At Sward Elementary School in Oak Lawn, IL, supporting mental health is a yearlong goal we are always working toward. In honor of Mental Health Awareness Month, I’m happy to share some strategies we’ve implemented in our school to ensure our students have the tools they need to foster self-awareness and self-regulation.
1. Develop a morning routine. We start every day with 15 minutes of social and emotional (SEL) learning in each classroom. While this looks different in a kindergarten class compared to a fifth-grade class, morning circles are embedded into our daily schedule. After the first bell rings, teachers ask a specific question designed to get a quick temperature-check of how students are feeling that day. In a safe space that has already been defined by SEL protocols, students can share as much or as little as they are comfortable with. Thanks to this time, we’ve seen more robust classroom communities, stronger student voice, and decreased anxiety.
2. Rely on social workers. We have two in our building. They support students with IEPs and customized education plans, but they are on call throughout the day to help students who may be dysregulated or having a hard time. They also support our teachers and staff, which is a huge benefit. Not only do they offer strategies and skills teachers can pass on to their students, but social workers model the approach with the very methods they use to support our teachers. It’s a powerful full-circle process that has shown me that when we take care of our teachers from the top down, our students have a better chance of being successful.
3. Use hot passes. For most students, the structure of a school day provides a reliable foundation of support and comfort. However, for a child who is dysregulated for any reason—maybe they are having trouble at home, stress with friendships, a disappointing grade, or just a difficult day—they can use a “hot pass.” This is a special privilege students can exercise to see a trusted adult they have previously identified within the school.
We have clear expectations that come with it. For example, students are expected to follow the rules of displaying the hot pass on their desk or in a designated place and exiting their class as calmly as they can. In exchange, they are empowered to seek support.
If a child is upset, they can’t learn. However, if they can put tools into practice to restore their equilibrium then not only are we making a positive impact on learning, but we are making strides toward self-regulation that will serve them long after they leave school.
4. Create calming moments. My goal as principal is to have opportunities like hot passes that our students never need to use. That’s why throughout our school, we have “Calming Corners” and “Sensory Hallways” that can provide comfort in moments of transition or when a student recognizes they need to take a break. Given how many hours students are with us, our schools are a second home for most young learners. We try to create an environment that feels safe to them.
5. Count on crisis teams. We do as much as we can to promote a calm and secure learning environment. But most principals understand that you can never be too prepared. That’s why we also have a trained crisis team, which includes me, my assistant principal, a social worker, and other trained paraprofessionals we can count on for those moments we all hope never happen.
If our ultimate goal is to educate our students, then as a principal I want to do everything I can to create an environment where children can learn well and be well.
