The short version: lead with a social or emotional strength you have seen ("notices how others are feeling and responds with real kindness"), then one skill the child is still learning, described as what they do now ("is learning ways to calm down when upset, such as taking deep breaths"), then one next step ("Next, Mateo is working on using one calming strategy at the first sign of feeling upset") and how school is helping. Leave out diagnoses and guesses about mental health, incidents ("hit another child"), home circumstances, labels ("shy", "bossy", "aggressive"), hurtful friendship lines ("has no friends"), comparisons and SEL jargon ("self-regulation", "the yellow zone"). If you're worried about a child, call the family; the report isn't the place to tell them. The builder below puts it together and checks it.
The pattern
| Part | Why | Example |
|---|---|---|
| 1. A strength you've seen | Families read the first line most closely. Make it true and specific | "Mateo notices how others are feeling and responds with real kindness." |
| 2. A skill still developing, as what happens now | Describes the behaviour, not the child, and says what works | "Mateo is also learning ways to calm down when upset, such as taking deep breaths or using the calm corner." |
| 3. One next step | Something small and visible the child is working on | "Next, Mateo is working on using one calming strategy at the first sign of feeling upset." |
| 4. How school is helping | Shows the family it's being taught, not just judged | "We are practicing this at school with a calm-down plan that Mateo helped to choose." |
| 5. A home tip (optional) | One easy thing to try at home, if your school welcomes it | "At home, you could practice one calming strategy together when everyone is calm." |
Before you write: six rules for social-emotional comments
- Describe what you see, not what you think is going on inside. "Is learning to put her feelings into words and does this well when talking one to one" is something you've watched happen. "Is anxious" or "has low self-esteem" is a guess about a child's mind, and it can follow them.
- Never diagnose, and never hint. ADHD, anxiety, autism, trauma, "sensory issues", "anger issues": even when a family has told you, the written report is the wrong place. The same goes for counseling, behavior plans, IEPs and 504s. Your school's support team and a conversation are the right route.
- Keep incidents and home out. "Hit another child at recess" and "since the divorce" belong in your behavior system, a phone call or a meeting. The report comment is for the skill and the next step.
- Be very careful with friendships. "Has no friends" or "is a loner" is one of the most painful things a family can read, and older children read their own reports. Say what helps instead: "is building friendships and is most comfortable with one friend or a small group".
- Lead with a strength, even a small one. Every child shows at least one of the 16 skills below. If both skills you want to mention are still developing, find a third that isn't.
- Use family words. "Self-regulation", "the yellow zone", "SEL competencies" and "restorative conversation" mean a lot in the staff room and very little at the kitchen table. Say what the child does: "uses a calming strategy with a reminder".
Social-emotional report card comments by skill and level
The skills are grouped under the five areas of the CASEL framework (self-awareness, self-management, social awareness, relationship skills and responsible decision-making), which most US SEL standards and report card sections are built on. Each skill has three levels: Consistently, Usually and Developing. Where younger and older children need different words, the grades 3–8 version is underneath.
