Social Emotional Learning

Social Emotional Learning

For social and emotional skills, teachers draw on the RULER Method of Yale University and the Think Kids program of Massachusetts General Hospital. The purpose of the programs is to teach students self-advocacy skills while becoming independent learners. A school counselor also supports students both in the classroom and in individual sessions.

The Toddler program incorporates character education into all aspects of the curriculum.

  • From greeting one another with a handshake or a smile, to tasting foods from many cultures, the youngest members of the Kingsley community have many opportunities to hear the language of peace and see the teacher model respectful and peaceful interactions with other people.
  • The Montessori principles of grace and courtesy are practiced at all times. To the best of their ability, the Toddler children clean up after themselves, prepare and serve their own snacks, help one another, and use language that is courteous and respectful.

In Early Childhood, the principles of grace and courtesy become the scaffolding that serves to support the rest of the curriculum. 

  • From the very first day of school, teachers emphasize the importance of self-care, care of one’s environment, and care of one another. There are many opportunities for the children to practice these principles throughout their day as they interact with each other and their environment.
  • Children learn to interrupt politely, listen when another person speaks, and use “I” statements when speaking about their own needs and desires.
  • Through the Cultural curriculum, students hear stories and read non-fiction books about people from other cultures. Kingsley parents come into the classrooms to share family traditions and holidays by teaching songs, reading stories, sharing foods, and doing culture-specific art projects that help students understand other ways of life in a hands-on and age-appropriate way.
  • Kingsley materials and instructional content reflect our diverse world.

Character Education, embodied by global awareness and local community service is, as in the Early Childhood Program, embedded into the fabric of the Lower Elementary curriculum.

  • Principles of grace and courtesy are practiced each day in the classroom—students learn to shake the teacher’s hand and say good morning, clean up after themselves, and take responsibility for their own actions.
  • The three­-year cycle enables third-year students to take on a leadership role in the Character Education curriculum by modeling grace and courtesy and direct communication, and through increased involvement in community outreach such as service projects and student-initiated drives for charitable organizations.
  • During Morning Meeting and in daily interactions with teachers and peers, students focus on expressing their thoughts and feelings through the use of “I” statements. Teachers help students to speak clearly and maintain eye contact while stating their feelings in complete sentences.
  • Students also receive support in developing their ability to respond appropriately to concerns that are brought to them.

At the Upper Elementary level, Social Emotional Education is the foundation for all educational goals. From initial greetings during Morning Meetings to dismissal handshakes, this program seeks to instill core values of grace and courtesy throughout the learning community.

  • Every day, students practice their active listening and effective communication strategies while remembering to maintain eye contact and speak with a kind, friendly tone of voice.
  • Students participate in activities that focus on teamwork and respectful exchanges with both peers and adults.
  • Morning Meeting Guidelines maintain consistency in language and expectations across content area lessons. Additional curricular lessons may also be filtered into content area time blocks to emphasize grace and courtesy through proper tone, effort, and attitude in our learning community.
  • The Elementary program also strives to instill advocacy skills and tactics for students to express themselves in productive, responsible, empowered, and collaborative approaches in order to best have their needs met.
  • Students may learn strategies to advocate for their needs, coping strategies, or simple ways to carry themselves with grace and courtesy through modeling and explicit lessons.

Upon completion of the Elementary program, Kingsley works to equip students with a “toolkit” of skills and strategies at their disposal to understand how they best learn. These skills are intended to be transferable to multiple situations to support their curiosities and love of learning throughout their lives.

Bullying Prevention & Intervention Plan

The safety of every member of the Kingsley community is critical to the mission of the school. Thus, it is expected that all members of the Kingsley community treat one another with civility and respect. It is the policy and commitment of Kingsley to provide an environment in which students can learn and grow, free from bullying, cyberbullying, unlawful discrimination, harassment, retaliation, and verbal, physical, or emotional misconduct that disrupts the learning environment or makes it unsafe.

Read the Full Bullying Prevention & Intervention Plan

Student Support Specialists