What do you do if your students need better emotional support?

Pay attention to signs of emotional distress in your students, such as changes in behaviour, mood swings, withdrawal, or sudden declines in academic performance. Promptly address any concerns and offer support.

WHEN STUDENTS FEEL SAFE ENOUGH TO RAISE THEIR HANDS AND SAY, "I MADE A MISTAKE" OR "I NEED SOME HELP." THE TEACHER HAS CREATED AN ENVIRONMENT WHERE STUDENTS FEEL SAFE TO BE THEMSELVES.

When a student needs emotional support, I provide a safe and empathetic space for them to express their feelings. I listen attentively, validate their emotions, and offer encouragement. I help them identify coping strategies and problem-solving techniques to navigate their challenges. Sometimes, I refer them to a counselor or mental health professional for specialized assistance. Building trust and rapport is crucial, ensuring they feel understood and supported. I also collaborate with their parents or guardians to create a holistic support system. Ultimately, my goal is to empower the student to manage their emotions effectively and thrive academically and personally.

Always ask. If you see a student drifting away from your lesson, assume nothing, just ask. The answers might not be direct, sometimes not even honest, but it provides the student a chance to express him/herself. At the very least, actively asking shows that you care. Of course, there are techniques and nuances around how and what you ask. Students do not see teachers as the first stop for help, especially when the matter is personal and emotional. Teachers shall open the discussion first, actively ask, then actively listen.

I have had cases of students dealing with some emotional challenges as a teacher and one way I have been able to find these set of students is always by knowing my students.. Every student have different family background and upbringing, so they actually handle emotions differently.. A student that is very observant and active in class and one of the days during classes decided to be very quite, is one to look at for and also some students have developed an atmosphere of hiding there emotions, so having a teacher to student relationship will enable the students be able to express themselves freely before the teacher with fear of there secret been let out. As a teacher, over the years I have taken my time to do a study about my students

If students require better emotional support, a teacher can create a nurturing classroom environment by fostering open communication and empathy, implementing mindfulness techniques, and incorporating social-emotional learning activities. They should offer individual counseling sessions or refer students to the school counselor as necessary, while staying informed about each student's needs. Encouraging peer support and providing a safe space for expression are also crucial in helping students feel supported and understood.

In order to build a trust you need to have a better rapport with students. Once rapport n trust is established it is relatively easy to engage them in open dialogues . These open dialogues some time may help us to identify student with distress. With rapport n trust it gives comfortable and safe space for students to reach a teacher for help. But it is also very important for teacher to be non judgemental , mindfull n sensitive enough while they engage in providing the support.

Absolutely, fostering a supportive and inclusive learning environment is paramount for promoting students' emotional well-being and overall academic success.

Create a safe space for your students. You should be more approachable. Listen actively The student should feel comfortable talking with you and sharing his or her worries. Try building that trust by doing all this.

One thing I have found really helpful us to build trust by being non judgemental to the child's distress, behavior or emotional out bursts. Just listening and observing can give you many clues

I have experienced many time that, if you listen any body with full engagement we will find, the person becomes happy and free from any type of stress. This the power of expressing and power of listening.

Connecting on an emotional level can do a lot of work. Making them journal their thoughts can be a game changer. The person becomes happy and stress-free, it is that powerful.

Something I found really helpful is to make use of the last 10-15 minutes of each class for students to summarize their day. Each journal entry is worth 5pts & they can write about anything they want. This exercise allowed them to express feelings & thoughts they would not normally take the time to mention or maybe didn't think was important enough. This is extremely helpful to me in better understanding the entire group & provides a comfortable outlet for the student.

The thing I usually do is encouraging interaction freely during the educational session/lecture to break the ice and allow the students to speak and participate without fear or stress. Everyone is important to speak and express what he/she feels or needs and to be validly assured of not being judged. Then they will be more aware of themselves and their multiple feelings.

Teachers must participate and educate themselves on current research-based support systems and initiatives on emotional and social strategies/interventions. I would be remiss to not recognize that teachers are already faced with so many things related to their students and classrooms (large class sizes, multiple discipline concerns and delivering vast instructional content). All of which impact how teachers reach and support students demonstrating social/emotional stress. Empowering teachers with how to initially engage and support students in distress goes a long way in establishing a culture of support that will positively aid children. There are no "one-fix" solutions when working with students at any age or grade-level.

One thing I've found helpful is to lean into the support of my colleagues. I participated in a Professional Learning Community (PLC) in my district, and I gained many helpful suggestions and advice. I also received support from district specialists.