Jump to: Self-awareness · Self-management · Social awareness · Relationship skills · Responsible decision-making · Home tips · Rewrites · Builder
Self-awareness
Naming feelings
| Level | What Maya does now | Next step |
|---|---|---|
| Consistently | Maya names her feelings and can say what caused them. Grades 3–8: Maya describes her feelings clearly and explains what caused them. | Next, Maya is working on noticing how her feelings affect her choices. |
| Usually | Maya names her feelings, especially with a moment to think first. Grades 3–8: Maya describes her feelings when given a moment to think. | Next, Maya is working on explaining what caused a feeling as well as naming it. |
| Developing | Maya is learning to name her feelings and does this well with a feelings chart. Grades 3–8: Maya is learning to put her feelings into words and does this well when talking one to one. | Next, Maya is working on using a feelings chart to show her feelings. Grades 3–8: Next, Maya is working on describing her feelings to an adult using a simple scale from calm to upset. |
Confidence with new challenges
| Level | What Maya does now | Next step |
|---|---|---|
| Consistently | Maya approaches new challenges with confidence and treats mistakes as part of learning. | Next, Maya is working on choosing challenge tasks that stretch her thinking. |
| Usually | Maya is willing to try new challenges and is becoming more comfortable with making mistakes. | Next, Maya is working on having a go at a hard task before asking for help. |
| Developing | Maya is building confidence with new challenges and does best with encouragement to have a go. | Next, Maya is working on trying the first step of a new task on her own. |
Knowing strengths and when to ask for help
| Level | What Maya does now | Next step |
|---|---|---|
| Consistently | Maya knows her own strengths and asks for help with a clear question when stuck. | Next, Maya is working on setting a personal goal that builds on her strengths. |
| Usually | Maya is starting to describe her strengths and usually asks for help when stuck. | Next, Maya is working on asking for help with a specific question. |
| Developing | Maya is learning to recognize her own strengths and when to ask for help. | Next, Maya is working on telling an adult when stuck or in need of help. |
Self-management
Managing strong feelings
| Level | What Maya does now | Next step |
|---|---|---|
| Consistently | Maya manages strong feelings calmly and uses calming strategies independently. | Next, Maya is working on using her calming strategies in new situations, such as tests or competitive games. |
| Usually | Maya usually manages strong feelings well and uses a calming strategy with a reminder. | Next, Maya is working on choosing a calming strategy without a reminder. |
| Developing | Maya is learning ways to calm down when upset, such as taking deep breaths or using the calm corner. Grades 3–8: Maya is learning ways to calm down when upset, such as taking slow breaths or a short break. | Next, Maya is working on using one calming strategy, such as slow breaths, at the first sign of feeling upset. |
Self-control and waiting
| Level | What Maya does now | Next step |
|---|---|---|
| Consistently | Maya thinks before acting and waits patiently for her turn. | Next, Maya is working on staying patient in exciting moments such as games and transitions. |
| Usually | Maya usually thinks before acting and waits for her turn with an occasional reminder. | Next, Maya is working on waiting for her turn without a reminder. |
| Developing | Maya is learning to stop and think before acting, and is more successful with a quiet reminder. | Next, Maya is working on pausing to stop and think before acting. |
Perseverance and goal setting
| Level | What Maya does now | Next step |
|---|---|---|
| Consistently | Maya sets her own goals and keeps going when tasks get hard. | Next, Maya is working on setting longer-term goals and checking her own progress. |
| Usually | Maya keeps working on difficult tasks and is starting to set her own goals. | Next, Maya is working on setting one small goal each week and checking it at the end of the week. |
| Developing | Maya is building the stamina to keep going when a task is hard and does best when it is broken into small steps. | Next, Maya is working on keeping going for a few more minutes when a task gets hard. |
Social awareness
Empathy and kindness
| Level | What Maya does now | Next step |
|---|---|---|
| Consistently | Maya notices how others are feeling and responds with real kindness. | Next, Maya is working on checking in on classmates who seem upset or left out. |
| Usually | Maya is kind to classmates and is starting to notice how others are feeling. | Next, Maya is working on noticing how a classmate is feeling from their face and words. |
| Developing | Maya is learning to notice how others feel and responds kindly with a little help. | Next, Maya is working on asking a classmate "are you OK?" when they look upset. |
Seeing other points of view
| Level | What Maya does now | Next step |
|---|---|---|
| Consistently | Maya listens respectfully to other points of view, even when disagreeing. | Next, Maya is working on explaining a point of view that is different from her own. |
| Usually | Maya listens to other points of view and is learning that people can see things differently. | Next, Maya is working on asking classmates "what do you think?" in discussions. |
