Key Differences Between Elementary Emotional Well-Being & Secondary Emotional Well-Being
Emotional well-being is significant in shaping students’ emotional and social skills during and beyond their school years. To reflect the different developmental needs of students throughout these years, elementary emotional well-being and secondary emotional well-being implementation must vary as well.
Emotional well-being in elementary school focuses on building foundational skills, helping children learn to manage their emotions, build positive relationships, and make responsible choices. As students progress to secondary school, emotional well-being programs evolve so students are able to address more complex challenges that arise.
This article explores the key differences between emotional well-being for elementary and secondary grades, examining how developmental stages influence the focus of emotional well-being programs, their intended outcomes, and the strategies used for implementation and evaluation.
Developmental Differences and Focus
First, let’s look at how emotional well-being differs when it comes to developmental differences and focus.
Elementary Emotional Well-Being
Emotional well-being for elementary school focuses on building foundational skills essential for young students’ development.
One of the key areas is emotional recognition and regulation. This foundational skill helps children learn to understand their feelings and respond appropriately to emotional situations and has even been indirectly associated with academic achievement through engagement—participating more actively in lessons and staying focused on tasks. For example, programs like Second Step teach students to identify and manage their emotions.
Additionally, elementary emotional well-being places a strong emphasis on developing social skills. Teachers have found that students who meet their social behavior expectations contribute to a cooperative classroom environment and have better academic performance compared to those who do not.
Behaviorally, in elementary schools,emotional well-being programs can lead to significant reductions in issues such as aggression, while fostering prosocial behaviors like sharing and helping others. This creates a more conducive learning environment for all students.
Secondary Emotional Well-Being
Emotional well-being for secondary schools focuses on developing advanced skills to address unique challenges faced by older students.
A key area is stress management, as secondary students encounter increased academic pressures. emotional well-being programs provide techniques to help manage stress and anxiety effectively. For example, the RULER Approach, developed by the Yale Center for Emotional Intelligence, is widely used in secondary schools and teaches students how to recognize, understand, label, express, and regulate their emotions, helping them manage stress and improve their overall emotional well-being.
Another key aspect is responsible decision-making, where students learn to make informed, ethical choices that impact themselves and the broader community. Emotional well-being programs in secondary schools have been linked to improved academic performance, particularly when integrated into subjects like mathematics, and have also led to better student motivation and fewer behavioral issues.
To be effective, secondary emotional well-being programs often need to be adapted to fit the specific cultural and socio-economic contexts of the school environment, ensuring they are relevant and impactful for all students.
Implementation Strategies and Approaches in Elementary and Secondary Emotional Well-Being
Now, let’s examine how implementation efforts and approaches differ for emotional well-being strategies in elementary and secondary grades.
Elementary Emotional Well-Being
In elementary schools, teacher training and support are essential for the effective implementation of emotional well-being practices. Ideally, teachers should undergo comprehensive training on emotional well-being programs to ensure they can deliver the curriculum with fidelity. Ongoing professional development, including regular coaching and feedback, is also essential to help teachers refine their approaches.
Elementary Emotional Well-Being curriculum should be tailored to the developmental needs of young students, using age-appropriate language and activities, while still ensuring the delivery of the core concepts of emotional well-being. Flexibility in delivery allows teachers to adjust the curriculum based on classroom dynamics and individual needs, ensuring continued engagement and effectiveness.
Integrating emotional well-being for elementary into daily classroom activities, such as morning circles and group projects, naturally promotes emotional well-being. Parental involvement is also key. INSIGHTS is a program that’s designed to help children understand their own and others’ temperaments, which can enhance their social-emotional skills. 7 Mindsets is another program that The 7 Mindsets program teaches students seven core mindsets that are essential for a fulfilling life, such as “Everything is Possible” and “We Are Connected.” Programs like these include involvement from parents, caregivers, and guardians to extend emotional well-being benefits beyond the classroom, with outcomes depending on the level of parental participation.
Secondary Emotional Well-Being
To implement emotional well-being activities in secondary school, teachers will ideally receive specialized training to address complex issues like stress management and conflict resolution, reflecting the developmental needs of older students facing greater academic pressures.
Emotional well-being is integrated into specific subjects, like mathematics and language arts, to enhance both emotional and academic outcomes. Teachers adapt the curriculum to meet the unique needs of their students and subject areas.
