“Children don’t learn from people they don’t feel connected to.” – Rita Pierson

As educators, it can sometimes feel like there’s no room for social-emotional learning (SEL) in our already-packed days. But here’s the thing: SEL isn’t an added extra, it’s part of the foundation. When students feel safe and connected, they’re not only emotionally supported but ready to focus, behave, and perform better academically.

The best part? SEL doesn’t require hours of extra work. A quick morning check-in, an “emotion of the day,” or modeling empathy can have a lasting impact. Research even shows that students in SEL programs tend to perform 11% better on standardized tests because when you teach the heart, the mind follows.

What challenges do you face while making room for SEL in your day? Share your thoughts in the comment. Let’s learn from each other!

Today, I have been reflecting on my early years of teaching and a particular encounter that has stayed with me. During that time, I had a child who sat with me during recess due to behavior issues. He looked up at me and with a mischievous smile he said, “You’re scared of me, Ms. Erean.” I wasn’t scared of him at all; in fact, I found his comment intriguing. So, I asked him, “Why do you think I’m scared of you?”

With a smile he proclaimed: “I’m bad. I’m always bad. I got kicked out of my last school, and I’m going to be bad at this school too.” In that moment, my heart ached for him. It was clear he had been labeled and had internalized those negative messages about himself.
I realized that this child didn’t just need discipline; he needed understanding and support. I responded gently, “You know, everyone makes mistakes, and that doesn’t mean you’re bad. It just means you’re still learning.”

From that day on, I made it my mission to help him see his potential. We worked together to set small goals, focusing on positive behaviors rather than the negatives. I encouraged him to express his feelings and celebrated his successes, no matter how small. Slowly, he began to change, and so did my perspective.

His journey taught me a valuable lesson: the power of belief and support can transform a child’s self-image. As educators, we have the unique opportunity to redefine what a child believes about themselves. Instead of seeing a “bad” kid, I learned to see a child filled with potential, just waiting for someone to believe in him.

As the saying goes, “A child will burn down the village to feel the warmth among the ash.” This speaks to the lengths children may go to seek attention or affirmation.

What are some ways you’ve helped students reframe their self-perception and discover their strengths?

Introducing essays to 3rd graders can be a rewarding experience when broken down into manageable steps. I’ve found that starting with personal narratives works best since kids are more comfortable writing about their own lives. Using tools like graphic organizers to help them structure their ideas, and modeling the writing process as a class, are key ways to ease them into it.

For example, teaching them the basic structure of an essay (introduction, body, conclusion) is crucial, but I focus on just a few sentences at first so they don’t feel overwhelmed. Sentence starters like “One time I…” or “In my opinion…” also help students get over the hurdle of that first blank page.

Peer review sessions are another great way to make writing feel like a shared experience instead of a solo task. This also gives students a chance to see how others express their ideas and can encourage growth in their own writing.

What strategies have you found most effective for getting students excited about writing?