| Developing | Maya is learning that others may see things differently and is practicing listening to other views. | Next, Maya is working on listening to a classmate's idea before sharing her own. |
Respect and including others
| Level | What Maya does now | Next step |
|---|---|---|
| Consistently | Maya treats everyone with respect and helps others feel included. | Next, Maya is working on inviting classmates who are on their own to join in. |
| Usually | Maya treats classmates with respect and includes others in activities. | Next, Maya is working on working and playing with a wider range of classmates. |
| Developing | Maya is learning to include others in games and activities. | Next, Maya is working on inviting one new classmate to join in each week. |
Relationship skills
Making and keeping friends
| Level | What Maya does now | Next step |
|---|---|---|
| Consistently | Maya makes friends easily and is a supportive, caring friend. | Next, Maya is working on getting to know classmates beyond her usual group. |
| Usually | Maya gets on well with classmates and is building good friendships. | Next, Maya is working on joining in with a new group at recess. Grades 3–8: Next, Maya is working on working with different classmates in group tasks. |
| Developing | Maya is building friendships and is most comfortable with one friend or a small group. | Next, Maya is working on asking a classmate to play at recess. Grades 3–8: Next, Maya is working on inviting a classmate to work together on an activity. |
Communicating and listening
| Level | What Maya does now | Next step |
|---|---|---|
| Consistently | Maya listens carefully to others and expresses her ideas and needs clearly and respectfully. | Next, Maya is working on helping a group reach a decision by summing up what everyone has said. |
| Usually | Maya listens to others and usually expresses her needs clearly. | Next, Maya is working on using "I" statements to share feelings, such as "I feel upset when...". |
| Developing | Maya is learning to put her needs into words and does well with sentence starters such as "I need...". | Next, Maya is working on using words to ask for help or for a turn. |
Teamwork and cooperation
| Level | What Maya does now | Next step |
|---|---|---|
| Consistently | Maya works well in a team, shares ideas and encourages others. | Next, Maya is working on taking on different roles in a group, including leading it. |
| Usually | Maya cooperates in group work and shares materials and ideas. | Next, Maya is working on making sure everyone in the group has a turn to speak. |
| Developing | Maya is learning to share and take turns in group work and is more successful working with a partner. | Next, Maya is working on sharing materials and taking turns in a small group. |
Sorting out disagreements
| Level | What Maya does now | Next step |
|---|---|---|
| Consistently | Maya sorts out disagreements calmly by listening and finding a fair solution. | Next, Maya is working on helping classmates find fair solutions to disagreements. |
| Usually | Maya usually sorts out disagreements calmly and asks an adult for help when needed. | Next, Maya is working on solving small disagreements with words before asking an adult. |
| Developing | Maya is learning to sort out disagreements with words, with help from an adult. | Next, Maya is working on using a simple plan for disagreements: stop, share feelings, then listen. |
Responsible decision-making
Making safe, responsible choices
| Level | What Maya does now | Next step |
|---|---|---|
| Consistently | Maya makes thoughtful, safe choices and considers how they affect others. | Next, Maya is working on explaining the reasons for her choices. |
| Usually | Maya usually makes safe choices and is learning to consider how they affect others. | Next, Maya is working on thinking about how a choice will affect others before making it. |
| Developing | Maya is learning to think about what might happen before making a choice. | Next, Maya is working on stopping to ask "is this safe, and is this kind?" before acting. |
Taking responsibility
| Level | What Maya does now | Next step |
|---|---|---|
| Consistently | Maya takes responsibility for her actions and learns from mistakes. | Next, Maya is working on helping put things right when something goes wrong in a group. |
| Usually | Maya usually owns up to mistakes and is learning to put things right. | Next, Maya is working on thinking about what to do differently next time. |
| Developing | Maya is learning to take responsibility for her actions and to talk through what happened. | Next, Maya is working on saying what happened honestly and thinking of one way to put it right. |
Solving everyday problems
| Level | What Maya does now | Next step |
|---|---|---|
| Consistently | Maya solves everyday problems independently by thinking of more than one solution. | Next, Maya is working on weighing up the pros and cons of different solutions. |
| Usually | Maya solves everyday problems and asks for help when a problem is too big to solve alone. | Next, Maya is working on thinking of two possible solutions before choosing one. |
| Developing | Maya is learning to solve small problems on her own before asking an adult. | Next, Maya is working on trying one idea of her own before asking an adult for help. |
How school is helping, and home tips for each skill
The builder adds the "how we help" line when the next step comes from a skill that's still developing, and the home tip if you tick it. Both are short enough to keep, and both tell the family the skill is being taught.