A holistic approach to emotional well-being involves the entire school community, ensuring emotional well-being principles are reinforced across all aspects of student life. Creating a supportive school environment where students feel safe and valued is essential for their emotional development.
Technology also increasingly plays a role in emotional well-being for secondary school students, especially following the pandemic. Digital tools provide interactive ways for students to learn and practice their emotional well-being skills, while online training modules keep teachers updated with the latest strategies and resources.
Evaluation and Measurement of Outcomes in Elementary and Secondary Emotional Well-Being
Beyond their implementation, emotional well-being programs in middle school and high school also differ in how their outcomes are measured and evaluated.
Elementary Emotional Well-Being
There are a number of tools and techniques that can be used to assess the effectiveness of an emotional well-being curriculum in elementary schools.
Curriculum-Based Measures (CBMs) like the Social-Emotional Learning Scale (SELS) are commonly used to evaluate students’ social-emotional competencies, including self-regulation and peer relationships. Behavioral rating scales, such as the Behavior Assessment System for Children (BASC), help measure changes in behaviors, such as reductions in aggression or improvements in prosocial behaviors.
The long-term impact of elementary emotional well-being is often assessed through longitudinal studies, which show that positive effects on academic and behavioral outcomes can persist into later grades. These evaluation methods tend to focus on broad outcomes, rather than skills taught in programs, with skill development serving as a primary mechanism of change.
Secondary Emotional Well-Being
In secondary education, more advanced assessment methods are employed to evaluate emotional well-being activities. Latent Profile Analysis (LPA) helps identify distinct profiles of students’ social-emotional competencies and their correlation with academic outcomes.
Key metrics for evaluating emotional well-being for secondary school include self-efficacy and motivation, which are essential for academic and personal development. Tools like the Self-Efficacy for Learning Form (SELF) are used to measure these dimensions.
Additionally, evaluations focus on students’ abilities to manage stress, resolve conflicts, and make responsible decisions, often assessed through surveys and behavioral observations.
The success of an emotional well-being curriculum in secondary school is also influenced by teacher attitudes and classroom environments. Teachers’ beliefs about emotional well-being and their comfort with its implementation can significantly impact outcomes, making teacher assessments essential.
Implementing Emotional Well-Being for Elementary and Secondary School: Next Steps
The success of emotional well-being programs at any stage of education is significantly influenced by the training and support provided to educators, the involvement of the entire school community, and the quality of the emotional well-being programs utilized.
Ori Learning’s Emotional Well-Being curriculum is a ready-to-teach solution for middle and high school students, with three instructional delivery modes and translation to over 100 languages to suit the needs of every student in your classroom. Get in touch with us today to take the next step in unlocking your students’ true potential.
More on the Differences Between Elementary Emotional Well-Being and Secondary Emotional Well-Being
Emotional well-being in elementary school focuses on developing foundational emotional and social skills. It helps young students understand and manage their emotions, build positive relationships, and make responsible decisions. Emotional well-being programs integrate these lessons into daily classroom activities, aiming to create a supportive environment where students can grow in their emotional and social competencies, setting the stage for future academic and personal success.
In elementary school, students learn the foundational emotional well-being skills such as emotional recognition and regulation, which involve identifying and managing their feelings. They also develop social skills like empathy, effective communication, and cooperation, essential for positive interactions with peers. Additionally, students gain early decision-making skills to make responsible choices, contributing to a positive classroom atmosphere and improved academic performance.
Emotional well-being in high school addresses more complex issues like stress management, conflict resolution, and ethical decision-making. Programs integrate emotional well-being into academic subjects to make it relevant to students’ lives. Middle and high school emotional well-being emphasizes self-efficacy and motivation, preparing students for future challenges in higher education and the workforce, while fostering a supportive environment that helps them navigate the pressures of adolescence.
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Tess Hileman M.Ed. (Director of Curriculum)
Contessa Hileman (she/her) is a former educator and published author with a passion for developing innovative curriculum for students and teachers. Working with EdTech companies globally in the areas of Emotional Well-Being, STEM, English Language Development, Life Skills, and more Contessa has proven her ability to integrate educational technology with research based practices to create dynamic, interactive, and inclusive learning experiences that resonate with students and empower educators.
