3 Ways to Support Students’ Emotional Well-Being During the Pandemic

The coronavirus pandemic has produced a variety of critical challenges for

school leaders. On the fourth day of “mom-schooling,” I noticed a shift in my 9-
year-old daughter’s typical tenacity. She seemed underwhelmed and uncertain
about our new normal and what to do with her time. In response, I emailed
some parents from her basketball team and set up a virtual lunch, where the
team could connect with one another online, as if they were at recess on the
playground. 

While some students may not have opportunities to engage in this type of
social and emotional checkpoint as we transition into uncertain learning
environments, educators can mitigate the potential negative effects of social
distancing by employing evidence-based strategies for social and emotional
learning. 

CREATE CONTINUITY
One core feature of distance learning is to mimic the structure of the typical
school day. Researchers found that school-based classroom factors, like
grouping and the learning environment, are important for developing  growth
mindset, self-efficacy, social awareness, and self-management . To support
students’ social, emotional, and mental health during distance learning, it is
important that educators transfer familiar routines and relationships from the
classroom to the virtual setting. 

Continuity is a key aspect of SEL, especially for students who may face
significant disruptions in their out-of-school environment. One facet of
continuity is maintaining core relationships from the classroom into the virtual
setting. 
This may be challenging for even the closest students because engagement
and communication may look different during distance or blended learning
opportunities. Educators can establish new but familiar ways for students to
connect with their closest peers and teachers, such as a pen-pal program or
unstructured “virtual recess.” 

Peer relationships are important for social and emotional development, but

social distancing practices and distance learning may lead to confusion about
how students operationalize their peer relationships. Educators can achieve
social continuity online by considering grouping students in the same breakout
groups while using virtual conference rooms or setting up time for students to
interact apart from academic learning. This will provide opportunities for
students to build trust, synchrony, support, and attunement through peer
relationships and interactions similar to what they would experience in school.  

Consider creating continuity through the characteristics and features of the

learning environment. The structural features of in-school settings provide
students developmentally rich interactions that can support learning, boost
resilience, and safeguard them from the impact of stress and trauma. Teachers
can mirror typical in-school contexts by re-creating structures like circle time,
check-ins, common greetings, and opportunities to share.  

Establish continuity by working with colleagues to create a single model for

online practices and cultural norms that are shared across a school or for a
student in different learning groups. For example, across a whole class and
small group lessons, teachers can use a single reflective tool called “ rose,
thorn, bud,” which provides a common structure for peer and adult
conversations about a success, a challenge, and an opportunity.   

MODEL METACOGNITION 
Every educator and student will likely respond to the new stresses of social
distancing and distance learning in very different ways.  
A study on inter- and intrapersonal skill development  shows that how you
engage with your own thoughts may matter more than how you engage with
others. While students are learning in novel ways, from their home computers
and physically distant from peers, they can evaluate and reflect on their own
thinking during time when they would typically be transitioning to a new class
or eating lunch. Modeling why and how to use metacognition—awareness and
understanding of one’s own thought process—is an important component of
digital instruction. 

Think closely about opportunities for student self-reflection. When students

learn something new, feel challenged, or are asked to engage in higher-order
thinking like evaluating content or synthesizing ideas, teachers can model
intrapersonal development. For example, after guiding students through new
content, ask them to record their answers to two reflective questions: “What did
I feel successful with during this new learning and why?” and “What was
challenging during this new learning and why?” These questions are easily
modified for older or younger students. Educators can use students’ responses
as fodder for scaffolding during future lessons in which they struggle or one-
on-one conversations with students during a teacher-students conference.

BUILD SUPPORT FOR THE ENTIRE FAMILY

Moving learning online is challenging, especially in the context of a potential
economic crisis for our families and changes in funding for our districts.
Principals and superintendents can consider how to create systems that
provide opportunities for teachers to engage families in  schoolwide approaches
to SEL.

As schools implement more virtual learning, there may be increased

opportunities to engage families in discussing and defining the role of SEL in
their homes. Social distancing has been a catalyst to connect with families over
the phone, through email, or during synchronous class meetings.  
Applying a schoolwide approach to social and emotional learning in restart
planning for fall is imperative. Principals should start by surveying students and
teachers about their perceptions and experiences related to COVID-19.
Principals will benefit from calling parents, having conversations with students,
or sending out a traditional online survey to understand their school
community’s experiences with the school closures and economic changes.
Another strategy might include a virtual parent advocacy or PTA meeting,
providing an opportunity to empower families and listen to their ideas. Similar
to the class meeting portals used by many schools, principals can work with
parent organizations to cohost a virtual meeting centered on the social,
emotional, and mental health of their families. Principals can build conversation
through open-ended questions about students’ learning needs outside of
school (e.g., extra materials, more time on tasks, less workload) and their
home environment (e.g., food, shelter, childcare).  

For children to reach their fullest potential in academic achievement and

success outside of school, they require deliberate discussions about their SEL
with both teachers and parents. Most important, it is critical to keep educators
at the center of this work. Achieving a robust SEL curriculum online requires
clarity and cohesion between learning science, research, and classroom
practices.