| Skill | How school is helping | Home tip |
|---|---|---|
| Naming feelings | We are practicing this at school with a feelings chart at morning check-in. | At home, you could name your own feelings out loud ("I feel frustrated because the bus is late") and ask Leo how a character in a story feels. |
| Confidence with new challenges | We are practicing this at school by talking about mistakes as part of learning. | At home, you could talk about a mistake you made and what you learned from it, and praise Leo for trying, not only for getting it right. |
| Knowing strengths and when to ask for help | We are practicing this at school by asking students what they are proud of each week. | At home, you could ask Leo "what are you proud of this week?" and "what was tricky?". |
| Managing strong feelings | We are practicing this at school with a calm-down plan that Leo helped to choose. | At home, you could practice one calming strategy together when everyone is calm, such as five slow breaths, so it is easier to use when upset. |
| Self-control and waiting | We are practicing this at school with a quiet signal that reminds Leo to stop and think. | At home, you could play turn-taking games such as board games or card games, and praise Leo for waiting. |
| Perseverance and goal setting | We are practicing this at school by breaking longer tasks into small steps. | At home, you could help Leo pick one small goal for the week, such as reading for ten minutes a day, and celebrate when it is done. |
| Empathy and kindness | We are practicing this at school by talking about how characters in our stories feel. | At home, you could pause when reading or watching TV together and ask Leo how a character might be feeling and why. |
| Seeing other points of view | We are practicing this at school with partner talk, where each partner listens before replying. | At home, you could take turns to explain each side when you disagree about something small, before deciding. |
| Respect and including others | We are practicing this at school by mixing partners and groups often. | At home, you could talk about a time someone included Leo and how it felt. |
| Making and keeping friends | We are practicing this at school with structured games at recess. | At home, you could practice ways to join a game, such as "can I play too?", through role play. |
| Communicating and listening | We are practicing this at school with sentence starters on the wall. | At home, you could give Leo time to finish speaking before you reply, and ask one follow-up question. |
| Teamwork and cooperation | We are practicing this at school with clear roles in group tasks. | At home, you could cook, build or tidy something together and give Leo a clear job in the team. |
| Sorting out disagreements | We are practicing this at school with a simple stop, talk, listen plan for disagreements. | At home, you could ask each person to say what happened when siblings or friends disagree, then agree one fair solution together. |
| Making safe, responsible choices | We are practicing this at school by talking through choices in everyday situations. | At home, you could talk through everyday choices together: "what could happen if...?". |
| Taking responsibility | We are practicing this at school by talking through what happened and how to put it right. | At home, you could ask "what happened, and what could we do next time?" when something goes wrong, rather than "who started it?". |
| Solving everyday problems | We are practicing this at school by asking "what could you try first?" before helping. | At home, you could ask "what could you try?" when Leo brings you a small problem, before offering a solution. |
18 social-emotional phrases to avoid, rewritten
| Instead of | Write |
|---|---|
| Ava is very shy and doesn't talk to anyone. | Ava is building friendships and is most comfortable with one friend or a small group. Next, she is working on joining in with a new group at recess. |
| Leo has a short fuse and gets angry over nothing. | Leo is learning ways to calm down when upset, such as taking slow breaths or a short break. Next, he is working on using one calming strategy at the first sign of feeling upset. |
| Mia is bossy in group work. | Mia shares lots of ideas in group work. Next, she is working on making sure everyone in the group has a turn to speak. |
| Noah hit another child at recess this quarter. | Leave it out. "Noah is learning to sort out disagreements with words, with help from an adult. Next, he is working on using a simple plan for disagreements: stop, share feelings, then listen." |
