Wisconsin has a statute that requires schools to provide instruction in emotional and social development. It also has comprehensive PK-Adult SEL Competencies published by DPI with six grade bands. The competencies were developed in collaboration with CASEL, and Wisconsin is a CASEL collaborating state.
The statute provides the mandate. The competencies provide the framework. The curriculum alignment page provides the pathway.
Wisconsin Statute § 118.01(2)(d) establishes that each school board “shall provide an instructional program designed to give pupils” knowledge and skills in personal development, including emotional and social development. The word is “shall.”[1][2]
Wisconsin's SEL Framework
§ 118.01(2)(d)
"Shall" provide emotional and social development instruction
PK-Adult SEL
Five competencies across six grade bands, CASEL-aligned
Curriculum Alignment
Evidence-based programs aligned to WI SEL Competencies
The Personal Development Statute
Wis. Stat. § 118.01(2)(d): What It Requires
Wisconsin Statute § 118.01(2)(d) establishes educational goals for personal development. It states that each school board shall provide an instructional program designed to give pupils knowledge and skills in several areas:[1]
Self-Concept Development
Understanding and appreciation of oneself
Emotional Development
Understanding emotions and healthy emotional responses
Morality & Social Responsibility
Values, justice, moderation, ethical considerations
Interpersonal Skills
Skills for healthy relationships and communication
The statute's inclusion of self-concept development, emotional development, and interpersonal skills establishes a legal requirement for instruction that is functionally social-emotional. The word “shall” makes this mandatory, not optional.
Parent Notification & Opt-Out
Wisconsin law provides that no pupil may be required to take instruction in certain subjects under § 118.01(2)(d)2.c if the parent or guardian files a written objection. Schools must notify parents about the instructional program.[1]
Wisconsin's PK-Adult SEL Competencies
Developed through extensive stakeholder input in collaboration with CASEL, Wisconsin is among approximately 20 states working with CASEL to develop and expand SEL competencies.[2][3]
Self-Awareness
Recognizing emotions, assessing strengths, confidence and optimism
Self-Management
Regulating emotions, managing stress, setting and working toward goals
Social Awareness
Perspective-taking, empathy, understanding social and ethical norms
Relationship Skills
Communication, cooperation, conflict resolution, seeking help
Responsible Decision-Making
Constructive choices, ethical standards, considering well-being of others
Six Grade Bands
4K-5K
Elementary
Gr 1-3
Elementary
Gr 4-5
Elementary
Gr 6-8
Gr 9-10
Gr 11-Adult
For elementary schools, the 4K-5K, 1-3, and 4-5 grade bands provide specific developmental expectations. Programs that provide distinct content for lower and upper elementary match this banded structure.[2]
The DPI Curriculum Alignment Page
DPI maintains a curriculum alignment page that lists evidence-based SEL curricula formally aligned to the Wisconsin SEL Competencies. To be listed, a program must meet ESSA Tiers of Evidence at levels I, II, or III.[5]
“While the DPI does not endorse any specific programs, it is recommended that you choose an EBP. When using state or federal funds to purchase curriculum it is required that the curriculum be evidence based (ESSA Tier I, II or III).”[5]
MTSS and PBIS
Tier 3
Intensive interventions
Tier 2
Targeted supports
Tier 1 — SEL Curriculum + PBIS
Universal social-emotional instruction for all students
For elementary schools, structured social-emotional instruction serves as Tier 1 universal support within MTSS. A 40-week curriculum covering all five CASEL competencies provides the consistent Tier 1 instruction that reduces demand on Tier 2 and Tier 3 interventions.[6]
The Workforce Connection
Wisconsin has made an unusual connection between SEL competencies and workforce development. The Department of Workforce Development (DWD) Skill Explorer tool identifies specific social-emotional skills employees need for specific occupations. Wisconsin's Academic and Career Planning (ACP) framework includes a Portrait of a Graduate that reflects SEL competencies.[7]
Elementary SEL → Career Readiness: Social-emotional skills taught in elementary are explicitly linked to the workforce skills employers identify as essential.
Bullying Prevention & Suicide Prevention
Bullying Prevention
Wis. Stat. § 118.02(9t) designates “Wednesday of the 4th week in September” as Bullying Awareness Day.[8]
Students taught empathy, conflict resolution, respect, and self-control are less likely to engage in bullying.
Act 143 — Suicide Prevention
Each school board must adopt a policy addressing youth suicide prevention, intervention, and postvention.[9]
SEL instruction builds protective factors: self-awareness, emotional regulation, help-seeking skills, and communication with trusted adults.
Statewide Training Infrastructure
Wisconsin's 12 CESAs provide regional SEL professional development and training support. DPI has hosted full-day trainings through the CESAs to support school teams in getting started with schoolwide SEL implementation.[6]
Online modules
Monthly webinars
Community of Practice
Full-day trainings
How to Align Your Elementary Program
Address the Statutory Requirement
Wis. Stat. § 118.01(2)(d) requires emotional and social development instruction. A CASEL-aligned curriculum covers self-concept, emotional development, interpersonal skills, and social responsibility.
Map to the PK-Adult SEL Competencies
Document coverage at the 4K-5K, 1-3, and 4-5 grade bands. A comprehensive scope and sequence across 40 weeks ensures coverage across all competencies.
Select Evidence-Based Curriculum
DPI requires evidence-based programs (ESSA Tier I, II, or III) when using state or federal funds. Check the DPI curriculum alignment page for aligned programs.
