How to Craft IEP Goals for Social Emotional Learning Objectives

Picture this scenario: a bright, capable student struggles to manage their emotions during group work. They often shut down when criticized, even constructively, and their instructors struggle to reach them. Situations like these only serve to underline the importance of social emotional learning (SEL).

According to CASEL, students who participate in SEL programs see an 11% improvement in academic performance. 

For students with IEPs (Individualized Education Programs), incorporating SEL isn’t just helpful—it’s non-negotiable. These students may require targeted development in skills like self-regulation, empathy, and relationship-building for success across both academic and personal spheres. 

IEPs are most effective when they address the whole student, and that includes developing SEL skills. 

But writing SEL-specific IEP goals that are actionable and measurable can feel like a daunting task. Where do you start? And how do you write goals tailored to each student’s needs? We’ll explain everything. 

What is Social Emotional Learning?

Social Emotional Learning (SEL) refers to the process of developing essential life skills such as self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. 

Simply put, SEL equips students with tools to understand and manage their emotions, set and achieve constructive goals, show empathy for others, and handle interpersonal relationships effectively. 

For students with unique learning needs, SEL can become a critical means to overcome unique challenges. Whether it’s managing strong emotions, reading social cues, or responding to feedback, SEL focuses on helping all students grow in areas that textbooks don’t cover—but life always tests. 

How Do You Write a Social-Emotional Learning Goal for an IEP? 

An effective SEL goal in an IEP boils down to being specific and measurable. To clarify, every SEL goal should include the following components: 

• Time Frame – Set a deadline for achieving the goal, such as “within three months” or “by the end of the year.” 
• Action Goal – Focus on what the student will actively practice or achieve (e.g., “identify two ways to manage frustration”). 
• Context or Setting – Define where the goal will be practiced or measured (e.g., “during group activities” or “in the classroom setting”). 
• Measurement – Specify how progress will be tracked (e.g., through teacher observations, self-reporting, or behavioral data). 
• Expected Accuracy – Set the standard for success (e.g., “demonstrate the skill in 4 out of 5 observed instances”). 
• Acceptable Prompts or Supports – Identify what level of support (if any) the student may need for success. 

Above all, make sure that your SEL goals are SMART—specific, measurable, achievable, relevant, and time-bound. 

For instance, instead of writing a vague goal like, “Improves emotional regulation,” you’d write, “By the end of the semester, the student will identify three coping strategies to manage anxiety during independent work with 80% accuracy across observed situations.” 

A SMART goal means there’s no guesswork and provides both teachers and families with clarity on expectations. 

55 Examples of Social-Emotional Goals for Students

Not sure where to start? Here are some sample SEL goal ideas you can use to get the creative juices flowing as you start working on IEPs. 

Remember, these should always be customized based on the individual student’s needs—these goals are just a starting place. 

Self-Awareness Goals:

1. Demonstrate an understanding of personal strengths and areas for growth.
2. Identify and express emotions appropriately.
3. Recognize personal triggers and develop strategies to manage them.
4. Reflect on personal thoughts and behaviors to improve self-awareness.
5. Set meaningful and achievable personal goals.

Self-Management Goals:

6. Develop strategies for self-regulation, such as deep breathing or taking a break.
7. Use time management techniques to prioritize tasks and meet deadlines.
8. Demonstrate self-control in challenging situations.
9. Develop problem-solving skills to independently resolve conflicts.
10. Take responsibility for personal actions and accept consequences.

Social Awareness Goals:

11. Show empathy and understanding towards the feelings and perspectives of others.
12. Demonstrate respect for diversity and embrace different cultures and backgrounds.
13. Participate actively in group discussions and collaborative activities.
14. Recognize and respect personal boundaries of others.
15. Identify and address instances of bullying or exclusion.

Relationship Skills Goals:

16. Develop effective communication skills, such as active listening and expressing thoughts clearly.
17. Collaborate and work effectively in diverse group settings.
18. Demonstrate conflict resolution skills to resolve interpersonal conflicts.
19. Show respect and empathy in building and maintaining positive relationships.
20. Seek and utilize feedback to improve interpersonal skills.

