demonstrate appropriate play skills, peer relations, cooperative learning and assertiveness with _______ (frequency) as measured by _________.


  1. Learn and follow the rules when playing an organized game.
  2. Engage in cooperative play with at least one other peer.
  3. Display effort in a competitive game situation.
  4. Use assertive behavior in resisting harmful peer pressure.
  5. Take appropriate action in supporting a person whose rights are being violated.
  6. Refrain from interrupting others in conversation.
  7. Wait his/her turn in games or activities.
  8. Appropriately express feelings when wronged.
  9. Identify aggressive, assertive, and passive behavior and styles.
  10. Accept responsibility for changing own behaviors.
  11. Practice assertiveness skills in real and simulated situations.
  12. Engage in appropriate behavior when confronted with inappropriate behavior.
  13. Handle defeat in a competitive game situation by congratulating the winner without grumbling or engaging in other negative behaviors.
  14. Identify appropriate behavior when presented with real or simulated situations involving peer pressure.
  15. Take appropriate action in supporting a person whose rights are being violated.

Other Sample IEP Goals without Objectives

Social Skills/Life Skills/Emotional Regulation

  1. During unstructured play times, ______ will interact with peers in an appropriate manner through maintaining personal space and a respectful voice for an average 80% of intervals, measured over a two-week period.

  2. When given scenarios of social conflicts, ______ will demonstrate problem solving skills by identifying the problem and generating two solutions appropriate to the situation in 4/5 trials, as measured by data collection.

  3. During recess, ____ will initiate and begin a back and forth conversation exchange (for example, greeting and asking about a shared interest, such as a TV show, or asking if the peer enjoys crafts/art) with one of the previously identified classmates independently with 80% success across 3 consecutive weeks.

  4. _______ will acquire two new social skills per quarter to a level of ___ % accuracy including initiating conversations with peers and adults, participating in turn taking during structured activities and recognizing positive social interactions.

  5. Given direct instruction and visual supports, _______ will obtain two new life skills per quarter, including bathroom and hygiene routines. He/She will perform the skill independently to a level of 70% accuracy.

  6. _______ will increase his/her social communication skills by refining four skills including requesting help and using pictures or words in order to have basic needs met 3 out of 5 opportunities to do so.

  7. ______ will increase his independent work time by completing one task with one or less adult prompts 3 out of 5 opportunities to do so.

  8. _______ will demonstrate the accurate use and understanding of statements and questions by increasing accurate use of these sentence forms 4 out of 5 opportunities to do so.

  9. In the classroom environment, ______ will utilize positive self-talk and coping strategies to handle stressful situations or work demands in which he/she manifests anxious or withdrawn behavior (i.e. putting head down, saying he/she can't do something), demonstrated by engaging in the 30 minute activity or situation in a calm and positive manner with one prompt on 2/3 occasions.

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  10. When _____ becomes upset, frustrated, or angry, he will use a self-regulation/coping strategy (movement break, deep breathing, quiet space break, deep pressure/heavy work activity, etc.) to avoid engaging in an unexpected behavior, with one reminder, on 4 out of 5 opportunities, as measured by observations and documentation.

  11. When given a frustrating situation (i.e. undesired task, demand, and/or undesired peer behavior), with one prompt ________ will utilize coping strategies (i.e. take a break, deep breaths, etc.) and return to and remain on task with a calm body and mind for a minimum of 10 minutes with an average of 95% over 8 consecutive school weeks, across all classroom environments.

  12. _________ will refrain from physical aggression (i.e. kicking, hitting, pushing, tripping) across all environments in school, for 4 consecutive weeks, with all adults and children as measured by event data.

  13. Through the use of Self-Monitoring checklists, _______ will reduce instances of passive non-compliance (becomes purposely and increasingly distracted through ignoring tasks, demands, or staff directives) to an average of 20% of intervals or less, both across all educational environments and within each educational environment, as measured across a one week period.

  14. _______ will demonstrate the ability to recognize expected and unexpected behaviors as well as rate his own behavior as part of his self-monitoring system with 80% accuracy as compared to teacher ratings of behavior.

  15. _________ will allow themselves to be mad or frustrated without hurting 90% of observed opportunities.

