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A great resource for recognizing emotions within ourselves and how to "move zones" to self regulate.

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Teach Kids to Manage Big Feelings Through Effective Social Emotional Learning

Over 80% of U.S. public schools reported in 2022 on the negative impact of the pandemic on child well-being and self-regulation. Kids are:

Struggling to manage their feelings and mental health

More disruptive in the classroom

Needing additional social, emotional, and behavioral support

(source: National Center for Education Statistics)

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The Zones of Regulation is a complete social-emotional learning curriculum, created to teach children self-regulation and emotional control.

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Document: Bridging Wellness Through Expressive Arts, Nature, & Mindfulness

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Document: Bridging Wellness Through Expressive Arts, Nature, & Mindfulness

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A curriculum for K-12 with suggestions for integrating Expressive Arts, Mindfulness, and Nature. Created by Mary-Ann Mitchell-Pellett, PhD.
https://drive.google.com/file/d/1h0JhMfk9k4VCn1fBZwUr64bvPrjsy8m1/view?usp=sharing

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Add your Self-Awareness Resources Below. Self-Awareness: The abilities to understand one’s own emotions, thoughts, and values and how they influence behavior across contexts. This includes capacities to recognize one’s strengths and limitations with a well-grounded sense of confidence and purpose.

See CASEL:https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/

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Foster knowledge, skills, and attitudes across five areas of social and emotional competence;

Establish equitable learning environments and coordinate practices across four key settings that support students' social, emotional, and academic development.

Download more information on the framework (available in and Spanish).

Use our reflection protocol to facilitate a discussion on implementation efforts in your school, district, or other setting.

Read more about the 2020 update to our framework, which highlighted the potential of SEL in promoting educational equity and excellence.

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Communities

Communities. Community partners often provide safe and developmentally rich settings for learning and development, have deep understanding of community needs and assets, are seen as trusted partners by families and students, and have connections to additional supports and services that school and families need. Community programs also offer opportunities for young people to practice their social and emotional skills in settings that are both personally relevant and can open opportunities for their future. To integrate SEL efforts across the school day and out-of-school time, school staff and community partners should align on common language and coordinate strategies and communication around SEL-related efforts and initiatives.
Learn more: CASEL Guide to Schoolwide SEL - Community Partnerships

Families & Caregivers

Families & Caregivers. When schools and families form authentic partnerships, they can build strong connections that reinforce students' social and emotional development. Families and caregivers are children's first teachers, and bring deep expertise about their development, experiences, culture, and learning needs. These insights and perspectives are critical to informing, supporting, and sustaining SEL efforts. Research suggests that evidence-based SEL programs are more effective when they extend into the home, and families are far more likely to form partnerships with schools when their schools' norms, values, and cultural representations reflect their own experiences. Schools need inclusive decision-making processes that ensure that families-particularly those from historically marginalized groups-are part of planning, implementing, and continuously improving SEL.

Schools can also create other avenues for family partnership that may include creating ongoing two-way communication with families, helping caregivers understand child development, helping teachers understand family backgrounds and cultures, providing opportunities for families to volunteer in schools, extending learning activities and discussions into homes, and coordinating family services with community partners. These efforts should engage families in understanding, experiencing, informing, and supporting the social and emotional development of their students.
Learn more: CASEL Guide to Schoolwide SEL - Family Partnerships

Schools

Schools. Effectively integrating SEL schoolwide involves ongoing planning, implementation, evaluation, and continuous improvement by all members of the school community. SEL efforts both contribute to and depend upon a school climate where all students and adults feel respected, supported, and engaged.

Because the school setting includes many contexts-classrooms, hallways, cafeteria, playground, bus-fostering a healthy school climate and culture requires active engagement from all adults and students. A strong school culture is rooted in students' sense of belonging, with evidence that suggests that it plays a crucial role in students' engagement. SEL also offers an opportunity to enhance existing systems of student support by integrating SEL goals and practices with universal, targeted, and intensive academic and behavioral supports. By coordinating and building upon SEL practices and programs, schools can create an environment that infuses SEL into every part of students' educational experience and promotes positive social, emotional, and academic outcomes for all students.
Learn more: CASEL Guide to Schoolwide SEL

Classrooms

Classrooms. Research has shown that social and emotional competence can be enhanced using a variety of classroom-based approaches such as: (a) explicit instruction through which social and emotional skills and attitudes are taught and practiced in developmentally, contextually, and culturally responsive ways; (b) teaching practices such as cooperative learning and project-based learning; and (c) integration of SEL and academic curriculum such as language arts, math, science, social studies, health, and performing arts. High-quality SEL instruction has four elements represented by the acronym SAFE: Sequenced - following a coordinated set of training approaches to foster the development of competencies; Active - emphasizing active forms of learning to help students practice and master new skills; Focused - implementing curriculum that intentionally emphasizes the development of SEL competencies; and Explicit - defining and targeting specific skills, attitudes, and knowledge.

