Dr. Jason Rehfeldt
Director of Student Services
Phone: (630) 468-4416
District 86 SEL Coaches
Social Emotional Learning (SEL) in District 86
Research has consistently shown that as high school students increase their social emotional skills, they are able to learn more deeply and at faster rates. Social emotional skills also comprise much of what employers desire in new employees and are considered essential 21st century skills. Children and adults with these skills also have improved social, health, and behavioral outcomes (please see the linked information page for additional details). Due to the importance of these SEL competencies, Illinois became the first state to mandate SEL standards in 2012. For a review of Illinois' SEL standards, please visit the SEL Information and Resources Page to link to those standards.
District 86 strongly believes that our staff provides instruction and modeling that helps develop the social emotional skills of our students, but we are continuously working to improve. Consistent with District 86's Equity Statement, our district's Panorama access, and the Strategic Plan, our goal is to develop a more systematic and data-driven process for addressing the social emotional skills of our students.
Each member of the District 86 community will exhibit the motivation and social-emotional skills to achieve academic/professional goals and physical well-being for the success of the individual in all spheres of influence.
Our mission is to develop in the District 86 community the social emotional skills of:
Parents and other family members play an essential role in the social emotional development of their children. If you would like more information on what family members can do, you can refer to the websites on this page and the following books:
Building Emotional Intelligence: Techniques to Cultivate Inner Strength in Children (2008). Lantieri, L., & Goleman, D.
Emotional Intelligence: Why It Can Matter More Than I.Q. (1995/2005) Goleman, D.
Emotional Intelligence 2.0 (2009) Bradberry, T. & Greves, J.