Welcome to Our Class! Building Classroom Rapport to Support the Development of Social and Emotional Learning Skills

Abstract

In this article, we describe practical, usable ways teachers can build rapport with students, particularly students with and at risk for emotional and behavioral disorders. By establishing rapport, teachers can increase the effectiveness of the social and emotional learning curriculum and interventions delivered. Specifically, the warm welcomes, transitions, emotion checks, two by 10, and optimistic closures strategies are described.

Keywords

elementary education emotional development emotional disturbance positive behavioral supports school/classroom management

In an ideal elementary classroom setting, students and teachers have built trust and relationships among one another. Researchers have long cited the importance of interpersonal relationships and positive rapport between teachers and students in the classroom (Frymier & Houser, 2000). The importance of positive student/teacher relationships is critical when considering the positive impact of student/teacher relationships on retention, motivation, affect, learning, and persistence (Van Loan & Garwood, 2020). Students can participate with less hesitation and reservation. Teachers can focus on instruction over correction.

One hallmark of a master teacher is student/teacher rapport. Rapport is a feeling or perception about a relationship. It is a reliable and valid proxy of interpersonal affect between instructors and students (Frisby & Housley Gaffney, 2015). Overwhelmingly, researchers indicate that rapport sets the stage for learning by encouraging participation and promoting the feeling of safety among students in the classroom (Frisby & Housley Gaffney, 2015; Svinicki & McKeachie, 2011; Wilson et al., 2010). Better classroom rapport among the students and teacher relates to better student attitudes as well as increased student motivation and grades (Svinicki & McKeachie, 2011; Wilson et al., 2010). Building rapport with students has been linked to many benefits including lower anxiety, increased motivation, and increased academic learning (Webb & Barrett, 2014). In addition, research continues to point to reduction in student problem behavior and improvements in overall classroom environment when focus is placed on fostering positive student/teacher relationships (Hamre & Pianta, 2001).

Crucial to building classroom rapport and supporting student skill development across domains are high-quality daily interactions such as greetings, behavior-specific praise, and corrective feedback between teachers and students (Pianta et al., 2008). This is especially important for elementary students with and at risk for emotional and behavioral disorders (EBD). Students with EBD often display significant social and behavioral deficits that can negatively affect relationships with adults and peers (Ennis et al., 2019; Gresham, 2000). These deficits can contribute to negative interactions between teachers and students (Hirn & Scott, 2014) and negatively impact the classroom environment (Ennis et al., 2019; Gresham, 2000). When there are high levels of conflict between a student and teachers, rates of problem behaviors (e.g., disruptions and noncompliance) often increase (Mashburn et al., 2008). By focusing on building and developing meaningful relationships, especially with students with EBD, teachers can build positive relationships with their students, a critical factor in student success across domains (Pianta et al., 2008). One way to foster positive relationship is through specific rapport building strategies and practices.

Building Rapport and Supporting Social and Emotional Learning

Research points to a variety of methods for building rapport for students. In fact, rapport building is increasingly connected to expanding and supporting the social and emotional learning (SEL) competencies of students within elementary schools (Mahoney et al., 2021). Social and emotional learning is a multifaceted concept that can be summed as the skills needed to successfully function in life. More specifically, SEL is the process through which all young people and adults acquire the knowledge, skills, and attitudes to develop healthy identities, manage emotions, and achieve goals (Collaborative for Academic, Social, and Emotional Learning [CASEL], 2020).

Social and emotional learning is often broken into different competencies. For example, the CASEL (2020) splits SEL skills into five competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Skills within these competencies are necessary for students to build relationships, set, monitor, and reflect on goals, and make decisions based on available data. In addition, placing focus on building rapport in the classroom inherently supports skills related to SEL. Rapport is relationship centered, and developing relationship skills is an area of competence addressed within SEL instruction and strategies. Both can maximize student participation and learning, encourage social interaction, and minimize anxiety (CASEL, 2020; Frisby & Martin, 2010).

Social and emotional learning skill acquisition and development are often approached through a multitiered system of supports (MTSS) where Tier 1 (universal) programming and strategies are delivered to all students, with Tier 2 and Tier 3 supports providing more intensive supports to students in need. Skill acquisition can be defined as a form of learning that supports students in skilled behaviors becoming routine and automatic under some conditions (Speelman, 2005). Skill development is the process of becoming more efficient and effective at a task/skill (Bennett et al., 2000).

