Search for Skills

There is a lack of agreement about how to define and label SEL and non-academic skills. Conflicting terminology is often confusing and can lead to misalignment between skills, strategies, measures, and desired outcomes.

Explore our thesaurus of 200+ social, emotional, and other non-academic terms to identify overlapping or related terms by how they are defined rather than named or labeled.

Big Five Personality Traits

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Conscientiousness

Neuroticism / Emotional Stability

Openness to Experience

Building Blocks for Learning

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Academic Tenacity

Executive Functions

Relationship Skills

Relevance of School

Self-Regulation

Sense of Belonging

Social Awareness

Stress Management

CASEL

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Relationship Skills

Responsible Decision-Making

Self-Management

Social Awareness

Clover Model

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Active Engagement

Deep Learning

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Critical thinking

Employability Skills

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Adapts and Shows Flexibility

Communicates Verbally

Comprehends Written Material

Conveys Information in Writing

Demonstrates Integrity

Demonstrates Professionalism

Demonstrates Responsibility and Self-Discipline

Demonstrates a Willingness to Learn

Displays a Positive Attitude and Sense of Self-Worth

Exercises Leadership

Improves Systems

Listens Actively

Makes Sound Decisions

Manages Personnel

Manages Resources

Math Strategies/Procedures

Monitors Systems

Negotiates to Resolve Conflict

Observes Carefully

Plans/Organizes

Respects Individual Differences

Responds to Customer Needs

Scientific Principles/Procedures

Solves Problems

Takes Initiative

Takes Responsibility for Professional Growth

Thinks Creatively

Thinks Critically

Understands Teamwork and Works with Others

Understands and Uses Systems

Understands and Uses Technology

Works Independently

Habits of Mind

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Applying Past Knowledge to New Situations

Creating, Imagining, and Innovating

Gathering Data Through All Senses

Learning Continuously

Listening to Others with Understanding and Empathy

Managing Impulsivity

Questioning and Positing Problems

Responding with Wonderment and Awe

Striving For Accuracy and Precision

Taking Responsible Risks

Thinking About Our Thinking (Metacognition)

Thinking Flexibly

Thinking Interdependently

Thinking and Communicating with Clarity and Precision

Handbook on Measuring 21st Century Skills

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Core Components of EF

Critical Thinking

Excutive Function

Factors Impacting Creativity

Indian Social and Emotional Learning Framework (ISELF)

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Accept themselves with a sense of optimism about personal abilities and skills

Accurately label emotions and recognise how they are linked to behaviour

Advocate for the rights of others and the common good

Analyse how emotions affect decisions and responsible behaviour

Analyse how one’s behaviour may affect others

Analyse how personal qualities influence choices and successes

Analyse how present decision making affects college and career choices

Analyse how thoughts and emotions affect decision making and responsible behaviour

Analyse the reasons for school and societal rules

Apply decision-making skills to deal responsibly with daily academic and social situations

Apply ethical reasoning to evaluate societal practices

Assess ways of being respectful to others and opposing stereotyping and prejudice

Compare one’s own and others’ perspectives

Consider ethical, safety and societal factors in making decisions

Contribute to the well-being of school and neighbourhood

Contribute towards group success as leaders and members

Decision Making

Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways

Demonstrate appropriate social and classroom behaviours

Demonstrate appropriate ways to express empathy for others

Demonstrate control of impulsive behaviour

Demonstrate cooperation and teamwork to promote group effectiveness

Demonstrate knowledge of how social norms affect decision making and behaviour

Describe different emotions and the situations that cause them

Describe the feelings and perspectives expressed by others

Describe the positive qualities in others

Describe the steps in setting and working towards goals

Describe ways in which people are similar and different

Determine how emotions contribute to performance

Determine the origins and effects of stereotyping and prejudice

Develop interests and perform roles which support school and life success

Develop personal skills and interests that they desire to have

Develop positive attitudes and evaluate how expressing them affects others

Display their personal support system which helps during struggles and setbacks

Establish positive relationships in school and at home

Establish responsible social and work relationships with positive decision making skills