Build Your MTSS Tier 1
Your SEL curriculum serves as the Tier 1 social-emotional instruction. Document how it connects to your PBIS behavioral expectations.
Notify Parents
The statute includes opt-out provisions. Ensure parents are notified and have access to review curriculum materials. Transparency builds trust.
Communicating With Wisconsin Parents
Reference the Statute
“Wisconsin law requires each school board to provide an instructional program that includes emotional and social development. Our program teaches students to understand and manage their emotions, build healthy relationships, resolve conflicts, and make responsible decisions.”
Connect to Workforce Readiness
“The skills students learn — managing emotions, working with others, setting goals, solving problems — are the same skills Wisconsin's Department of Workforce Development identifies as essential for career success.”
Be Concrete
“Students learn to identify and manage their emotions, resolve disagreements peacefully, set and pursue goals, show empathy and kindness, persevere, and make responsible decisions. These are life skills every child needs.”
Respect the Opt-Out
“Parents have the right to review all curriculum materials and to opt their child out of instruction under § 118.01(2)(d)2.c by filing a written objection.”
Choosing a Curriculum for Wisconsin Schools
Addresses the personal development statute. Wis. Stat. § 118.01(2)(d) requires emotional and social development instruction.
Aligns with the PK-Adult SEL Competencies. A CASEL-aligned curriculum fits directly into the five competencies at the 4K-5K, 1-3, and 4-5 grade bands.
Meets ESSA evidence requirements. DPI requires evidence-based programs when using state or federal funds. Choose ESSA Tier I, II, or III programs.
Functions as an MTSS Tier 1 component. Your curriculum serves as universal social-emotional instruction within the tiered framework.
Provides grade-band differentiation. Programs providing distinct content for each grade level match Wisconsin's banded structure.
Offers a full-year scope and sequence. A program providing 40 weeks of sequenced instruction ensures consistent coverage.
Supports evidence-based bullying prevention. Teaches empathy, conflict resolution, and respect.
Requires no devices or student accounts. Device-free, teacher-led programs eliminate data privacy concerns.
Supports bilingual learners. Bilingual curriculum in English and Spanish supports equitable access.
Requires minimal prep. Ready-to-use weekly lessons are implemented consistently across all grade levels.
What to Avoid
Treating SEL competencies as separate from the statute
The statute requires emotional and social development. The competencies describe what that looks like. Schools acknowledging the statutory requirement without using the competencies are meeting the letter without the framework DPI created for quality.
Using non-evidence-based programs with state funds
DPI requires evidence-based programs (ESSA Tier I, II, or III) when using state or federal funds. Schools purchasing SEL curriculum with public funds must verify evidence status.
Implementing MTSS without Tier 1 SEL
A school with academic and behavioral tiers but no structured social-emotional instruction has an incomplete system. The SEL curriculum provides the Tier 1 foundation.
Ignoring the workforce connection
Wisconsin explicitly links SEL to workforce development. Schools treating SEL as separate from career readiness are missing a connection the state has drawn — and a parent communication opportunity.
Final Thoughts
Wisconsin has built a comprehensive framework for social-emotional instruction. The personal development statute requires emotional and social development instruction using the word “shall.” DPI has published PK-Adult SEL Competencies with six grade bands in collaboration with CASEL. A curriculum alignment page helps schools select evidence-based programs. Twelve CESAs provide statewide training. And the workforce development connection links SEL to career readiness.
The statute requires the instruction. The competencies describe the framework. The evidence requirement sets the quality bar. The training infrastructure is statewide. For Wisconsin elementary schools: choose an evidence-based program that addresses the statute, aligns with the PK-Adult SEL Competencies at the appropriate grade bands, functions as MTSS Tier 1, and delivers structured instruction to every student, every week, all year. The statute says “shall.” The competencies say “how.”
References
- Wisconsin Statutes, § 118.01(2)(d). Educational Goals and Expectations: Personal Development. docs.legis.wisconsin.gov
- Wisconsin DPI. PK-Adult Social and Emotional Learning Competencies. dpi.wi.gov
- Wisconsin Association of Pediatrics. Wisconsin Launches Social, Emotional Learning Guide (2018). wiaap.org
- Wisconsin DPI. Social and Emotional Learning. dpi.wi.gov
- Wisconsin DPI. SEL Curriculum and Alignment Tools. dpi.wi.gov
- Wisconsin DPI. SEL Training and Professional Development. dpi.wi.gov
- CASEL. Wisconsin SEL-Workforce Case Study. casel.org
- Wisconsin Statutes, § 118.02(9t). Bullying Awareness Day. docs.legis.wisconsin.gov
- Wisconsin DPI. Suicide Prevention. dpi.wi.gov
- Durlak, J. A., et al. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis. Child Development, 82(1), 405-432. doi.org
- Cipriano, C., et al. (2023). The state of evidence for social and emotional learning. Child Development, 94(5), 1181-1204. doi.org
Social-Emotional Learning for Wisconsin Schools
Be The Buffalo aligns with Wisconsin's PK-Adult SEL Competencies and the personal development statute. 40 weeks of K-5 curriculum covering all five competencies across the grade bands DPI defines. Interactive projector activities, original songs, stories, printable worksheets, and teacher guides. Bilingual English and Spanish. No student accounts. No devices. No prep.
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