It is important for schools and classrooms to provide thorough, intentional, and explicit Tier 1 SEL programming for all students to support the development and acquisition of SEL skills. Part of supporting the SEL skill acquisition and development within schools and classrooms is creating a welcoming environment where rapport exists between adults and students (Mahoney et al., 2021). The presence of a supportive environment with strong rapport among teachers and students indicates the presence of strong adult SEL skills and an awareness of the importance of teaching SEL skills to students (Jennings et al., 2019).

Social and Emotional Learning Kernels

Many schools and districts across the nation are integrating SEL curricula as Tier 1 universal programming within elementary schools to support SEL skill acquisition and development in students (Durlak et al., 2011). Ideally, these programs are built into the daily schedule of all elementary students as a way to proactively teach SEL skills. While the use of these programs is crucial for supporting SEL skill acquisition and development of students, including those with EBD, it can also be impactful to integrate something known as SEL kernels within daily routines to further support the generalization of SEL skill use.

Social and emotional learning kernels are critical components that are a part of SEL curricula, considered research-based, and used to supplement more formal SEL curricula (Jones et al., 2017; Mahoney et al., 2021). Social and emotional learning kernels are typically short to implement (e.g., 5–10 minutes), making them feasible to integrate into previously established classroom routines (Jones et al., 2017). While the identification and investigation of SEL kernels are ongoing work, some examples of established SEL kernels include calming down techniques (e.g., breathing strategies), transition techniques (e.g., nonverbal transition cues), peer-to-peer written praise, emotion checks, and conflict resolution circles (Embry & Biglan, 2008; Jones et al., 2017).

Due to their flexible nature, SEL kernels can be implemented as part of a classroom’s current day-to-day routine to build rapport among teachers and students and support the acquisition and development of SEL skills. Social and emotional learning kernels can be integrated across different instructional processes (e.g., small group instruction, whole group instruction, discussion, and think-pair-share opportunities). Social and emotional learning kernels emphasize social and emotional development across the different SEL competencies (Jones et al., 2017).

There are several benefits to implementing SEL kernels in the classroom. First, kernels can be used in the moment to reinforce skills during real-life experiences, a factor critical to help students with EBD transfer and generalize skills taught during SEL lessons. Second, use of kernels can help reinforce, support, and offer opportunities for students to practice the SEL skill lessons taught as part of Tier 1 programming (Mahoney et al., 2021). Third, use of SEL kernels can decrease challenging classroom behaviors, resulting in less time spent redirecting students, more time providing instruction, and improved rapport among teachers and students (Gage et al., 2018). Finally, kernels are considered flexible, adaptable, and, therefore, sustainable (Jones et al., 2017). Kernels can be integrated within the daily classroom routines, across settings (e.g., classroom, library, physical education, and lunchroom) and content areas (e.g., math, science, and reading). Some of the practices are low-effort and zero-cost, making it a feasible approach for schools and teachers to build into Tier 1 programming (Greenberg et al., 2003). When teachers are selecting kernels, they should look at the SEL competency the kernel addresses and match it to their current needs in the classroom.

It is important to remember that any one classroom routine or any one kernel alone is unlikely to build rapport. However, combining welcoming activities, engaging practices, and optimistic closures and implementing these rapport-building strategies consistently within a school routine can provide the foundation for building and maintaining rapport within the classroom. When possible, combining these routines with kernels serves to strengthen both SEL skill development and acquisition and rapport among teachers and students. Consistency is a key when working to build rapport in the classroom through the integration of SEL kernels. Building rapport while supporting students’ social and emotional well-being is centric to a supportive, safe, and relationship-centered classroom environment.

Welcoming Activities

One strategy for kickstarting rapport building and supporting students’ SEL competencies in the classroom is the intentional welcoming of students into the school and classroom. Welcoming activities set the stage for relationship building and are brief, interactive activities that seek student voice while supporting the connection to other classmates and/or the work taking place (CASEL, 2019). If you are looking for a starting point when improving classroom rapport, then consider introducing or routinizing existing welcoming activities to set the tone of the day and the classroom. Flexibility and individualization are the benefits of welcoming activities as they can be implemented to a whole group, small group, or at the individual level. Welcoming students into the school and classroom helps set the groundwork for rapport building and supports students with relationship skills and other SEL competencies. These activities help establish and maintain positive relationships while also creating a welcoming and positive environment for all students (Prather-Jones, 2011).

