Every September, educators witness a stark divide. Some students seamlessly return to the classroom while others experience what experts call the "summer slide"—not just in academics, but in executive function, social skills, and emotional regulation.
One question we hear from thoughtful educators all the time: "How do I support an entire classroom when students return from summer with such different social-emotional readiness levels?" The answer: Five evidence-based strategies that create emotional safety for all students while addressing individual needs.
In this article, you will learn
Transform your physical environment into a "co-teacher" that supports emotional regulation before crises occur.
Start immediately with
Predictability systems like visual schedules, transition warnings, and routine anchors that reduce anxiety for all students, not just those in crisis
Age-appropriate resources like feelings wheels for younger students, emotion granularity charts with nuanced words for middle schoolers, and digital check-in platforms or journaling prompts for high schoolers
Designated calm-down areas with sensory tools, breathing prompt cards, and visual cues for self-regulation
Daily check-in systems like mood meters or thumbs up/down that provide quick emotional temperature checks
The goal: Students can self-regulate using the environmental design and common language of your classroom before you need to intervene.
When a student becomes upset, your regulated presence directly improves their ability to return to calm faster: slow your breathing, relax your shoulders, and approach calmly.
The co-regulation process:“You can’t regulate someone else if you’re dysregulated yourself.”
The first 2-3 weeks offer a crucial opportunity to set the emotional stage for the year. Whether you’re implementing a social emotional learning program (SEL) selected by your state, school district, or independently integrating SEL in your lesson plans, the back-to-school period offers a crucial window to weave these skills into your daily routines.
As you select SEL activities to meet the needs of your students, remember the activities should be SAFE: Sequenced, Active, Focused, and Explicit.
SEL Activities by grade level:
K-2: Daily feelings check-in circles, rotating classroom helper chart
3-5: Goal-setting vision boards, problem-solving scenario role-plays
6-8: Identity mapping exercises, mindfulness minutes to start class
High School: Collaborative stress management toolkit, weekly community circles
Effective partnerships require strategic communication and specific questions about home strategies. Consider assigning parents a bit of homework during the first week of school by asking them to respond to a few guided questions about their child.
Parental homework questions
Building ongoing communication
Send home general updates about classroom expectations and adjustment tips for all families during the first few weeks of school. This proactive approach helps normalize the adjustment process while giving parents concrete ways to support their child's transition at home.
When concerns arise, frame the conversation around collaboration
Review IEPs or 504 plans for the students who need accommodations, understanding these documents help you support each student’s success. As much as possible, stay connected with their support team and create environments where students feel comfortable discussing challenges that pop up.
When students feel understood and that you’re aware of and care about their individual requirements, they’re more likely to thrive.
When and how to seek additional support for your students’ needs
Normal adjustment (resolves in 3-4 weeks)
Red flags requiring immediate intervention
“The majority of adjustment challenges resolve in 3-4 weeks with proper support. Without it, struggling students can fall further behind emotionally and academically.”
The bottom line
Teachers are often the first to spot mental health concerns. The distinction between typical and concerning behavior lies not just in what the behavior is, but its quality. This means, how long it lasts, how intense it gets, and how much it interferes with the student’s ability to function in class academically, emotionally, and socially.
You're not expected to be a therapist, but creating supportive environments and knowing when to seek help can make all the difference.
Remember: You can’t pour from an empty cup. Set boundaries with your time and energy, prioritize sleep and nutrition throughout the day, and build movement into your routine—your students need you at your best.
This article is for educational purposes only and does not replace professional medical advice. Consult with your child's healthcare provider or a mental health professional for personalized guidance.