Evaluate current conflict-resolution skills and plan how to improve them

Evaluate how expressing one’s emotions affects others

Evaluate strategies for resisting pressures to engage in unsafe or unethical activities

Evaluate the influence of social norms and authority on personal decision making

Evaluate their efforts to address an identified need in their neighbourhood

Evaluate their efforts to address an identified school need

Evaluate their responses to and anticipate the consequences of decisions

Examine the norms of different societies and cultures on their people

Examine ways of dealing with conflicting thoughts and emotions

Explain why unprovoked acts that hurt others are wrong

Express emotions appropriately

Express understanding of others who hold different opinions

Formulate ways to overcome obstacles in goal achievement

Generate and evaluate alternative solutions for different academic and social situations

Identify a range of decisions that are made at school

Identify and apply the steps of systematic decision making

Identify and perform duties as a member of their school and neighbourhood

Identify goals for positive classroom behaviour and academic success

Identify how various social and cultural groups are different from each other and how they contribute to society

Identify one’s emotions and their influence on one’s behaviour, performance and decisions

Identify personal likes and dislikes

Identify personal strengths and weaknesses

Identify problems & conflicts commonly experienced by peers

Identify social norms, ethics and safety considerations that guide behaviour

Identify the good qualities of their neighbourhood

Identify verbal and non-verbal cues that indicate how others may feel

Implement a plan to build on strengths and address challenges or meet needs

Improve study habits and academic performance through positive decisionmaking skills

Interact positively with their classmates

Listen and express accurately to resolve conflicts

Make friends and maintain friendships

Make responsible decisions with respect to interpersonal and group relationships

Make use of resources and overcome obstacles to achieve goals

Manage emotions in responsible and personally safe ways

Manage one’s emotions and behaviour and develop a positive attitude

Manage stress and demonstrate positive behaviours

Monitor progress on achieving a short-term personal or academic goal

Monitor progress towards goals and evaluate performance against criteria for success

Perform roles that contribute to one’s classroom

Perform roles that contribute to one’s family

Plan, implement and evaluate participation in a group project

Predict others’ feelings and perspectives in a variety of situations

Provide reasons for achievement or nonachievement of goals

Recognise causes and consequences of conflicts

Recognise external supports and build a personal support system

Recognise how some social and cultural groups are more vulnerable to bullying and take steps to address it

Recognise individual and group similarities and differences

Recognise personal qualities and assess personal strengths and challenges

Recognise that one’s emotional responses can be distinct from others’ in the same situation

Recognise that others may experience situations differently from oneself

Recognise that people have strengths and weaknesses

Recognise the feelings and perspectives of others and be empathetic

Recognise the importance of school in achieving personal goals

Recognise unhealthy peer pressure and use ways to resist it

Recognise why they like people they interact with (teachers, other staff, etc.)

Relate with positive adult role models and analyse their influence on school and life success

Relationship Management

Respect the rights of self and others

Seek support from and provide support to others

Seek support from family, school and neighbourhood to achieve life success and display responsible behaviour

Self Management

Set a postsecondary goal and prepare an action plan

Set a short-term goal and make a plan for achieving it

Show respect to individuals from different social and cultural groups

Social Awareness

Take action to oppose bullying based on individual and group differences

Take others needs into account while making decisions

Take personal responsibility for making ethical decisions

Use communication and social skills in daily interactions with peers, teachers and family

Use communication and social skills to interact effectively with others

Use conflict resolution skills for effective group work

Use constructive approaches in resolving conflicts

Use conversation skills to understand others’ feelings and perspectives

Use different approaches for resolving conflicts constructively

Use listening skills to identify the feelings and perspectives of others

Use negotiation skills to reach win-win solutions

Use school, family and neighbourhood resources for school and life success

Use strategies for preventing and resolving conflicts

Work and play well with others

Work cooperatively with others in planning implementing and evaluating projects to address identified needs in neighbourhood

Work cooperatively with others in planning, implementing and evaluating projects to address identified school needs

