Social Emotional Learning

This month, our counselor has been supporting students with lessons and small-group activities focused on mindfulness, emotional awareness, respectful behavior, and understanding differences. Below is a look at what students have been learning across TK–2, along with a few simple ways you can continue the conversation at home.

Mindfulness & Emotional Regulation (K-2)

Students have been practicing a set of calming tools they can use in the classroom, on the playground, or at home:

Mindfulness Through Art

Mindfulness teaches students to slow down, notice what’s happening in their bodies and minds, and respond with intention instead of impulse. Art-based mindfulness helps young children practice focus, patience, and emotional expression in a hands-on, developmentally appropriate way.

5-4-3-2-1 Grounding

This is a sensory-based calming strategy: 5 things you can see, 4 things you can touch, 3 things you can hear, 2 things you can smell, and 1 thing you can taste.  This helps students anchor themselves when they feel overwhelmed by bringing their attention back to the present moment.

Emotion-Themed Coloring & Discussions

Coloring while talking about emotions helps students learn to identify feelings in themselves and others. When children have the language to name their emotions (“I feel frustrated,” “I feel nervous”), they are better able to communicate needs, ask for help, and use coping strategies.

Deep Breathing (“Cactus Breathing”)

Students have practiced using slow, intentional breathing to calm down their brains and bodies, a skill linked to improved focus, fewer outbursts, and better self-regulation.

Try this at home:
Ask your child to teach you their favorite breathing technique or grounding method. Teaching reinforces their learning and gives them confidence.

Classroom Stories & Lessons

Across classrooms, students explored books and stories that connect SEL to real-life situations:

“Jamaica’s Find”: Students discussed honesty and responsibility when they encounter things that don’t belong to them.

“Miss Nelson Is Missing!”: Students explored how behavior affects the classroom environment and why respect matters.

“The Crayon Box That Talked”:  Students reflected on how everyone’s differences contribute to a stronger, more colorful community.

"A Little Spot of Frustration":  Students practiced identifying frustration and using calming strategies when challenges come up.

Try this at home:
Ask open-ended questions like:

• “What did the characters learn?”

• “What choices did they make that you thought were kind or unkind?”

• “Has anything like that ever happened to you?”
  
  

This helps kids apply SEL lessons to real life!

Exploring Careers (TK–1)

Through short videos and drawing activities, students learned about a wide range of future careers - from engineers to zoologists - and began imagining their own interests, strengths, and goals.

Here are some videos they watched to supplement this topic:

• PBS Kids: What Can You Become?
  
  

• PBS A–Z Career Lab
  
  
  

Try this at home:
Ask:

• “What job did you learn about that seemed fun?”

• “What skills do you think you already have for that job?”
  
  

These questions help build confidence and a sense of possibility.

Continue the SEL Conversation at Home

A few simple moments of connection can strengthen the SEL skills students learn at school. Try one of these questions during dinner, the ride to school, or bedtime:

• “What was one feeling you had today?”

• “Did anything make your body feel wiggly, frustrated, or excited?”

• “Who did you include today? Who included you?”

• “What helped you calm down when something was hard?”

• “Show me one breathing or grounding strategy you learned at school!”
  
  

Regular check-ins show kids that emotions are normal, manageable, and safe to talk about, one of the best foundations for SEL growth.

***We Need Parents

Help Launch Peace Patrol (Lunchtime Leaders)

Looking for a quick, high-impact way to help on campus? We’re piloting a student Peace Patrol at lunch: trained 5th-grade “peace leaders” who help younger students solve small conflicts, include others, and keep the yard calm and kind. We need a few parent volunteers for a short rollout: 1–2 brief training sessions with students (materials provided) and on-site support for the first 2–3 lunch periods. After launch, staff will take it from there.

Interested? Email Anna at sel@longfellowcompadres.org with “Peace Patrol” in the subject.  No prior experience needed.

October Was Bullying Prevention Month!
 

National Bullying Prevention Month is a campaign founded in 2006, held yearly during the month of October, with the purpose of uniting communities nationwide to educate and raise awareness of bullying prevention.  National Bullying Prevention Month is a time for schools and families to unite around kindness, inclusion, and standing up for one another.

At Longfellow, we’re encouraging students to learn about the different forms of bullying and about what it means to be an Upstander: someone who notices when something’s not right and takes action safely, kindly, and confidently.  Finally, students received a button and the following pledge to unite the school:

I make a commitment to take a stand against bullying.
I will treat others with respect and kindness.
I will have the compassion to not be a bully and the courage to not be a bystander.
It is my responsibility to help others being bullied and to report bullying.