SEL instruction is carried out most effectively in nurturing, safe environments characterized by positive, caring relationships among students and teachers. To facilitate age-appropriate and culturally responsive instruction, adults must understand and appreciate the unique strengths and needs of each student and support students' identities. When adults incorporate students' personal experiences and cultural backgrounds and seek their input, they create an inclusive classroom environment where students are partners in the educational process, elevating their own agency. Strong relationships between adults and students can facilitate co-learning, foster student and adult growth, and generate collaborative solutions to shared concerns.
Learn more: CASEL Guide to Effective SEL Programs

Self-Awareness

Self-awareness: The abilities to understand one's own emotions, thoughts, and values and how they influence behavior across contexts. This includes capacities to recognize one's strengths and limitations with a well-grounded sense of confidence and purpose.

Such as:

Integrating personal and social identities

Identifying personal, cultural, and linguistic assets

Identifying one's emotions

Demonstrating honesty and integrity

Linking feelings, values, and thoughts

Examining prejudices and biases

Experiencing self-efficacy

Having a growth mindset

Developing interests and a sense of purpose

Check out this video from PBS Learning Media for more information.

Self-Management

Self-management: The abilities to manage one's emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations. This includes the capacities to delay gratification, manage stress, and feel motivation and agency to accomplish personal and collective goals.

Such as:

Managing one's emotions

Identifying and using stress management strategies

Exhibiting self-discipline and self-motivation

Setting personal and collective goals

Using planning and organizational skills

Showing the courage to take initiative

Demonstrating personal and collective agency

Check out this video from PBS Learning Media for more information.

Social Awareness

Social awareness: The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts. This includes the capacities to feel compassion for others, understand broader historical and social norms for behavior in different settings, and recognize family, school, and community resources and supports.

Such as:

Taking others' perspectives

Recognizing strengths in others

Demonstrating empathy and compassion

Showing concern for the feelings of others

Understanding and expressing gratitude

Identifying diverse social norms, including unjust ones

Recognizing situational demands and opportunities

Understanding the influences of organizations and systems on behavior

Check out this video from PBS Learning Media for more information.

Responsible Decision-Making

Responsible decision-making: The abilities to make caring and constructive choices about personal behavior and social interactions across diverse situations. This includes the capacities to consider ethical standards and safety concerns, and to evaluate the benefits and consequences of various actions for personal, social, and collective well-being.

Such as:

Demonstrating curiosity and open-mindedness

Learning how to make a reasoned judgment after analyzing information, data, and facts

Identifying solutions for personal and social problems

Anticipating and evaluating the consequences of one's actions

Recognizing how critical thinking skills are useful both inside and outside of school

Reflecting on one's role to promote personal, family, and community well-being

Evaluating personal, interpersonal, community, and institutional impacts

Check out this video from PBS Learning Media for more information.

Relationship Skills

Relationship skills: The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups. This includes the capacities to communicate clearly, listen actively, cooperate, work collaboratively to problem solve and negotiate conflict constructively, navigate settings with differing social and cultural demands and opportunities, provide leadership, and seek or offer help when needed.

Such as:

Communicating effectively

Developing positive relationships

Demonstrating cultural competency

Practicing teamwork and collaborative problem-solving

Resolving conflicts constructively

Resisting negative social pressure

Showing leadership in groups

Seeking or offering support and help when needed

Standing up for the rights of others

Check out this video from PBS Learning Media for more information.

Social & Emotional Learning

Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.

SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.

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Our SEL framework, known to many as the "CASEL wheel," helps cultivate skills and environments that advance students' learning and development.

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Add your Responsible Decision-Making Resources Below. Responsible Decision-Making: The abilities to make caring and constructive choices about personal behavior and social interactions across diverse situations. This includes the capacities to consider ethical standards and safety concerns, and to evaluate the benefits and consequences of various actions for personal, social, and collective well-being.

See CASEL:https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/

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Add your Self-Management Resources Below. Self-Management: The abilities to manage one’s emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations. This includes the capacities to delay gratification, manage stress, and feel motivation and agency to accomplish personal and collective goals.

See CASEL:https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/

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Add your Social Awareness Resources Below. Social Awareness: Social awareness: The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts. This includes the capacities to feel compassion for others, understand broader historical and social norms for behavior in different settings, and recognize family, school, and community resources and supports.

See CASEL:https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/

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Add your Relationship Skills Resources Below. Relationship Skills: The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups. This includes the capacities to communicate clearly, listen actively, cooperate, work collaboratively to problem solve and negotiate conflict constructively, navigate settings with differing social and cultural demands and opportunities, provide leadership, and seek or offer help when needed.