Work effectively in groups

Work effectively with those who are different from oneself

Work towards achieving personal and academic goals in an organised manner

K-12 SEL Standards (Anchorage)

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Student demonstrates awareness of other people's emotions and perspectives

Students can read social cues

Students demonstrate ability to manage their emotions constructively

Students demonstrate ability to set and achieve goals

Students demonstrate an awareness of cultural issues and a respect for human dignity and differences

Students demonstrate an awareness of their emotions

Students demonstrate awareness of their external supports

Students demonstrate awareness of their personal traits

Students demonstrate consideration for others and a desire to positively contribute to their community

Students demonstrate honestly/integrity

Students demonstrate the ability to prevent, manage, and resolve interpersonal conflicts in constructive ways

Students develop constructive relationships

Students have a sense of personal responsibility

Students use effective decision-making skills

Students use positive communication and social skills to interact effectively with others

Key Skills Framework: Junior Cycle

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Managing information & thinking

Managing myself

Working with Others

Key Skills Framework: Senior Cycle

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Being personally effective

Critical and creative thinking

Information processing

Working with others

Learner Profile

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Pratham Life Skills Framework

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Interpersonal Skills

Problem Solving

Self Management

Technical Skills

Road to 21st Century Competence

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Building Cultural Identitiy

Business and Industries in the Surrounding Area

Collaboration Skills

Collaboration at Work

Communal Learning and Knowledge Building

Computational Thinking

Consumer Skills

Creating and Interpreting Multimedia Content

Creating you own learning path

Creative and Insightful Thinking

Critical Thinking

Cultural Participation and Contribution

Culture and Aesthetics

Data Management

Developing the School Environment

Digital Social Interaction Skills and Networking

Discovering your own strengths and appropriate learning strategies

Entrepreneurial Mindset

Entrepreneurship

Experiencing and Interpreting Culture

General Safety and Acting in Dangerous Situations

Influencing and Working Outside School

Keeping Up with a Changing World

Living in a Democratic Society

Managing Everyday Life in the Digital Age

Managing Hardware and Software

Managing an Enquiry-based learning style

Modes of Communication and their Motives

Options for your Future

Personal Privacy

Promoting Well-being and Health

Protecting the Environment and Building a Sustainable Future

Responsibility over your own learning

Responsibility, Law and Copyrights

Responsible Decision Making

Rules and Agreements

Security and Risk Management

Self Expression and Communication

Self-Respect and Emotional Skills

Time Management

Work Experience and Understanding Working Life

Working in Projects

Room to Read Life Skills Education Learning Outcomes

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Creative Problem-solving

Critical thinking

Decision-making

Expressing & Managing Emotions

Relationship building

Self-confidence

Singapore Frameworks for 21CC and Student Outcomes

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Active Community Life

Global Awareness

National and Cultural Identity

Relationship Management

Responsible Decision Making

Self-Management

Social Awareness

Socio-Cultural Sensitivity and Awareness

Social, Emotional, and Ethical (SEE) Learning Framework

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The Five Cs Model of Positive Youth Development

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Caring/Compassion

The PRACTICE Model

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Achievement Motivation

Control (self-control)

Problem Solving

UNICEF India Comprehensive Life Skills Framework

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Critical Thinking

Decision Making

Problem Solving

UNICEF MENA Life Skills and Citizenship Education - Conceptual and Programmatic Framework

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Critical Thinking

Decision-making

Problem Solving

Respect for Diversity

Self-management

WHO Skills for Health

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Advocacy Skills

Cooperation and Teamwork

Critical Thinking Skills

Decision-Making / Problem-Solving Skills

Empathy Building

Interpersonal Communication Skills

Negotiation/Refusal Skills

Skills for Increasing Personal Confidence and Abilities to Assume Control, Take Responsibility, Make a Difference, or Bring About Change

Skills for Managing Feelings

Skills for Managing Stress

enGauge 21st Century Skills

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Digital-Age Literacy

Effective Communication

High Productivity

Inventive Thinking