You can reinforce this message at home by talking about the two key ideas we’re focusing on: recognizing bullying and becoming an Upstander.

Recognizing Bullying:

Bullying isn’t always obvious. It can be:

• Physical: hitting, tripping, or pushing

• Verbal: teasing, name-calling, or rumors

• Social: leaving someone out on purpose or making them feel invisible

• Online: spreading hurtful posts or messages

Even small acts of exclusion can hurt, but every student has the power to notice, care, and take action.

Being an Upstander:

When we stay quiet, it can feel like we’re saying bullying is okay when it is not.
Upstanders take safe, kind action: saying “That’s not cool,” checking in with someone left out, or telling an adult.

Small actions can change the tone of a classroom, a lunch table, or a group chat.

Families can continue the conversation at home by asking:

• “What does it mean to be an Upstander at school?”

• "If you saw someone being left out or teased, what’s one small thing you could do to help?”

• “How can we make our home and school feel like safe places for everyone?”

LGBTQIA+ History Month

October was also LGBTQIA+ History Month, a time to recognize the people and movements that have advanced equal rights and inclusion for everyone.

At Longfellow, we celebrate the simple message that everyone deserves to feel safe, seen, and valued for who they are. When students feel accepted for being themselves, they are more confident, connected, and ready to learn. This month is a reminder that kindness, respect, and curiosity about others’ experiences make our school stronger for everyone.

You can continue this conversation at home by exploring stories that highlight belonging and individuality, whether that’s through a book, a movie, or sharing family memories about times you’ve felt proud to be yourself. Even small moments of curiosity (“What helps you feel like you belong?”) help kids connect the dots between acceptance and empathy.

Acceptance and empathy are the roots of belonging.  They are core skills for building healthy relationships and emotionally safe learning environments, both at school and at home. When kids feel accepted for who they are, they feel safe to learn, connect, and take healthy risks. Acceptance builds belonging, while empathy helps them understand others’ feelings and respond with care. Together, these two skills turn classrooms into communities, where differences are valued, kindness is the norm, and every student feels they matter.

Reflection questions you can ask at home:

• “What helps you feel safe to be yourself?”

• "How can we help others feel the same way?”
  
  

Second Step: Building Social–Emotional Skills in Early Grades

Second Step is an evidence-based social–emotional learning (SEL) program that helps children build skills like empathy, emotional regulation, and problem-solving.  This month, our counselors have been teaching Second Step social-emotional learning lessons in UTK through 3rd grade classrooms, including Sra. Corona’s, Sra. Van’s, Sra. Gonzalez’s, Sra. Delgado’s, Sra. Caro’s, Sra. O’Brien’s, Sra. Maston’s, and Sra. Garcia’s classes.

Recent lessons have focused on being a good listener, showing respect at school and at home, and identifying emotions. Students are also learning deep breathing strategies to help calm their bodies and manage big feelings.

Through stories, discussions, and interactive games, students are building essential skills for emotional awareness, self-regulation, and empathy, laying the foundation for strong relationships and positive learning experiences.

You can support this at home by asking your child:

• “What does it mean to be a good listener?”

• “Can you show me your deep breathing that you learned at school?”

• “How do you know what someone else is feeling?”

Here is one of the videos that our school counselor uses to teach the kids how to do their breathing!

You can also reinforce these lessons at home using the linked family activities from the Second Step curriculum:

• 1st Grade Unit 1:  Listening to Learn (PDF)
  
  

• Kindergarten Unit 1 – Listening Rules (PDF)
  
  

• 2nd Grade Unit 1 – Being Respectful (PDF)
  
  

• Kindergarten Unit 2 – Identifying Feelings (PDF)
  
  

***We Need Parents

Help Launch Peace Patrol (Lunchtime Leaders)

Looking for a quick, high-impact way to help on campus? We’re piloting a student Peace Patrol at lunch: trained 5th-grade “peace leaders” who help younger students solve small conflicts, include others, and keep the yard calm and kind. We need a few parent volunteers for a short rollout: 1–2 brief training sessions with students (materials provided) and on-site support for the first 2–3 lunch periods. After launch, staff will take it from there.

Interested? Email Anna at sel@longfellowcompadres.org with “Peace Patrol” in the subject.  No prior experience needed.

