Social-Emotional Learning Part One: Concord Road School

Social and Emotional Learning (SEL) plays a crucial role in the overall development of students in grades K-12. SEL strategies are designed to create inclusive and supportive learning environments where students feel valued, understood and empowered to succeed. 

Elementary-Level Social-Emotional Learning

While in elementary school and especially for those in grades K-3, students are just beginning to understand and express their emotions. At Concord Road School, Tier 1  SEL skills include goal-setting, whole-body listening, focusing attention, ignoring distractions, waiting, persevering, adopting a growth mindset and positive self-talk. Students learn about identifying feelings and knowing what to do with feelings, asking for help, problem-solving, gaining perspective and taking needed breaks. Concord Road teachers have incorporated new tools into their classrooms in addition to time-tested strategies to help all students develop and improve their social-emotional learning skills.

• The RULER tool helps students regulate their emotions, consider other people's perspectives and feelings, or as a jumping-off point to solve class problems together. Mood Meters are used as a whole class discussion or for speaking with students individually. Students identify what they are feeling and where they are on the Mood Meter and discuss strategies to move to the “green” zone (a calm, alert, pleasant state) so they can do their work. The Best Self tool helps students refer to their Best Self as a goal each day.

   

• Teachers have incorporated pauses and wait times into teaching as well as quiet times and mindful moments to provide time for students to calm their brains, be mindful, stay positive and process what is being said. Teachers may play a soft sound or ring a bell to designate the start of a quiet moment or model for students what quieting oneself can look like. Often teachers will tell the class, "Take a moment to quiet yourself. Think about this brand-new day. Think about what would help you do your best today,” or "Take a moment to take a deep breath. Relax your mind...Stretch. Say to yourself ‘I will do my best. I can do this.’ "

• Our teachers model and help students practice Whole Body Listening by using our watching eyes, listening ears, quiet mouths, calm body, thinking brain and caring heart. Teachers in upper elementary grades can also use the term "active listening," which is engaging your brain, eyes, ears, body, and caring heart (empathy) to listen to the speaker. Students can demonstrate "active listening" by turning their faces and bodies towards the speaker and using their brains to think about what is being said. 

• Additionally, Concord Road teachers created Calm Corners or Peace Tables in classrooms to help students regulate when they feel frustrated, have a problem or need a break. These are separate places where students can take 3-5 minutes and either sit, stretch or take a moment. A Peace Table is a calm space that can also be used to solve problems and conflicts between two students. 

• Teachers and staff have created sensory pathways, posters of stretches and exercises in the hallways, math movements, a new rock wall (donated by the PTSA), and a new CRS bulletin board called "Calming Corner" for students. Over the summer, the CRS facilities staff repainted the peaceful playground located by the clock tower. 

By fostering a supportive atmosphere that encourages self-awareness, empathy, and effective communication, teachers and staff empower students to navigate their emotions and interactions confidently. Implementing calming corners, mindful moments, and physical activities not only cultivates a positive learning environment but also equips students with valuable lifelong skills. Through these initiatives Concord Road School is shaping well-rounded individuals prepared to thrive academically and emotionally.

Note: Tier 1 strategies refer to universal classroom approaches and are part of the district’s Multi-Tiered Support Systems (MTSS) plan for academics, behavior, and social-emotional learning.