5 Easy Social Emotio

Learning Activities For Kids To Do At Home

As parents, we worry that our kids will make friends and will be equipped to adapt to life’s challenges.
Social emotional learning, commonly shortened to SEL, represents the set of skills your child needs to
thrive throughout their life. SEL is commonly described by five core competencies: self-awareness, self-
management, social awareness, relationship skills, and responsible decision making. Very simply put, SEL
allows children and adults to understand their own emotions and the emotions of others, and to use this
understanding in their choices and relationships.

While “SEL” has become a common buzz word among educators, social emotional learning does not just
occur in the classroom; it is an important part of our home, as well. Here are five easy social emotional
learning activities for children (and adults!) to support SEL in your home:
1. Start a gratitude journal

You’ve likely heard of the many benefits that come from adults keeping gratitude journals. This daily
dedication to giving thanks is not just beneficial for adults! Keeping a gratitude journal helps children
increase their self-awareness and self-management; this daily time to express gratitude allows children
to reflect on their lives and focus on positive aspects. 

Create a gratitude journal - somewhere that your child can write something for which they are feeling
grateful that day. Your child can decorate the front or even create the book themselves for added
ownership and fun. Rather than write broad gratitudes like “family” or “food,” try to encourage more
specific aspects of their lives. Use questions to help encourage deeper thinking and more precise
gratitudes:

 Who is one person that makes you feel grateful today?

 What was one thing you ate today for which you feel grateful?
 What is one thing you/ your body is able to do right now that makes you feel grateful?

2. Create a glitter jar

Certain visual stimulation can awaken our senses and calm feelings of anxiety or anger. Watching glitter
swirling and floating in a jar of water can encourage children’s self-management, as they learn to pick
up their glitter jar and calm their strong emotions with greater independence. While your child grows
more practiced in using their glitter jar to manage strong emotions, you can help support them with
prompts like these:

 It seems like you are experiencing a big emotion right now. Would you like to take out your
glitter jar? When it settles, you might be ready to discuss what happened.
 Perhaps your mind is having difficulty focusing right now. How about you take out your glitter jar
and take some deep breaths while watching the glitter settle? Let me know when you feel ready
to focus again.
 You might not have a solution to your problem right now but how about you take out your glitter
jar to see if you get any ideas after watching it?

To create your own glitter jar you will need a jar, airtight lid, water, and a bit of glitter. This fun hands-on
art activity will last a long time if handled with care, and offer great opportunity for social emotional
learning. If you want to avoid the possible mess of a physical glitter jar, you can alternatively find similar
effects online. For example, try the Augmented Reality (AR) glitter jar feature on the app, Wisdom: The
World of Emotions.

3. Write a letter or draw a picture for a loved one

Thinking about positive social connections gives us reason to reflect and feel joy. Even when children are
just at home, they can think about the important people in their lives by writing letters or drawing
pictures for others. This practice can help build children’s relationship skills and social awareness, even
if they are working alone. Try encouraging your child with extra guidance:

 Who is someone that makes you feel grateful? Someone that you are really glad to have in your
life?
 Who is someone that you think would love to hear from you? Someone whose days you could
brighten?
 Would you like to write them a letter or draw them a picture? Why don’t you tell me what you’d
like to say in the letter and I will write it down (for children who are not yet writing
independently).
 What are some things you’d like to tell them / show them? Are there any questions you would
like to ask them?

4. Make a schedule or list of to-do’s 

Creating and maintaining a daily schedule helps children stay structured. It allows children to rely on a
sense of predictability and safety. Being involved in this process allows children to practice responsible
decision making and self-management. It gives children the opportunity to reflect on previous days and
the day ahead, as they make choices in their schedule to help manage their emotions. To start this
conversation with your child, try some of these prompts:
 What are some things you would like to do tomorrow? Let’s make a list.
 We have a busy day! Let’s sit to think about when we want to do what today. 
 Wow, look at everything you have accomplished today. What was the best part of your day?
What are you looking forward to for tomorrow?

Check out this link for a daily reflection and schedule template that you can print for you and your child .
Using a consistent format for scheduling your days can help support your structure.

5. Reset your body

When we experience strong emotions, our body responds. Certain practices, such as breathing exercises
or stretching routines, can help children increase self-awareness and self-management of their
emotional responses. There are many child-friendly breathing and stretching exercises that guide
children and help them visualize their practice. Try the SEL app, Wisdom - Kingdom of Anger, for an
Augmented Reality (AR) breathing exercise or physical grounding game (visual shown below) for kids to
follow along.

You may choose to do such breathing or stretching exercises at scheduled time of the day (perhaps
before bedtime or as a daily break from homework). You may also choose to use these practices when
at moments you and your child feel it could be helpful. Try some of these prompts as you and your child
navigate good times to reset your bodies:

 I notice you seem (insert: upset, distracted, tired, experiencing strong emotions…). Would you
like to do a breathing exercise with me?
 It’s been a long day. Why don’t we get our bodies and minds ready for bed with some stretches. 
 I think we can focus on this better after we reset our bodies. Would you prefer to focus on our
breathing or stretching?