If you believe that SEL will benefit your students, talk to your fellow teachers and your school’s leadership about adopting Positive Action as part of your social-skills program.

If you’d like to learn more about how Positive Action program can help your school or district contact us here.


  • IEP Goals and Objectives Bank (Redmond, Oregon). Retrieved from here.

  • National Association of Special Education Teachers. Examples of IEP Goals and Objectives: Suggestions for Students with Autism. Retrieved from here.

  • Rhode Island Department of Education. Examples of IEP Goals for Social and Emotional Skills and Learning. Retrieved from here.

  • Smithey, Ashley. IEP Goal Bank. Retrieved from here.

  • Social Emotional Goals. Retrieved from here.

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What is an example of a social emotional IEP goal? ›

Here is an example of a well-defined SEL IEP goal: “By November 2020, Cara will improve her rate of refraining from interrupting others in conversation from 75 percent to 90 percent during small group instruction time, as measured by weekly, 15-minute momentary time sampling observations by special education staff.”

What are the goals of an emotions IEP? ›

Objective #1 State feelings by using affective vocabulary and non-verbal cues. Objective #2 Make positive self-affirmations. Objective #3 Identify/state the accomplishments of others. Objective #4 Make positive statement about the qualities and accomplishments of self.

What are some social emotional learning goals? ›

Administrators should focus on teachers' SEL growth and emotional wellbeing. Goals may align with CASEL's SEL Competencies (Self-awareness, Self-management, Social awareness, Relationship management, and Responsible decision-making). Goals may also pertain to students' emotional wellbeing during this chaotic time.

What are SEL goals for students? ›

Demonstrates a range of communication and social skills to interact effectively. Cultivates constructive relationships with others. Identifies and demonstrates approaches to addressing interpersonal conflict.

What are social goals examples? ›

Social goals are a subset of the goals human pursue that are interpersonal in nature, for example, making friends, finding a romantic partner, and making a favorable first impression.

What is the goal of a social emotional IEP for anxiety? ›

Students who experience anxiety need goals that will get them to a point where they are keeping their anxiety out of the behaviors they exhibit in the classroom. IEP goals in this area should focus on reducing avoidance behaviors, such as absenteeism, and increasing positive coping skills, such as problem-solving.

What are social emotional goals for IEP for ADHD? ›

The student will be able to identify and verbalize their emotions. The student will be able to calm themselves down when they are upset. The student will be able to regulate their emotions in social situations. The student will be able to tolerate frustration without becoming overwhelmed or angry.

What are smart goals social emotional? ›

SMART goals should be: Specific, Measurable, Achievable, Relevant, and Timely.

What is a social emotional IEP goal for preschool? ›

Goals in this domain may include appropriate behavior near a peer, showing interest, initiating an interaction, imitating a peer, greetings, sharing, attention seeking, interactive verbal behavior, joining an interaction, adjusting behavior according to peers, stating what others like/dislike, delivering a message, ...

What are the goals of emotional development? ›

Goals for your Emotional Wellness

Develop the ability to experience and appropriately express a wide range of emotions such as humor, joy, fear, anger, frustration, appreciation, sadness, etc. Develop the skills to handle stress, irritations, crises, etc.

What are 5 keys to social emotional learning? ›

The five SEL competencies (self-awareness, self-management, responsible decision making, social awareness, and relationship skills), are vital to the teaching and understanding of social and emotional learning at school.

What are three activities you can use in your classroom to promote social emotional development? ›

Five ways to implement social-emotional learning in the classroom
  • 1: Start the day with a morning meeting or check-in.
  • 2: Teach students to solve problems with peer mediation.
  • 3: Use role playing activities.
  • 4: Use anchor charts to teach social-emotional skills.
  • 5: Check out just as much as you check in.
Feb 28, 2021

What are three important social-emotional skills? ›

Social and emotional skills, such as perseverance, empathy, mindfulness, courage or leadership are central to this.

What are social emotional goals for 2nd grade? ›

These include showing respect, empathy, and caring for others in the group. Conflicts will naturally arise in groups, and a second grader should be able to use language to help resolve conflicts as well as know when to get help to resolve them.