Garden Gathering

On October 15th, Longfellow hosted the first ever Garden Gathering, A Family Connection Workshop, which was facilitated by NAMI San Diego (led by a first-grade parent, Kate Gowan) in collaboration with the Longfellow Garden Committee and the ABC Committee. A heartfelt thank you to Principal Alluin for joining us and supporting this special event!

Students and families participated in several engaging activities designed to strengthen connection and belonging. Together, we created Family Connection Jars filled with prompts and questions to inspire daily moments of communication and reflection at home. Families then worked together to create symbols and reflections representing what it feels like to be connected and supported within the Longfellow community.

Many students shared thoughtful insights about how being human means being connected, and that just as Longfellow is important to all of us, we are each important to Longfellow. The group also came together to weave a physical web of connection, visually representing the ways we support one another and how those connections nurture positive mental health.

A special shot out to a praying mantis that appeared in the garden during our garden walk, it was an unexpected yet fitting reminder of mindfulness, patience, and the natural connections that surround us. It's quiet presence invited everyone to pause and appreciate the beauty of being together in our shared garden space.

We look forward to future Garden Gatherings that continue to cultivate belonging, connection, and growth within our amazing Longfellow community.  Watch Konstella for upcoming dates!

Ally Action Anti-Bullying Group

The school counselors are preparing to launch the Ally Action Anti-Bullying Group, a program where upper-grade student leaders visit classrooms to give peer-led presentations about kindness, respect, and inclusion. They are still looking for additional 4th–6th grade students to serve as leaders!  If your child is interested, please reach out to the counseling team at Longfellow!

Hispanic/Latinx Heritage Month (Sept 15–Oct 15)

During Hispanic/Latinx Heritage Month, the school is running a "Guess Who" spotlight each day to highlight Latinx leaders and cultural contributions, paired with a reflective SEL question. Students can also participate in a special Reading Bingo activity (sent home in your child's folder) that encourages reading books by Latinx authors or listening to Spanish music.

At home, you can continue the conversation by asking: 

“When you hear about Latinx heritage and culture this month, what makes you feel inspired or connected? "

"What’s a tradition from your own family, community, or heritage that makes you feel proud to be who you are?”

If you’d like to explore together, here are some book suggestions you could read as a family that highlight Latinx heritage and belonging:

 Alma and How She Got Her Name by Juana Martinez-Neal (younger grades)

 Islandborn by Junot Díaz (elementary)

 They Call Me Güero: A Border Kid’s Poems by David Bowles (upper elementary/middle)

Suicide Prevention Awareness Month (September)

At Longfellow, September is a reminder that belonging means noticing when others might be struggling and remembering that everyone deserves help and care.

While this topic is sensitive, the focus at school is on building the protective skills that help kids thrive: identifying trusted adults, normalizing help-seeking, practicing coping strategies, and strengthening belonging. Parents can support these same protective factors at home in age-appropriate ways.

Elementary (TK - 5): Building Emotional Foundations  

In the early grades, students are not just learning academics, they are practicing the emotional “muscles” that will support their mental health for years to come. Naming feelings, asking for help, and practicing coping strategies may look simple, but research shows these early skills form the foundation for future emotion regulation, resilience, and help-seeking. These protective factors are the same ones that reduce risk for depression and suicide later in life.

At home, you can reinforce this by asking:

 “What was a strong feeling you remember from today, and how did you know you were feeling it?”  (This helps kids connect physical cues to emotions, which is the basis of self- regulation.)

 “When you started to feel upset today, what helped your body or mind settle down?” (This frames coping as an active skill they can notice and repeat.)

 “If you noticed a classmate feeling left out or upset, what’s one thing you could do to help them feel included?”  (This deepens empathy and focuses on inclusion, which research shows is protective against bullying and isolation.)

Even small conversations like these help kids connect their feelings to words, build confidence that adults will respond when they ask for help, and develop habits of noticing and supporting others.  These are all protective skills that carry forward into adolescence.

Middle School (6–8): Navigating Big Internal Feelings and Peer Support

Adolescence is often when kids first feel the weight of loneliness, self-criticism, or the sense that “no one understands me.” These feelings are normal, but without tools they can spiral into unhealthy coping. Middle school is a key window for prevention: recognizing hard feelings, talking about them openly, and reaching out to safe adults or peers. Middle school is also when kids start noticing peers who may be struggling in ways that aren’t obvious.

Remind your child that if they ever think a friend might be suicidal, the safest step is to tell a trusted adult immediately - at school (teacher, counselor, administrator) or at home (parent or caregiver).