| Ella has no friends and plays alone. | Ella is kind to classmates and is building friendships. Next, she is working on asking a classmate to play at recess. |
| Jack's anxiety makes him cry before tests. | Leave it out. "Jack is building confidence with new challenges and does best with encouragement to have a go. Next, he is working on using a calming strategy before tests." |
| Since the divorce, Grace has been very emotional. | Leave it out. "Grace describes her feelings when given a moment to think. Next, she is working on telling an adult when she needs help." |
| Omar needs to learn to control himself. | Omar is learning to stop and think before acting, and is more successful with a quiet reminder. Next, he is working on pausing to stop and think before acting. |
| Zoe is a sweet girl and a joy to have in class. | Zoe notices how others are feeling and responds with real kindness. Next, she is working on getting to know classmates beyond her usual group. |
| Ben is working on self-regulation in the yellow zone. | Ben usually manages strong feelings well and uses a calming strategy with a reminder. Next, he is working on choosing a calming strategy without a reminder. |
| Lily has frequent meltdowns when things don't go her way. | Lily is learning ways to calm down when upset, and does best with a calm-down plan she helped to choose. Next, she is working on using one calming strategy at the first sign of feeling upset. |
| Max never shares and won't take turns. | Max is learning to share and take turns in group work and is more successful working with a partner. Next, he is working on sharing materials and taking turns in a small group. |
| Ruby is socially immature for her age. | Ruby is building friendships and is most comfortable with one friend or a small group. Next, she is working on inviting a classmate to work together on an activity. |
| Finn lies when he gets into trouble. | Finn is learning to take responsibility for his actions and to talk through what happened. Next, he is working on saying what happened honestly and thinking of one way to put it right. |
| Aria is a model citizen. | Aria treats everyone with respect and helps others feel included. Next, she is working on inviting classmates who are on their own to join in. |
| Theo can't handle losing a game. | Theo usually thinks before acting and waits for his turn with an occasional reminder. Next, he is working on staying patient in exciting moments such as games. |
| Isla is much kinder than most of the class. | Isla checks in on classmates who seem upset and responds with real kindness. Next, she is working on explaining a point of view that is different from her own. |
| Sam is on a behavior plan with the counselor. | Leave it out. "Sam is learning to think about what might happen before making a choice. Next, Sam is working on stopping to ask 'is this safe, and is this kind?' before acting." |
6 complete examples
All made with the builder below, and all pass its checks.
Mateo notices how others are feeling and responds with real kindness. Mateo is also learning ways to calm down when upset, such as taking deep breaths or using the calm corner. Next, Mateo is working on using one calming strategy, such as slow breaths, at the first sign of feeling upset. We are practicing this at school with a calm-down plan that Mateo helped to choose. At home, you could practice one calming strategy together when everyone is calm, such as five slow breaths, so it is easier to use when upset. I look forward to seeing Mateo's progress next quarter.
Ava cooperates in group work and shares materials and ideas. Ava is also building friendships and is most comfortable with one friend or a small group. Next, Ava is working on asking a classmate to play at recess. We are practicing this at school with structured games at recess. I look forward to seeing Ava's progress next quarter.
Sam takes responsibility for their actions and learns from mistakes. Sam also listens to other points of view and is learning that people can see things differently. Next, Sam is working on asking classmates "what do you think?" in discussions. We are practicing this at school with partner talk, where each partner listens before replying. Best wishes to Sam for next year.
Jayden keeps working on difficult tasks and is starting to set his own goals. Jayden is also learning to stop and think before acting, and is more successful with a quiet reminder. Next, Jayden is working on pausing to stop and think before acting. We are practicing this at school with a quiet signal that reminds Jayden to stop and think. I look forward to working with Jayden next quarter.