What is Social Emotional Learning Standards Goal 1? ›

Goal 1: Develop self-awareness and self-management skills to achieve school and life success. Why this goal is important: Several key sets of skills and attitudes provide a strong foundation for achieving school and life success.

What are the 5 smart goals examples? ›

Examples of SMART Goals
  • Studying. Simple Goal: I need to study more. ...
  • Writing. Simple Goal: ...
  • Reading More Books. Simple Goal: ...
  • Mastering Emotions. Simple Goal: ...
  • Exercising More. Simple Goal: ...
  • Improving Your Diet. Simple Goal: ...
  • Becoming More Productive. Simple Goal: ...
  • Time Management. Simple Goal:
Oct 14, 2022

How do you write an IEP goal? ›

SMART IEP goals and objectives

Write down several statements about what you want your child to know and be able to do. Revise these statements into goals that are specific, measurable, use action words, are realistic, and time-limited. Break down each goal into a few measurable short-term steps.

What are SEL goals and standards? ›

Social-emotional learning standards provide a “continuum of development across 5 SEL competencies: Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making,” according to the Ohio Department of Education.

What are the 7 social goals? ›

In this lesson, students learn about broad social goals: economic efficiency, economic equity, economic freedom, economic growth, economic security, and economic stability.

What are your social goals for your child? ›

Social goals span a broad range of interactions, and may include skills such as positive peer interactions, self-awareness, perspective taking, or conflict resolution. Goals can be affirmative actions on the part of the child, eliminating specific behaviors or responses, or learning to understand a new social concept.

How do you set goals for social anxiety? ›

Here are some great steps to set your goals.
  1. Identify your goals. What would you like to change with respect to your social anxiety? ...
  2. Break goals into chunks. ...
  3. Identify obstacles. ...
  4. Schedule goals. ...
  5. Complete your goal.
Sep 23, 2020

How do you measure social emotional goals? ›

Here are the five keys we've found to assessing social-emotional learning:
  1. Choose which topics to measure. Which SEL skills, mindsets, and behaviors matter most to your district? ...
  2. Gather baseline data with an SEL assessment. ...
  3. Analyze the results. ...
  4. Take action to improve SEL. ...
  5. Evaluate and adjust.

What is an example of an IEP goal for ADHD? ›

Some examples of IEP goals for a student with ADHD may include: The student will stay on task throughout the lesson. The student will use a checklist to complete all tasks throughout the lesson. The student will maintain appropriate personal space with peers throughout the P.E. lesson.

How does ADHD affect a child's social and emotional development? ›

When children with ADHD enter a social setting, they may have a hard time sharing, taking turns, listening, and picking up on social cues. They often become bored, distracted, or check-out of the conversation. Students with ADHD may have a hard time managing their emotions when interacting with their peers.

What is an example of a social smart goal? ›

In order to build and engage your community using SMART social media goals, you may want to: Increase your Facebook Live viewers by 25% next quarter. Reach a minimum of 25 comments on each Facebook post within three months. Increase your social shares on all social media channels by 25% this year.

What is social-emotional skills in child development? ›

Social and emotional development means how children start to understand who they are, what they are feeling and what to expect when interacting with others. It is the development of being able to: Form and sustain positive relationships. Experience, manage and express emotions. Explore and engage with the environment.

What are some social-emotional skills for preschoolers? ›

Social-Emotional Developmental Milestones in Preschool
  • Plays make-believe with dolls, animals, and people.
  • Copies adults and friends.
  • Notices other children and joins them in play.
  • Shows affection for friends without prompting.
  • Shows concern for crying friend.
  • Shows a wide range of emotions.

What are social emotional goals for kindergarten? ›

Getting along with others (parents, teachers and peers) Following directions. Identifying and regulating one's emotions and behavior. Thinking of appropriate solutions to conflict.

What are the big 6 emotions in emotional development? ›

The Six Basic Emotions

A widely accepted theory of basic emotions and their expressions, developed Paul Ekman, suggests we have six basic emotions. They include sadness, happiness, fear, anger, surprise and disgust.

