Aiming High - Applying Goal Setting to Social and Emotional Learning Skills in the Elementary Classroom

Oct 15, 2026

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Goal setting tracks progress on academic and behavioral outcomes and can effectively monitor progress toward social and emotional learning (SEL) goals. The article provides an overview of classroom goal setting practices to support SEL skill acquisition in elementary students. It includes practical examples for implementing goal setting for students with and at risk of emotional and behavioral disorders, along with progress-monitoring illustrations and strategies to intensify goal supports.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Abstract

Social and Emotional Learning (SEL) importance

Links to academic motivation, mental health, and wellbeing

Protective factors for students with trauma

SEL needs for students with and at risk of EBD

Evidence-based SEL practices in elementary classrooms

Additional supports and reteaching needs

Goal setting as a positive classroom practice

Creating proactive, supportive environments

Goal Setting

Identifying struggles and improving performance

Aiming High: Applying Goal Setting to Social and Emotional Learning Skills in the Elementary Classroom Beyond Behavior 2023, Vol. 32(1) 4–14 © Hammill Institute on Disabilities 2023 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/10742956221145692](DOI: 10.1177/10742956221145692)[ ](DOI: 10.1177/10742956221145692)[journals.sagepub.com/home/bbx](journals.sagepub.com/home/bbx) Sara Sanders, EdD 1, Lauren Hart Rollins, PhD2, and Aundrea McFall, PhD3 Abstract Goal setting is used to track progress on academic and behavioral outcomes. It can also be extremely effective in monitoring progress toward social and emotional learning (SEL) goals. In this article, we provide an overview of effective goal setting in the classroom to support SEL skill acquisition and development, and practical examples of how to implement goal setting with elementary students with and at risk of emotional and behavioral disorders. Examples of progress monitoring and ideas for how to intensify goal supports are described. Keywords goal setting, emotional and behavioral disorders, social and emotional learning, intensification The importance of the acquisition and development of social and emotional learning (SEL) skills within school has been well recognized by educators, school districts, and researchers alike (Eklund et al., 2018), with a recent renewed emphasis in the classroom on the heels of the COVID-19 pandemic (Cipriano et al., 2020) . Social and emotional learning supports the attainment and application of knowledge and skills to support emotion management, personal development of one’s sense of self, relationship building and management, and responsible decision-making (Collaborative for Academic, Social and Emotional Learning [CASEL], 2020a) . Given this, SEL is a critical factor in short- and long-term student success both inside and outside the classroom. The building of SEL skills has been connected with students’improved academic motivation and classroom success (Cipriano et al., 2020) and mental health and overall wellbeing (Corcoran et al., 2018). Teaching SEL skills also serves as a protective factor for students who have experienced trauma, mitigating negative experiences and effects, and reducing symptoms of depression and anxiety (Clarke et al., 2021). Integrating high-quality SEL instruction within a supportive, positive classroom environment can increase core SEL skills and improve overall student outcomes (Durlaket al., 2011) . See Table 1 for additional SEL resources. For students with and at risk of emotional and behavioral disorders (EBD), there is an increased emphasis on developing SEL skills. Students with and at risk of EBD frequently present with behavioral and social deficits that contribute to undesirable classroom behaviors and negatively affect adult and peer relationships (Ennis et al., 2018; Maag, 2006) . Such deficits highlight the need to integrate research-or evidence-based SEL practices to support skill acquisition and development, especially within the elementary classroom. Specifically, students with and at risk ofEBD may need additional modeling of SEL skills, increased opportunities for role-play of SEL skills, and increased scaffolded supports when practicing generalizing skills to other areas of school (Niesyn, 2009). Because of existing socio-emotional deficits, some students with and at risk of EBD may also require the reteaching of skills that their typically developing peers have already mastered or the combination of multiple research-or evidence-based strategies and practices to make adequate progress. By integrating practices and supports to improve SEL competencies in early grades, educators can take a proactive approach to instilling students with and at risk of EBD the social skills they need for success (Niesyn, 2009) . A core component of supporting the development of SEL skills i

FAQs

How does goal setting support social and emotional learning (SEL) in elementary classrooms?

Goal setting helps track progress toward SEL goals and can monitor growth in skills related to emotion management, self-development, relationship building, and responsible decision-making.

What challenges do students with and at risk of emotional and behavioral disorders (EBD) often face?

They frequently show behavioral and social deficits that contribute to challenging classroom behaviors and strain relationships with adults and peers, reflecting needs in self-regulation and SEL skill development.

What kinds of supports can help students with and at risk of EBD implement SEL skills through goal setting?

They may benefit from additional modeling, more role-play opportunities, scaffolded supports during practice and generalization, and reteaching of skills peers have already mastered, often using multiple research- or evidence-based strategies.

Oct 15, 2026

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