See CASEL:https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/

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In Phys Ed, one of the dimensions is Cooperation. This is a fun way to teach students to work together towards a common goals, thus communicating and learning to compromise and strategize. One fun board game is Forbidden Island, which is suitable for the classroom :)

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The island is sinking! Will the brave adventurers save the treasures in time?

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He is someone that I have followed for several years. I love hip hop and although I don't have many opportunities to do this in class because I teach Math, I use snippets of this and other elements of Hip Hop during Health class.

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'How to Use Spoken Word Therapy' with Dr. Ian Levy: HIP HOP HEALS WEBINAR 13.03.2023

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Bodily maps of emotions: https://www.pnas.org/doi/10.1073/pnas.1321664111

Where do I feel Emotions Worksheet: https://www.therapistaid.com/therapy-worksheet/where-do-i-feel

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Why Be Calm Podcast: https://www.rickhanson.net/being-well-podcast-why-be-calm/

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OI try to apply an anti-oppressive lens to my decisions and strategies at work: file:///C:/Users/roche/Downloads/CICMH-Anti-Oppressive-Practice-Toolkit.pdf

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Although this is a kids podcast, it's SO GREAT and very good for adults too, as it discusses challenges in friendships when you don't understand neurodiversity: "The Adventures of Cairo - New Pal Problems" http://tun.in/tsZ6OL

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A great resource for understanding how our brains work!

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Our evidence-based curriculum builds emotional resilience through mental fitness

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An older resource, but a great one on how to help contribute to positive days for everyone!

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A Message from Author Carol McCloud

Where to Shop

The book that started the bucketfilling phenomenon is a bestselling classic! Carol's books have sold more than 3 Million Copies worldwide in multiple languages and varying formats.

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Helping all ages grow in kindness, self-control, resilience, and forgiveness, all leading to a happier life!

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A great video on self regulation that I use often in my class.

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"Just Breathe" by Julie Bayer Salzman & Josh Salzman (Wavecrest Films)

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This is someone I have followed for several years. In Math I don't have much of an opportunity for this, but I use it and other hip hop elements when teaching Health or Option.

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'How to Use Spoken Word Therapy' with Dr. Ian Levy: HIP HOP HEALS WEBINAR 13.03.2023

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This is a resources that I created and used to talk about the inequities of sport and how sport can be used for social activism, as well as advocating for gender equity in sport.

I also have created content to talk about activism and sport with the BLM movement. Bell hooks talks about the use of pop cultural and the relevance it has to our social dynamics, so it's an easy entry point with students.

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Privilege Walk Video https://www.youtube.com/watch?v=hD5f8GuNuGQ

It's important to also acknowledge the limitations of this video, as discussed here: https://ca.sports.yahoo.com/news/as-a-video-about-white-privilege-goes-viral-again-experts-caution-it-could-actually-cause-more-damage-170528763.html

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https://www.rachelhawkes-mindfulparenting.com/blog/rock-painting-make-your-own-affirmation

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Creating Your Own Affirmation Stones

If so then affirmation stones are pretty much the perfect Mindfulness Activity!

Why Positive Affirmations?

So, why use positive affirmations on stones? Well, for more details on the

check out my blog all about why they are so useful as part of what I like to call the Mindful Parent Toolbox.

Choosing words that affirm a sense of self and positivity has been used for thousands of years. It is now well documented that when you say words out loud they reinforce in our brains.

Embedding that positive thought or idea into our very being! Powerful stuff. We know from all the research on growth mindset that these positive affirmations and positive language are important at ALL ages.

So, for you guys with the younger kids, now is the time to get those positive thoughts flowing.

How To Find Your Own Affirmation Stones

I love this mindful activity with my kids.

The photos below are all of the stones that the girls and I created one afternoon. We had the best time, we were there for hours! Stones are readily available, from the beach, garden or country walks. Making a mindfulness walk out of the event, makes this is a mindful activity all of its own. The collecting of the stones becomes its own thing. Try it, when you are next out and about.

Set every one a mission of finding at least 2 stones that they can use.

Finding them is great fun, everyone is involved and they can choose whatever size, shape or colour they like. The joy is in looking and sharing with each other. It is a free, achievable kids mindfulness activity for any age.

Your affirmation stones will stand the test of time ff you use the techniques I describe below. You can place your stone outside or inside, rain or shine. How lovely to have that reminder on a cold, wet winter's day, when you head outside and see one of the stones your child made.

It really will put a smile on your face.

Steps To Create Affirmation Rocks With Your Family

Collect together your supplies. I have a list of equipment that I use and find works really well:

Paints - Acyclic will give you great coverage.

Brushes- A mix of brush types

Acrylic Pens - Ones with a fine nib are needed otherwise it is really hard to write clearly, or you can get a pack with mixed-size nibs, perfect for colouring and then writing

Varnish - Get a good one, as a little goes a long way.

