“Fundamentally as every teacher knows this job of education is a human one. It is about relationships…When teachers are able to prioritize relationships and focus on the quality of their connections with kids, we see over and over again the teachers feeling more effective and the kids being more engaged, learning more and feeling more effective.” Robert Pianta in Creating Opportunities through Relationships (COR)

As teachers, we know that connections matter. Understanding our students’ goals, challenges, and motivations helps us provide better support. When we know our students well, we can spot any unusual changes and seek support or implement interventions if needed.  A classroom where students trust each other fosters a safe, supportive, and encouraging environment. In health education, where topics can be sensitive, feeling safe is crucial.

Classroom rituals are essential for building culture. They can help build a sense of belonging, create community and develop students’ SEL skills. Dedicating time to relationships shows that we value them. I tell my students that because relationships matter to me, we will dedicate the start of every lesson to building them. There are many ways that I focus on relationships, from getting-to-know-you surveys to homework tasks that involve the whole family, and projects where students explore their personal, social and cultural identities. However, one activity that has become a ritual in my classroom is called Creating Connections. 

Creating Connections Ritual

At the beginning of every class, we spend 5-20 minutes on a Creating Connections activity. This was designed to fit my schedule, where I see my students every other day and for a shorter period on Fridays. You should design a routine that will work for your context.

Mondays/Tuesdays: Circle Time

As it sounds, we sit in a circle on the floor and do an emotional check-in or answer a prompt, sometimes serious, sometimes silly. The act of sitting in a circle, with students all facing each other, with no tables or laptops between them, is powerful. As students take turns talking, we practice active listening, empathising, and offering advice – all of which are important relationship skills. Emotional check-ins can help build students’ emotional vocabulary and normalise talking about our feelings. They also build self and social awareness as students pay attention to how they are feeling and recognise that others might be feeling something different. Students sometimes share silly stories, favourite moments from their weekend, or something that is concerning them. It’s a great way to get to know what’s going on in your students’ lives and build stronger relationships. In Circle Time students always have the option to pass if they don’t feel like sharing.

Sharing with students the reasons why we use check-ins	A mood meter helps students name their mood. Emotions are organised by energy level and pleasantness. This is adapted from Yale’s RULER Approach.
A version of the Rose-Thorn-Bud check-in. Students like the opportunity to share something random.	A metaphor check-in. Students pick which image of water best relates to how they are feeling at this moment. There is no right or wrong. These are fun and you can make many different versions!

Wednesdays/Thursdays: Journaling

Journaling allows students 15 minutes of quiet time to reflect. A prompt is given, but I also give students the option of a gratitude list or a free-write. Besides being an excellent tool for self-reflection, journaling allows students an opportunity to connect with me, their teacher, in a more private way. Some students won’t talk much during Circle Time but will share in their journals. 

Sharing with students the reasons why we journal in Health class	Journal entries can help me to get to know students – especially the quiet ones.
Sometimes the prompts are related to our lessons, like decision-making.	Sometimes the prompts are open to student interpretation.

Fridays: Mindfulness

Usually, we use a guided meditation app, like Smiling Minds or Headspace, but sometimes we try other activities, like a mindful walk through our beautiful campus or a mindful story.  This creates space for students to connect with themselves, noticing feelings and sensations in their bodies.

Sharing with the students the reason why we practice mindfulness	Smiling Mind is free and has programs specifically designed for students
A grounding technique can be a quick way to start the class	We take advantage of our beautiful campus and practice awe walks.

Building relationships should be ongoing, not just first-day icebreakers. If relationships are important to you, be intentional and create time to connect regularly. By embedding these practices into your routine, you show that relationships are a cornerstone of your teaching, ensuring students are both academically engaged and emotionally supported.

For ready-to-use classroom resources, articles and more, check out my website theSELeducator.com  

Thank you to Rae Merrigan for sharing this blog post. You can follow her awesome work, via her website, which exists as a space to explore ways in which we can better foster Social Emotional Learning, Health and Wellbeing in our school systems.

Pair this blog post with the following:

10 Health and Well-being Perks of Journaling for Teenagers

Mindful Minutes Are So Much More by Patty Zemke

Conversation Starters by Andy Milne

Have you read the latest Book of the Month recommendation?