What are the 8 skills of emotional competence? ›

Saarni (1999) specified 8 skills of emotional competence: (1) awareness of one's emotional state, (2) ability to discern others' emotions, (3) ability to use the express terms of emotion, (4) capacity for empathic and sympathetic involvement, (5) ability to discriminate inner and outer emotional states, (6) capacity ...

What are the 6 emotional skills? ›

The model that I present below contains six emotional skills: self-awareness, emotional expression, self-regulation, empathy, social skills, and self-motivation.

What are the 3 pillars of SEL? ›

Three Pillars: Culture, Adult Skills, Curriculum. A culture where social emotional learning can thrive is one that provides a safe and healthy place for children to learn and grow.

What are 5 emotional activities? ›

These social-emotional activities are not only fun and engaging for little ones, they spark essential conversations that lead to deeper understanding.
  • Read, read, read! ...
  • Sing. ...
  • Play a monster emotions match game. ...
  • Make emotion masks. ...
  • Start each day with a check-in.
Sep 19, 2022

What are 4 ways to improve the social emotional environment? ›

Tips for Improving the Social-Emotional Well-Being of Students
  • Instill Coping Skills. ...
  • Start a gratitude practice. ...
  • Practice the “circle of control” exercise. ...
  • Initiate self-care practices. ...
  • Take mindfulness breaks. ...
  • Facilitate safe socialization.
May 12, 2022

What are some activities for social emotional? ›

Building Social and Emotional Skills at Home
  • Puppets. Teachers sometimes talk with children about conflicts and help them think about solutions while using puppets and families can try this technique at home. ...
  • Think out loud. ...
  • Read bedtime stories. ...
  • Do a job together. ...
  • Play games. ...
  • Prevent potential problems.

What is an example of an emotional goal? ›

Goals for your Emotional Wellness

Develop the ability to experience and appropriately express a wide range of emotions such as humor, joy, fear, anger, frustration, appreciation, sadness, etc. Develop the skills to handle stress, irritations, crises, etc.

What is the goal of a social-emotional IEP for anxiety? ›

Students who experience anxiety need goals that will get them to a point where they are keeping their anxiety out of the behaviors they exhibit in the classroom. IEP goals in this area should focus on reducing avoidance behaviors, such as absenteeism, and increasing positive coping skills, such as problem-solving.

What are 3 main aspects of social-emotional development? ›

Social-emotional development consists of three main areas of children's self-regulation:
  • Acting: Behaving in socially appropriate ways and ways that foster learning.
  • Feeling: Understanding others' emotions and regulation of one's own emotions.
  • Thinking: Regulating attention and thoughts.

What are the five example of emotional? ›

They include sadness, happiness, fear, anger, surprise and disgust.

What are different types of goals list and give examples? ›

Goals can be separated into four types of organizational categories.
  • Time-based goals. Long-term goals. ...
  • Performance-based goals. Performance-based goals are short-term objectives set for specific duties or tasks. ...
  • Quantitative vs. qualitative goals. ...
  • Outcome- vs. process-oriented goals.

What are social-emotional skills child development skills? ›

What are social and emotional skills? Social and emotional skills help children and young people to: identify and manage their feelings and their behaviour, and reach out for help where necessary. build and manage healthy relationships. have self-control.

What are 5 keys to social-emotional learning? ›

The five SEL competencies (self-awareness, self-management, responsible decision making, social awareness, and relationship skills), are vital to the teaching and understanding of social and emotional learning at school.

What are positive social-emotional skills? ›

Care about friends and show interest in others. Recognize, label, and manage their own emotions. Understand others' emotions and show empathy.

What is a social emotional lesson plan? ›

Social emotional learning (SEL) is a methodology that focuses on helping students connect with their emotions. Through this curriculum, students learn to identify their emotions and fully experience them. As a result, they empathize easier with others, make responsible decisions, and build meaningful relationships.

How do you plan social emotional learning in the classroom? ›

Here are 38 simple ways to integrate social-emotional learning activities in your classroom every day.
  1. Start each day with an emotions check-in. ...
  2. Use emojis to help kids identify their emotions. ...
  3. Use story time for teachable moments. ...
  4. Do lots of partner activities. ...
  5. Teach kids how to work in a group. ...
  6. Use an SEL curriculum.
Oct 17, 2022


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