Responsible Decision-Making Goals:

21. Evaluate consequences and consider alternatives before making decisions.
22. Demonstrate problem-solving skills to make responsible choices.
23. Apply critical thinking skills to evaluate the impact of decisions on oneself and others.
24. Recognize and analyze ethical dilemmas to make moral and ethical decisions.
25. Take responsibility for personal actions and make amends when necessary.

Self-Confidence Goals:

26. Develop a positive self-image and recognize personal strengths.
27. Set challenging goals and demonstrate perseverance in achieving them.
28. Advocate for personal needs and express opinions confidently.
29. Take calculated risks and learn from mistakes.
30. Celebrate personal achievements and progress.

Emotional Regulation Goals:

31. Identify and label different emotions accurately.
32. Develop coping strategies to manage stress and anxiety.
33. Utilize relaxation techniques to calm oneself in challenging situations.
34. Recognize and manage anger in a constructive manner.
35. Develop strategies to bounce back from disappointments and setbacks.

Empathy Goals:

36. Demonstrate understanding and support for others in times of need.
37. Practice active listening and show genuine interest in others’ experiences.
38. Recognize and validate the emotions of others.
39. Demonstrate acts of kindness and empathy towards peers.
40. Collaborate with others to solve problems and achieve common goals.

Responsible Digital Citizenship Goals:

41. Understand and follow digital etiquette and online safety guidelines.
42. Demonstrate responsible behavior when using technology and social media.
43. Recognize and report cyberbullying or inappropriate online content.
44. Protect personal information and respect the privacy of others online.
45. Use digital platforms responsibly for learning and positive social interactions.

Goal Setting and Planning Goals:

46. Set short-term and long-term goals that align with personal interests and aspirations.
47. Break down larger goals into smaller achievable steps.
48. Monitor progress towards goals and adjust strategies as needed.
49. Seek support and resources to help achieve goals.
50. Celebrate milestones and accomplishments along the way.

Mindfulness and Self-Care Goals:

51. Practice mindfulness techniques to promote relaxation and focus.
52. Develop self-care routines that prioritize physical and mental well-being.
53. Recognize and manage stress through self-care strategies.
54. Prioritize self-reflection to enhance self-awareness and personal growth.
55. Engage in activities that promote self-expression and creativity.

What to Avoid When Writing SEL Goals for IEPs

Avoid these common pitfalls to ensure your goals are meaningful and measurable. 

1. Setting Unrealistic Expectations 

Don’t set the bar higher than the expectations for the students without IEPs. Goals should balance ambition with achievability, fostering encouragement without any undue pressure. 

2. Measuring Adult Behaviors 

When creating SEL goals, make sure you’re evaluating the actions of the student—not those of their teachers or aides. Goals such as “Teacher will implement a calming strategy” belong somewhere else, like in teacher evaluations or classroom support plans. 

3. Overlooking Frequent Monitoring 

SEL goals aren’t set-it-and-forget-it. Frequent monitoring and adjustments will help you make sure you’re accurately tracking and supporting progress. 

4. Writing Goals as What the Student Won’t Do 

Write goals as positive actions rather than negative restrictions. For example, instead of “The student won’t interrupt during discussions,” state, “The student will wait for their turn to speak during discussions in 4 out of 5 opportunities.” 

5. Skipping Objectivity 

Avoid goals that are subjective or difficult to observe. For example, “The student will feel confident” is hard to measure, while “The student will verbally identify one strength after completing an assessment” is clear and concrete. 

6. Working in Isolation 

While you may be the expert in creating IEPs, remember to lean on input from other teachers and parents. Their insights often help refine and strengthen your final goals. Collaboration creates opportunities for breakthroughs that might otherwise go unnoticed. 

Final Thoughts

Including Social Emotional Learning objectives in IEP goals isn’t just a box to check—it serves as a foundational step in equipping students with tools they’ll carry for life. 

The more specific and thoughtfully designed the goal, the greater its impact will be in empowering students to thrive socially, emotionally, and academically. 

Ready to level up your classroom’s social emotional toolkit? Check out Stanfield Company’s Circles Curriculum—designed to make SEL engaging, memorable, and fun for both you and your students. 

Here’s to creating goals your students will enjoy working toward!