Priya listens carefully to others and expresses her ideas and needs clearly and respectfully. Priya is also building confidence with new challenges and does best with encouragement to have a go. Next, Priya is working on trying the first step of a new task on her own. We are practicing this at school by talking about mistakes as part of learning. I look forward to working with Priya next trimester.
Oliver treats everyone with respect and helps others feel included. Oliver also usually sorts out disagreements calmly and asks an adult for help when needed. Next, Oliver is working on solving small disagreements with words before asking an adult. We are practising this at school with a simple stop, talk, listen plan for disagreements. At home, you could ask each person to say what happened when siblings or friends disagree, then agree one fair solution together. I look forward to working with Oliver next term.
Free social-emotional report card comment builder
Pick the skill the child shows most strongly and how consistently, add a second skill they're still learning, then press Write comment. The builder puts the stronger skill first and takes the next step from the weaker one. Press Next student to clear the name and keep your settings. Or paste a comment from ChatGPT, Gemini, Claude or your school's comment bank into the box at the bottom. It runs entirely in your browser: nothing you type is sent or stored.
It flags diagnoses and mental-health guesses (ADHD, anxiety, trauma, "anger issues", counseling, IEP, behavior plan), home and family circumstances, incidents and sanctions ("hits", "sent to the office", "lost recess"), hurtful friendship lines ("has no friends", "loner"), labels ("bossy", "aggressive", "meltdowns", "too sensitive", and "shy" as a softer check), comparisons with classmates, "socially immature" and "young for his age", vague lines ("needs to control himself"), "can't", "won't", "always" and "never", SEL jargon (self-regulation, zones, competencies), stock phrases ("a joy to have in class", "ray of sunshine"), comments with no social or emotional skill or no next step, placeholders, mixed he/she pronouns, mixing "you" with the child's name, and curly quotes that some report systems turn into question marks.
Matching your report card's scale
Standards-based report cards grade social-emotional skills on a scale, and the words vary by district: 4–3–2–1, "Consistently / Sometimes / Rarely", "Secure / Developing / Beginning", or M / P / B. Use Consistently for the top of your scale, Usually for the middle and Developing for anything below. Two cautions: don't repeat the score in the comment (it's already on the report), and if your district's lowest band says "rarely" or "not yet", the comment is where you show the child is learning, not stuck.
When you're worried about a child
If a child seems withdrawn, very upset, unsafe or isolated, the report card is the wrong place to raise it, and it shouldn't be the first time the family hears. Talk to your school counselor, or in the UK your designated safeguarding lead, and follow your school's procedures; then call or meet the family. The comment can still be honest and kind: name a real strength, the skill being worked on, and how school is helping.
UK reports: personal development and wellbeing
Switch the builder to UK for "term", "playtime", "practising", "recognise" and UK spelling. Many UK primary reports have a section on personal development, attitudes or "getting on with others" rather than an SEL grade; the same skills and wording fit. In England, a pupil's annual report must include brief particulars of achievements, highlighting strengths and developmental needs (DfE guidance), and a strength plus next step does exactly that. For Reception, see the kindergarten and Reception guide; for nursery, the preschool guide.
Using ChatGPT, Gemini or Claude for the whole class
An AI assistant can draft a whole class from a short note per child, within your school's AI policy. Use initials or codes instead of names, and leave out diagnoses, family details, incidents and support plans. Paste in:
Write the social-emotional comment for each child in my grade 2 class (US spelling, end of first quarter, up to 400 characters each). For each child, in this order: 1. One social or emotional strength from my note, as something I have seen the child do. 2. One skill the child is still learning, described as what happens now and what helps. 3. "Next, [Name] is working on ..." with one small, visible next step. 4. One short line on how we are practicing it at school. Use [Name] and they/them; I'll add names and pronouns. Never use diagnoses or guesses about mental health, incidents, home circumstances, labels (shy, bossy, aggressive), comparisons with other children, "has no friends", SEL jargon (self-regulation, zones, competencies), "can't", "always", "never" or stock phrases like "a joy to have in class". Vary the openings so no two comments start the same way. S1: kind, notices when others are sad; big feelings when losing games, calm corner helps; next: one calming strategy S2: great in group work, shares; still building friendships, happiest with one friend; next: asking someone new to play S3: owns up to mistakes; interrupts in discussions; next: waiting for a turn without a reminder
Then read every comment, and paste any you're unsure of into the checker above.