Families can help by normalizing that big feelings are part of growing up, not a sign that something is “wrong.” What matters is practicing coping strategies, noticing when feelings linger, and understanding that asking for help shows strength. Talking about these skills outside of a crisis makes help-seeking feel normal and reminds kids they’re never alone and that their safety, and their friends’ safety, always comes first.

At home, try asking:

 “When you’re stressed or down, what thoughts run through your mind most often?”  (This builds self-awareness of inner dialogue, a key step toward catching negative thought patterns early.)

 “If you were worried about a friend but they seemed fine on the outside, what could you do?” (This helps kids practice peer support and recognize that what someone shows externally may not match what they’re feeling internally.)

 “How would you know if a friend needed urgent support, and who could you go to right away?” (This develops the skill of identifying warning signs and naming safe adults/resources, which is both protective against isolation and escalation.)

**If you or your child does begin to think a peer is suicidal, here are some steps you can take:

1.  Tell a trusted adult immediately.  At school: notify a teacher, counselor, school psychologist, or administrator right away.  At home: tell a parent, caregiver, or another trusted adult without delay.

2.  Do not keep it a secret.  Even if the friend asks them not to tell, emphasize that safety is more important than promises of confidentiality.

3.  Use available resources.  Call or text 988 (Suicide & Crisis Lifeline) - available 24/7, for anyone in crisis or helping someone in crisis.

**If there is immediate danger (the student has a plan or means), call 911.

Elementary School

At the start of the year, counselors have been helping younger students adjust to new routines. This month, we are tackling tough goodbyes and easier transitions at home.

Big Feelings at Drop-Off

Some kids breeze through the school gate like pros. Others hold on like their life depends on it. Both are normal. Separation can be really tough at these ages, and let’s be honest, it can be just as tough for parents too. The good news? There are ways to make mornings easier and quicker without dragging it out or feeling alone in it. If you’re struggling, here are a few ideas to get you started!

• Invent a “secret handshake” goodbye that is silly, fast, and just yours. Kids love rituals, and it helps make goodbyes consistent.

• Skip “How was your day?” and go for the fun stuff. Try: “What was the weirdest thing that happened at lunch?” or “What was the funniest thing you saw today?” These questions invite real answers.

• Role play at home. Make it a family skit: one person is the staff at the gate, another is the teacher, another is a crying kid. Maybe someone can be Sra. Alluin with a walkie-talkie! Practice the goodbye, the walk through the gate, the wave from the inside. The more kids rehearse it in a playful way, the less intimidating it feels in real life.

Conversation Starters for Kids

• • “What part of the morning makes your (belly feel wobbly, the butterflies flutter, etc...)?”

  • “Who feels like a safe person when things feel tricky at school?”

  • “What’s one thing you’d like me to say (or not say) when we say goodbye?”

These kinds of questions help you see what’s really going on underneath the clinginess. Sometimes it’s worry about routines, sometimes it’s needing more time to warm up, and sometimes it’s just wanting the goodbye to be fast.

When You Need Extra Help

If mornings feel like a battle every day, you don’t have to manage it alone. Teachers and support staff are used to helping with transitions. You can always let your child’s teacher know you’d like help with a quick, confident hand-off at the gate. Often, a short, predictable routine with staff support works better than stretching it out.

A Note for Parents

In the early years of elementary school, kids are right in the thick of learning how to do “big kid” things. This includes not just reading or math, but also the emotional skill of saying goodbye and settling into a new space. Some are “see ya later” types, others are “one more hug” types, and both are exactly where they should be. Developmentally, kids warm up to separation at different speeds, and that’s normal. Goodbyes aren’t a test of parenting; they’re simply another place where kids show us who they are, how they grow, and how much support matters along the way.

Middle School

Last month, middle-school students participated in a Peacemaker Assembly about nonviolence, accountability, and forgiveness.  Keep reading for details about this assembly and ideas to keep the conversation going at home.

The Peacemaker Assembly, presented by the Tariq Khamisa Foundation, shared a powerful true story about the consequences of violence and the importance of forgiveness, compassion, and nonviolent choices. At the end, students pledged to be “peacemakers” in their own lives.

Here are some questions you can ask at home to help extend the learning:

·       “What does it mean to be a peacemaker at school or at home?”

·       “Why do you think forgiveness was such an important part of this story?”

·       “Can you think of a time when your choices made a ripple that affected other people?”

Encourage your child to share their peace pledge with you and talk about how they want to live it out this year at school, in their community, and at home!

You can find more amazing resources from this foundation here!