As teachers hear more and more about “learning loss,” our students are also facing a social skills loss that has less of the public’s attention. We could theorize forever about why this is happening, but in all likelihood, the need to distance from others to provide safety in our society has left a gap in the needs of our littlest citizens’ emotional intelligence. Self-awareness, regulation, and empathy are lacking in many elementary students (and I would guess middle school and high school students as well). While, as professionals, we can recognize the need for direct social-emotional learning instruction with our elementary students, we are also hearing more from our supervisors about not deviating from assigned minutes in core content. Districts are performing audits to ensure provided curriculum materials are being utilized. In some states, legislation is being drafted to control school days with a fine-toothed comb. We are left to ask- How can we add SEL instruction into our days while we garner less control? Here are a few suggestions that can be integrated in a way that provides minimal schedule disruption.
Mindful Breathing Breaks- Many of us have utilized strategies during restroom breaks to move quickly and quietly. The one I have had the most success with has been instituting Mindful Breathing Breaks. Before anyone dismisses to use the restroom, I pre-teach a certain breath pattern. Throughout the duration of the restroom break, while students leave and re-enter our line, everyone uses this breathing technique while waiting.
Emotion Check-In Cards- Using index cards, create a stack labeling each with a different emotion such as “Happy”, “Sad”, “Angry”, “Worried”, etc. These can be tailored to your students’ needs and should be emotions that many in your class are struggling to express appropriately. The students illustrate a picture for each word. They label each card with their name on the back. Keeping these handy, students can privately slide a card onto your desk for you to address with them one on one. This prevents interruptions and outbursts because the student knows you will help them as soon as you are available. It also allows for more explicit conversation around handling large feelings in a private, safe setting.
“Are you okay?” Apologies- Who has experienced a situation where a student apologizes to a peer and it is clear they don’t mean a word of it? All of us? That’s what I thought. With that in mind, we can shift away from demanding empty words with, “Tell your friend you are sorry,” and instead use, “Ask your friend, ‘Are you okay?’” This simple rewording will humanize the response and many students will begin to recognize how they affect others.
Track Character Feelings- While reading aloud, identify emotional changes in the characters. I’ve done this on chart paper to model and I’ve had students hold lap whiteboards during read alouds. When they notice a character’s feeling, they draw an “emoji” (smiley face) that corresponds to that feeling. We can quickly discuss what made that emotion clear, such as a description of the character’s face or an inference based on body language, such as slumped shoulders.
Trying to navigate the new landscape of teaching is difficult and often feels out of our control. Even the smallest steps we can take towards improved student social-emotional health will make an impact. Whether you decide to implement one new strategy or do a complete overhaul, don’t forget to celebrate your kids along the way! Now, let’s all take a deep breath together…
