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Bringing a Social Emotional Learning (SEL) book to life is a journey filled with passion, purpose, and a deep desire to make a difference. When that book centers on identity-affirming content for Black and brown children, the stakes feel even higher. I remember the excitement and nerves that bubbled inside me as I prepared to share my SEL book with the world. The pre-launch phase, especially online, became a crucial moment to connect, build anticipation, and set the stage for

Emotions shape how children see themselves and the world around them. For Black and brown children, understanding and expressing feelings can be especially important. It helps build a strong sense of identity and belonging. That’s why spaces like The Feelings Room matter so much. They offer a safe place where kids can explore their emotions and learn to express them in healthy ways. In this post, I want to share what I’ve learned about the impact of The Feelings Room. I’ll ex

When I first heard about the idea of a feelings room, I was curious but unsure how it would fit into a busy classroom or home. Over time, I discovered that this simple space could become a powerful tool for helping children, especially Black and brown kids, connect with their emotions and build a strong sense of self. Creating a feelings room for social learning success is more than just setting up a corner with cushions and posters. It’s about crafting a safe, welcoming envi

One afternoon, a kindergartener came into my counseling office with his jaw tight and his hands balled into small fists. He had been having a hard week: tears at drop-off, angry outbursts during centers, and a meltdown when it was time to clean up. When I asked, “What are you feeling right now?” he shouted, “Nothing!” But his body told the truth. His eyes were wet. His shoulders were up by his ears. His breathing was fast. Many children, especially K–8 children, do not say “I

A second grader once sat on the carpet in my office, arms folded, eyes locked on the door. She had been sent down for “defiance” again. The referral said she “refused to follow directions” and “talked back.” When I asked what happened, she didn’t answer at first. She looked at the posters on the wall like she was taking an inventory: Which pictures show kids like me? Which feelings are allowed in this room? I didn’t start with, “How can we get you to comply?” I started with,