Coussons-Read M. E. (2013). Effects of prenatal stress on pregnancy and human development: mechanisms and pathways. Obstetric medicine, 6(2), 52–57. https://doi.org/10.1177/1753495X12473751

Lee, K. (2022). 10 tips for teachers to practice social emotional learning in the classroom. Mental Health America. https://www.mhanational.org/blog/10-tips-for-classroom-social-emotional-learning

Rouse, M., & Martinez, A. (2024). How can we help kids with self-regulation?. Child Mind Institute. https://childmind.org/article/can-help-kids-self-regulation/

Trying Together (2021, October). Strategies to support social-emotional development: A guide for families. Trying Together. https://tryingtogether.org/dap/social-emotional-guide/

988 Lifeline. (2025)988 lifeline. . https://988lifeline.org/

In early childhood, around the age of two or three, children typically begin to assert their independence and test boundaries. They may throw tantrums or refuse to cooperate, but this is a normal part of their social and emotional development. As they grow trough these challenges, they're learning important skills like self-regulation and emotional expression.

As children enter middle childhood, around age six or seven, they start to develop more complex social relationships. They begin to form friendships, learn cooperation, and develop empathy for others. They're also learning to navigate conflicts and disagreements, which is an important part of building strong relationships.

In adolescence, young people experience a significant surge in social and emotional development. They're forming more intimate relationships, exploring their identities, and learning to navigate complex emotions. They're also developing a stronger sense of self-awareness, which allows them to make more informed decisions and take greater control of their lives.

Throughout these stages, children and adolescents are constantly learning and adapting. They're developing essential social and emotional skills that will serve them well throughout their lives. As caregivers and educators, we play a critical role in supporting and guiding them along the way.

In early childhood, teachers can use strategies like sharing feelings where students can express their emotions with their peers. Another activity is art expression (Lee, 2022) where students create a jar filled with glitter, water, and food coloring, and when they feel anxious or upset, they shake the jar and watch the glitter settle, helping them calm down.

In middle childhood, teachers can implement restorative circles where students sit in a circle and discuss a specific topic or issue, promoting active listening, empathy, and problem-solving. Another strategy is journaling where students write about their thoughts, feelings, and experiences, helping them develop self-awareness and self-regulation skills.

In adolescence, teachers can use strategies like discussion time, where students engage in respectful conversations about different topics, encouraging them to consider multiple viewpoints and develop empathy. Another activity is mindful moments where students practice mindfulness techniques, such as deep breathing, meditation, or yoga, helping them manage stress and anxiety (Lee, 2022).

Self-regulation refers to the ability to manage and regulate one's thoughts, feelings, and behaviors in order to achieve goals and meet expectations (Rouse & Martinez, 2024). It involves being able to control impulses, delay gratification, and adjust to changing situations.

Examples of self-regulation include: Taking a few deep breaths to calm down before responding to a question or situation. Setting aside time to work on a difficult task, breaking it down into smaller steps, and persevering through challenges. Resisting the urge to interrupt someone who is speaking, waiting for an opportunity to share thoughts and ideas.

Teachers can model and encourage the development of self-regulation skills in the classroom in the following ways: Modeling self-regulation themselves, such as taking a moment to collect their thoughts before responding to a question or situation. This helps students see the value and benefits of self-regulation.

Providing opportunities for students to practice self-regulation, such as giving them choices about how to complete a task or allowing them to work independently. This helps students develop a sense of control and agency over their own learning. Teaching specific self-regulation strategies, such as deep breathing, visualization, or self-talk. This helps students develop the skills and tools they need to manage their thoughts, feelings, and behaviors in a healthy and productive way.

For Early Childhood (ages 3-5): Create a "Feelings Chart" with your child to identify and label different emotions. This can help your child develop emotional awareness and vocabulary. Practice "Deep Breathing" with your child, inhaling deeply through the nose and exhaling slowly through the mouth. This can help your child calm down and regulate their emotions. Establish a consistent "Daily Routine" with your child, including activities like bath time, reading, and bedtime. This can help your child develop a sense of predictability and security.

For Middle Childhood (ages 6-10): Encourage your child to express their feelings through "Journaling" or drawing. This can help your child process and regulate their emotions. Practice "Active Listening" with your child, focusing on their words, tone, and body language (Trying Together, 2021). This can help your child develop empathy and understanding for others. Create a "Calming Jar" with your child, filling a jar with glitter, water, and food coloring. When your child feels anxious or upset, they can shake the jar and watch the glitter settle, helping them calm down.

For Adolescence (ages 11-14): Encourage your child to practice "Mindfulness" through meditation, yoga, or deep breathing exercises. This can help your child develop self-awareness and self-regulation skills. Create a "Self-Care Plan" with your child, identifying activities that help them relax and recharge, such as reading, listening to music, or spending time with friends. Practice "Open Communication" with your child, listening to their concerns and validating their feelings. This can help your child develop trust and emotional intelligence.

It's important to be consistent, patient, and supportive as your child develops their social-emotional skills.

When discussing social-emotional learning strategies and self-regulation skills for late elementary or adolescent stages, it's essential to address sensitive topics like suicide and self-harm.

For Late Elementary (ages 9-11) and Adolescence (ages 12-14): Encourage open conversations about mental health, emphasizing that it's okay to struggle and that seeking help is a sign of strength. Teach healthy coping mechanisms, such as deep breathing, journaling, or creative expression, to manage stress and emotions.

Create a supportive environment where students feel comfortable sharing their concerns or feelings without fear of judgment. Discuss the importance of self-care, including getting enough sleep, exercise, and healthy eating habits, to maintain mental well-being.

Provide resources and information about crisis hotlines, such as the National Suicide Prevention Lifeline (1-800-273-TALK), and online support services (988Lifeline, 2025). It's crucial to approach these topics with sensitivity and care, ensuring that students feel informed, supported, and empowered to prioritize their mental health.