Back to School: How Teachers Can Support the Social-Emotional Needs of Elementary Students

As a new school year begins, elementary educators across the country are preparing classrooms with fresh bulletin boards, sharpened pencils, and carefully planned lessons. But while academic readiness is a key focus, another crucial element deserves equal attention: the social-emotional well-being of students.

For young children, the transition from summer to school involves much more than getting used to early mornings and homework. It’s a shift in rhythm, in relationships, and often in emotional stability. Understanding and planning for this transition can make all the difference in helping students feel safe, seen, and ready to learn.

Many children return to school feeling a range of emotions. Some are excited to reunite with friends, while others are anxious about changes in routine or unfamiliar environments. Some may be nervous about meeting a new teacher, adapting to new classroom rules, or facing academic challenges after a long break.

These emotions are valid, and for many students, they’re also invisible. Teachers must approach the first weeks of school not only as instructors but also as emotional guides, helping children find their footing in a structured environment after the freedom of summer.

One of the most powerful ways teachers can prepare for this transition is by intentionally prioritizing relationship-building. Before diving into the curriculum, taking time to get to know students: who they are, what they care about, how they feel. This lays the foundation for trust and engagement. Simple actions like greeting students by name each morning, having one-on-one conversations during arrival or dismissal, and creating space for personal sharing during class meetings all contribute to a sense of belonging.

Equally important is creating a safe and predictable classroom environment. For many children, structure and routine help regulate emotions. Teachers can ease anxiety by clearly explaining classroom expectations, using visual schedules, and modeling how the day will unfold. Offering choices when possible (whether in seating, partner work, or even how to complete an activity) also gives students a sense of control, which is especially comforting during times of transition. Calm-down corners, flexible seating, and classroom agreements can all support emotional regulation.

Teachers should also be attuned to the wide range of emotions children may bring into the classroom, even if those feelings aren’t expressed verbally. A student who clings to a parent at drop-off, avoids eye contact, or seems unusually quiet may be communicating emotional distress. Rather than correcting behaviors right away, educators can gently check in, observe patterns, and respond with empathy.

Simple SEL Strategies for the First Weeks of School:

• Use morning meetings or circle time to build community and give every student a voice (Responsive Classroom: Morning Meetings)
• Display a feelings chart or use a daily check-in system to help students name and process emotions
• Incorporate mindfulness practices like breathing exercises or guided imagery (Mindful Schools)
• Read books that explore emotions, empathy, and friendship:
  • The Kissing Hand by Audrey Penn
  • All Are Welcome by Alexandra Penfold
  • A Little Spot of Emotion series by Diane Alber

Incorporating social-emotional learning (SEL) doesn’t mean putting academics on pause. It means creating the conditions where learning can thrive. Embedding SEL into the classroom culture helps students become more self-aware, empathetic, and resilient. For teachers looking to implement SEL more intentionally, organizations like CASEL offer evidence-based frameworks and practical strategies.

Building strong partnerships with families can also ease the transition. Simple gestures like a welcome letter, a short call home during the first week, or a parent survey about the child’s interests and temperament can help teachers better understand their students’ emotional worlds. When families and teachers work together, children receive consistent support both at home and in school.

Additional Resources for Teacher Preparedness:

• CASEL’s SEL Start-of-Year Toolkit – Practical guides for implementing SEL in the first weeks of school
• Panorama Education’s SEL Resources – Surveys, check-ins, and planning tools
• Second Step Classroom Kits – Research-based SEL curriculum for elementary grades
• Greater Good in Education – Practices for emotional wellness, mindfulness, and compassion in the classroom
• Teaching Tolerance / Learning for Justice – Resources for inclusive and identity-affirming classroom culture

Ultimately, the first few weeks of school are less about diving into content and more about laying the emotional groundwork for a successful year. Children learn best when they feel safe, connected, and emotionally regulated.

By focusing on these social-emotional needs early on, teachers aren’t delaying instruction. They’re making it more effective. When students feel emotionally ready, everything else becomes possible. They engage more deeply, take academic risks, and begin to grow not just as learners, but as whole people.

This school year, may we remember that our first job as teachers is not to fill minds, but to hold hearts. When we begin the year with care, we give students the foundation they need to thrive.