Agreed. This of course requires an atmosphere of cooperation and a feeling of solidarity amongst peers. By showing them the support possibilities available to them, you are also helping them become autonomous, responsible individuals within a collective context. It’s not realistic to limit support and guidance to the one tutor assigned to the class, but rather we should promote opportunities where students interact, voice their concerns and help each other. I have seen initiatives such as socio-emotional and well-being workshops which emphasise and demonstrate the importance of peer support networks, involving school counsellors, teachers and of course students.

It is very important to assure students that their feelings are valid, letting them know it’s not a shame that they have those feelings that it is normal. In addition it is important not to push them to deal with their feelings right away rather encourage them to get help, you can help connect them with the school counsel-or. Furthermore get them support from other students, home and make sure as a teacher you support them by how you engage and assess them in class.

In my every day experience of handling students with emotional or psychological difficulties, I would always inform them that their feelings and emotions are valid and that they do not need to fear nor worry about them but rather use these to develop and understand more themselves. If in case the situation is out of my expertise, or I find it necessary to seek professional help after trying to do what I can, then I would refer them, with the consent and permission from parents, to a professional who may be able to assist them.

This skill is easily built from an early age, as children learn to listen to themselves away from the noise around them and express it as well. They are also able to manage their emotions and feelings and direct them positively,

In order to help students to be emotionally independent and mature, it's necessary to provide them with some applicable keys/strategies which they can use/do by themselves. School-life balance is one necessary strategy I always recommend to keep in mind. It's not always about grades, lessons, exams and so on BUT also it's quite important to consider other life activities: hobbies, sports, relaxation times, family, friends, etc. It will help to keep them energized, motivated, active participants ad copers who could handle their issues.

I find it joyful more educators and schools in general, are focusing on self-care. While preparing a lecture that included the importance of self-care, I took the time to reflect on my own practice over the years. I finally feel I am about 80% there. :) Skills that are not often included in our discussions of self-care are self-reflection and listening to our bodies. Self-reflection helps us to better understand our own thought processes and behavior. Listening to our bodies give us distinct clues about what we might need. With some practice, kiddos and adults, will be more effective at proactively engaging in behaviors that help us to be and feel well.

The earlier children start practicing these techniques the better, but I would also agree that it is never too late for someone to learn self-care! Students as young as kindergarten and first grade that are familiar with breathing techniques, managing emotions, and other self-care strategies have an amazing tool for them to utilize as they get older. However, students of any age can benefit from practicing self-care and it’s never too late to introduce it to them!

Definitely, it's very important to find a way to build a safe environment for the students that makes them feel comfortable with the teacher and among peers. Nevertheless, the teacher should be the first one to give them example of how to open up and confess about the joy they share and the struggles that occur. Giving examples from your personal experiences helps a lot and offers an opportunity for students to do the same.

I would say Build relationships - get to know each student's interests, hopes and dreams. Let them see you as a caring mentor and friend. Create a safe, supportive classroom environment free of judgment where they can express emotions authentically. Pay attention to behavior changes like withdrawal or anger - these may signal inner struggles. Check in privately with compassion. Collaborate with counselors and parents to get students professional help when needed. Prioritize social-emotional learning like self-awareness and responsible decision-making. Lead with compassion - see them first as human beings, not just students. Tend to their holistic needs. Create a nurturing community where they feel truly seen, heard and supported.

Social emotional learning is such an important skill that is critical to begin in early stages and continued to teenage years. Emphasis on these skills will certainly prove to be beneficial in adulthood.

The best way to understand your students is to have a space to meet them. Having structured spaces where they can talk and share daily stuff is a valuable time to notice their character, so when a change appears you will notice. Strength times like homeroom time or giving 2 minutes at the beginning of the class to make them speak about things they like is a great way to do this.

There are multiple signs that can help you find out whether your student needs emotional support or not. Most of the time it is unusual behavior. But even after recognizing it, students may hesitate to open up in front of you. You need to build this trust over time. By understanding their behavior, and supporting them even outside of their studies. It may include: talking about their life in general, having some fun activity once in a while, and discussing mental health problem more often.

I will Acknowledge thier feeling , and make them feel that they have got the attention and my focus . Encourage healthy emotions, teaching them how to harnest the positive emotion with the help of profissionals . provide structure and cinsistency, assurance and support. Teach them about hope, care, kindness, and let them feel that they are not alone. let them work as a team . Ask if it is a family problem, medical problme , fnacial problme and give them the tool to work on each of the problem. connect them with the right departments and profissionals . use songs, muscis, color and other means to make them remeber things .focus on mental health,and team health, and that emotion is very important in education.