Before I turned eight my family had moved five different times, within the United States as well as abroad. My mother was in the military, and after an Honorable Discharge we returned to what wasn’t yet, but would soon become, my hometown. Due to the moves we made, from Kindergarten through 3rd grade I attended four different schools. All of them were in different neighborhoods and with each new enrollment I went in solo, no siblings or previous friends making the move with me.
Although each school change was difficult, I found the most comfort in the classrooms that had the welcoming baked into the space. Being able to be “new” with my fellow classmates, many of whom often knew each other previously, helped to ease what could otherwise feel like an overwhelming situation. I will forever be grateful for my second grade teacher who gave us a tour of the cafeteria on the first day, despite complaints from others who weren’t new. She explained the rules for the space, pointed out signs telling us where to go, and made sure to highlight the bathrooms. It was an invaluable trip when later that day, we arrived in a cafeteria now full of 300 very loud students, Kindergarten through 5th grade, who made up one of the most chaotic scenes I’d ever witnessed.
Students who move between schools are met with an often difficult transition, navigating new social groups, different traditions and expectations, and an entirely different physical space. Being able to promote and grow a sense of belonging is distinctly important during transitional periods, and new students are a prime example.
Here are some ways the educators can encourage social and emotional well-being for new students in the classroom:
Pair up your new student with a classmate
By choosing a current student who you know will excel in being a mentor, you can greatly increase the chance of a quicker transition, both socially and scholastically. This buddy can be an excellent resource regarding overall school routines as well as being able to help them get to know their peers. Don’t feel like you have to rush to make this pairing! Giving a new student a day or so to adjust to big changes in their environment can help you in knowing who might best be given the responsibility of further assisting them in a new space.
Recognize and allow for big feelings
Going from one series of routines to another can be confusing, and having an adult who is able to listen and empathize is an incredible first step. Knowing that there is a trusted adult can make doing things like asking for directions or clarifications much easier.
Keeping up routines
Found in every classroom, routines are key in helping students know what’s coming next and what’s expected of them. With both returning and incoming students, knowing what to do builds a sense of confidence, helping everyone adjust more easily to the new year.
Anyone in a new space is going to have an adjustment period. In second grade I quickly went from being the “new kid” to another member of the group, and I credit this very much to my teacher helping me slide into the new spaces and routines, instead of cannonballing straight into things, and it made all the difference. I was able to learn and grow in a welcoming and safe space. That was the year I first took a bus to and from school. I grew my first flower from seed all on my own in that class, and I learned at least five new jump rope rhymes that I can still remember today. It was a year that I quickly found a feeling of belonging, helping me to go on to succeed.
Consider the times in your life when you have been the “new kid,” a lone individual amongst a well-acquainted group, who often have a shared past. Whether it’s moving to a new school or new neighborhood, entering higher education, starting a new job, even meeting the families of friends or significant others. What made these experiences go well? What would have helped when it didn’t? What do we all need to begin to belong?
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