Common questions
What are some positive social-emotional report card comments?
Describe something you've seen: "Mateo notices how others are feeling and responds with real kindness", "Ava cooperates in group work and shares materials and ideas", "Sam takes responsibility for their actions and learns from mistakes". Then add one next step, even for a child who is strong, such as "Next, Ava is working on taking on different roles in a group, including leading it."
How do I write about a child who struggles to manage their emotions?
Describe what happens now and what helps, then one small next step: "Leo is learning ways to calm down when upset, such as taking slow breaths or a short break. Next, he is working on using one calming strategy at the first sign of feeling upset. We are practicing this at school with a calm-down plan that Leo helped to choose." Lead with a strength, leave out incidents and words like "meltdowns" or "anger issues", and talk to the family before the report goes home.
What should I write for a quiet or shy student?
Avoid "shy" as a label; being quiet isn't a problem in itself. Say what helps: "Ella is building friendships and is most comfortable with one friend or a small group. Next, she is working on joining in with a new group at recess." If the child seems isolated or unhappy, call the family rather than putting it in writing.
What are the five SEL areas on a report card?
Most US SEL standards follow the five CASEL areas: self-awareness (recognizing feelings and strengths), self-management (managing feelings, self-control, perseverance), social awareness (empathy, other points of view, respect), relationship skills (friendships, communication, teamwork, sorting out disagreements) and responsible decision-making (safe choices, taking responsibility, solving problems). Your district's report card may use its own names for them.
Should I mention a diagnosis like ADHD or anxiety in the social-emotional comment?
No, even if the family has told you. Describe what you see and what helps, and keep diagnoses, counseling, behavior plans, IEPs and 504s out of the written report unless your school's policy says otherwise. Talk to the family and your support team directly.
Can I use ChatGPT to write social-emotional report card comments?
Yes, within your school's AI policy, if you use a code or initial instead of names and leave out diagnoses, family details, incidents and support plans. Give it one strength and one skill to work on per child, ask for a next step and a line on how school is helping, and read every comment before it goes home.
Let your AI draft them from your notes
The free Teacher Skills pack turns ChatGPT, Gemini or Claude into a report-comment assistant that follows the strength, next step pattern, matches your length, uses placeholders instead of names, and checks every comment for labels, vague or repeated phrases before showing it to you. It also writes parent emails and rubrics. Setup takes about five minutes, with no coding.
Set up Teacher Skills free Pro: newsletters, feedback, quizzes, cover plans (£12)
Teacher Skills Pro is £12 / $15 / €14, one-off. It adds class newsletters, quizzes, feedback on anonymised work, cover plans and incident write-ups.
Rather have them all in one printable file? The report card comment bank puts 550+ lines (Pre-K to Grade 5, or Nursery to Year 6 in the UK edition), including next steps and kind rewrites, into an editable Word file and a PDF: £4 / $5.
Writing the rest of the report card? See the builders for behavior and work habits, reading and writing, math, science and social studies, art, music and PE, English language learners, kindergarten and middle and high school, or the report card season kit. Writing to a family about a concern before reports go out? The struggling students guide has wording for that.
Sources: CASEL, What is the CASEL framework? (the five areas and what each includes), checked 31 October 2026. Department for Education, School reports on pupil performance: guide for headteachers (annual reports in England include brief particulars of achievements highlighting strengths and developmental needs; page updated 8 May 2024), checked 30 October 2026. SEL standards, report card scales and comment lengths are set by states, districts and schools; follow yours. This guide was written by an AI agent (Claude) and checked against those sources.