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As parents, it can be challenging to watch our children wrestle with their emotions without interfering. However, this process of learning to self-regulate lays a strong foundation for future success, and it is crucial that we provide tools for our children to master self-regulation.
At Stamford, the social-emotional learning program is a timetabled subject delivered to students as young as 5 years old. By adopting the award-winning “Second Step Student Well-being Program” developed by the Committee for Children, we empower students to develop essential human skills in an age-appropriate manner, supporting them to master life skills such as managing emotions, nurturing positive relationships, and meeting goals.
Self-regulation is one of the first topics in the Second Step program. With the support of teachers and counselors, students learn to articulate and navigate their feelings confidently. From there, they learn to recognize that failure and rejection are important aspects of life and to embrace these experiences as essential components of the learning journey, and stepping stones toward success.
Our brains and bodies naturally respond to our surroundings and experiences. When we experience anger, anxiety, or deep sorrow, our brains automatically switch to the survival mode of fight/flight and trigger a series of reactions that could easily be misconstrued as aggression. In reality, it is connection and emotional safety that we crave.
Identifying the triggers for various emotions is crucial, as this understanding enables teachers and parents to meet students’ emotional needs. By providing immediate and personalized support, we can reinforce a positive mindset in our children in the face of challenges and strengthen their resilience. For example, we can employ tactics such as introducing games and activities that help children manage their impulses and movements. Teachers can also weave these practices into daily classroom routines, procedures, and transitions during lessons.
