Supporting SEL Competencies and Transferrable Skills Through Morning Meetings By: Joanie Wisdahl, MTSS Coach

When students enter our buildings first thing in the morning, they are transitioning into the classroom setting, where they will be expected to engage in their learning throughout the day. Morning meetings allow students to participate in the classroom community, make connections with their teacher and peers, and set their learning intentions for the day. 


Morning meetings typically involve a greeting that can be as simple as “good morning,” an opportunity to share, perhaps an activity or game that helps the class connect with one another, and a morning message from their teacher. Having these routines helps students set their intentions for the day, as well as provides them with consistency and predictability in their routines. 


CASEL, the Collaborative for Academic, Social, and Emotional Learning describes SEL as the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to:


  • Understand and manage emotions

  • Set and achieve positive goals

  • Feel and show empathy for others

  • Establish and maintain positive relationships 

  • Make responsible decisions


Through the use of morning meetings, students are granted the opportunity the practice how to feel and show empathy for others, as well as establish and maintain positive relationships. Morning meetings also support transferable skills for lifelong learning through the demonstration of clear and effective communication with peers and responsible and involved citizenship as students engage with their peers and build a classroom community. 


CASEL’s 3 Signature Practices promotes Welcoming and Inclusion activities as a way to ensure every voice is being heard, respected, and learned from. Welcoming and Inclusion activities allow students and everyone involved to share and connect with one another, in order to build strong learning environments and positive relationships with others. 



Michele LaFlam’s second grade class engages in a morning meeting. Students are eager to participate and share their ideas. 


Student’s in Heather Best’s third-grade class engage in community-building games during their Morning Meeting.

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