Stones - You can spend some happy hours collecting your own - it is part of the joy!

Find some positive affirmations you like - again I would use this as a separate activity. Letting every child choose what they want to say is what holds the power.

You can also download my

FREE PRINTABLE AFFIRMATIONS

A4 sheets of positive affirmations for children.

This is a FREE resource that you can use not only for creating affirmation stones, but also to add in some all important daily positivity.

How To Make Your Affirmation Stones

You need to decide beforehand how long you want to spend on 'getting ready', with preparing the equipment and researching ideas.

Wash your stones and ensure that they are fully dried before painting.

Each person gets the stones that they collected. Along with the affirmations that they have chosen.

Have a discussion on how they want their affirmation stone to look - you can again make this an activity on its own. Researching through Pinterest is one of our family favourites. I have got lots of ideas on my Mindful Parenting Board if you need inspiration. Or, you can just have a chat about it, maybe they can draw something out on paper first. The process is all part of the fun, some kids love to plan, others just like to get stuck in! This is a great kids craft idea, especially for a rainy day craft session.

You can use plain poster paint, and I would recommend that you varnish your finished affirmation stone after. Even if it is staying indoors, the artwork just lasts longer. I used acrylic paints as they go on better but really just feel free to use what you have at.

Pick your chosen design, get each child ready with brushes and always put paper or a tablecloth underneath. This can be a messy process!

You can then either paint your stone a specific colour, or write directly onto the bare stone. Either way looks fab. Again you can see in the photo above, we use a mix of styles.

Use proper pens for writing. It is much harder than it looks to actually paint words onto the stone. So unless you have that skill, I would suggest you let your kids use pens. I've listed above the ones that we use. Getting special pens then allows you to use them for other creative projects. These can be used on glass, porcelain, tiles and all sort of other surfaces. They look so much better than a simple felt tip! Loads of different ways you can then create more kids mindfulness activities.

Help out where you need to, but let your kids creativity flow. It does not matter if the words are hard to read, or the paintwork is messy. Just let them enjoy the art of making.

Allow your stones to dry thoroughly before coating in a layer of varnish. Leave to dry again and then they are good to go!

Place in the garden, by a door, in a bedroom, give as gifts or even leave somewhere for someone to find. I love the idea of the Kindness Rocks - where stones are left for others to find, to cheer up their day.

You can always chat with your pre-school or school and see if the class wants to also participate. Having class kindness stones that are left around the school or community is a great project.

The ideas are endless - but it will certainly start you off on getting creative with your rock painting ideas. This is just one way you can get your kids rock painting, and building your own collection of painted affirmation stones. For more ideas on mindfulness crafts for you kids, you can also check out the blog on making your own all

A great mini science experiment that pleases all ages and is super fun.

Affirmations For Tweens & Teens

For the older kids, although they will still LOVE to create their own stones, their needs are slightly different. As they face the transition through these years, they need more adult language and less childlike. I have a

list of 20 Affirmations for tweens & teens

and you can also purchase printable affirmations with an Affirmation Pack For Tweens in the shop. These are printables that are designed for those kids aged 9-12 who are no longer little kids, but not teens either. Or the pack for Teenagers, you can even print them out and decoupage the rocks!

Don't be scared to get the older kids involved.

We ALL love to be able to release our creativity.

The joy of the affirmation stones, there is no right or wrong. If it does not go to plan, you just paint it again! My girls even went through an emoji stage (so these ended up on some stones!).

It is about giving them the space to let ideas flow, which this simple rock painting does every time.

Share Your Affirmation Stones

If you go out and about and create your own kindness rocks, that maybe you leave outside for someone else. Or, paint some for the classroom, or to give a a gift, do share your pictures.

Come over to the Mindful Parenting Facebook Group and let us all see what you have been busy creating with your kids.

There are affiliate links in this blog, I will make a few pennies for any item listed but this in no way affects the price you pay. I only ever endorse products that I use.

I would love to see what you create - so you can share on the group or over on my Instagram account @rachelhawkes.

Happy creating

Rachel Hawkes is a mum to twin teenagers and teaches baby and kids yoga & mindfulness classes, alongside running a business Wellbeing Centre. She is a published author of 2 books relating to Mindful Parenting and loves to share her tips and ideas wherever she can.

How Can I Help You Further?

Have you grabbed the FREE AFFIRMATIONS? 12 glorious, full-colour printables for you to keep.

Join the Private Facebook Group - all for parents looking for more ideas.

Sign up to the newsletter for lots more freebies and little ways of adding in some mindful moments

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Full instructions on how to make your own affirmation stones with your kids. From what you need to create the art, to a list of affirmations you ca...

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A great resource for how plants can contribute to our wellness, both body and spirit!

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I listen to the short ones to get myself centred before the kiddos arrive. (Sara)