Welcoming activities include an explicitly taught series of actions or events that take place as a signal to the start of the school day (CASEL, 2019). Practicing welcoming activities as you would any classroom routine or academic activity supports a calm, safe classroom environment while helping students build confidence and agency. Figure 1 displays the processes included in an exemplar series of welcoming activities in an elementary classroom.

Figure 1.

Welcoming Activities: Recommended Phases.

Warm Welcomes

Spending time creating a personalized greeting with each student is a way to foster engagement and build rapport, especially with students with EBD. A simple starting point for implementing welcoming activities in the classroom is an SEL kernel called a warm welcome. Warm welcomes can be implemented in the classroom or on a school-wide level to support positive rapport across the school setting. The warm welcome consists of greeting students warmly as they enter the classroom while using the students’ preferred name. This welcome can be individualized and include a preferred greeting for each student (e.g., handshakes, fist bumps, and high fives). Table 1 contains additional resources related to warm welcomes and other rapport-building strategies.

Table 1.

Social and Emotional Learning (SEL) Rapport-Building Resources for the Elementary Classroom.

Resource	Description	Access location
SEL 3 Signature Practices Playbook: A Tool That Supports Systematic SEL	A guide provided by the CASEL presenting practical ways to introduce and implement the use of SEL practices in classrooms, schools, and the workforce. Strategies and classroom adaptations are included.	CASEL PLAYBOOK
Palm Beach County SEL Signature Practices Playbook for Adults and Students	This resource was adapted from the CASEL SEL 3 Signature Practices Playbook and demonstrates an exemplar adapted guide to fit specific needs of a school district (e.g., Palm Beach County). This guide includes lesson plans for specific activities including welcoming activities, engaging practices, and optimistic closures.	PALM BEACH PLAYBOOK
Student Warm Welcomes with Individual Handshakes	This video demonstrates warm welcomes with individual handshakes as students enter into an elementary classroom. This 5-minute video highlights the individual student warm welcome while simultaneously demonstrating whole class welcoming procedures.	WARM WELCOMES
My Students Have Trouble with Transitions. . . What Can I Do?	This resource is presentation from Thomas Stacho at the 11th Annual NorthWest PBIS Conference in 2013. This content of this presentation focuses on transition and supporting students with transition within a positive behavior interventions and supports framework.	TRANSITION

Note. PBIS = positive behavioral interventions and supports; CASEL = Collaborative for Academic, Social, and Emotional Learning; SEL = social and emotional learning.

Engaging Practices

Engaging practices signify to students “this is how I get engaged in my classroom.” It is critical for educators to include engaging practices within their instruction and routines as a means for supporting the engagement sparked by welcoming activities and routines (CASEL, 2019). Engaging practices include opportunities for students to process and reflect with a consistent sequence of events that support both whole group and individual learning (CASEL, 2019). At the core, engaging practices should be explicit and responsive while considering the biological, neurological, social, and emotional needs of students (CASEL, 2019).

Engaging practices aim to foster relationships, cultural responsiveness, empowerment, and classroom collaboration (CASEL, 2019). These strategies are meant to engage and support students with the processing of content and application of new information. The goal is to support students and build an environment supportive of academic, biological, social, and emotional needs. This is particularly important for students with and at risk for EBD as increased engagement in the classroom can lead to improved academic and behavioral outcomes (Gage et al., 2018).

Three engaging practice kernels that can be implemented with ease and haste in the elementary classroom with a minimal time commitment to planning include transition practices, emotion checks, and the two by ten (2 × 10) strategy. All three engaging practices are designed to support a safe, student-centered classroom with the commitment to building rapport and supporting SEL competency development.

Transitions

Transitions are inevitable within the classroom and school setting. Transition refers to a change and is the period that exists between allocated learning and school day activities (Kern & Clemens, 2007). Transitions are also time points during the school day in which there is a greater likelihood that students exhibit disruptive behaviors and, therefore, need added support to perform well (Smith & Higbee, 2020). This is a frequent concern in schools because transitions can result in a loss of instructional time as teachers work to manage students before, during, and after transitions from activity to activity (Smith & Higbee, 2020).

Planning for and including support with these transitions shifts the conversation from redirecting and reprimanding students for not following directions to supporting them in learning movement routines and acting accordingly during transitional moments. These transition supports are particularly helpful for students who experience processing deficits or exhibit disruptive behavior (Kern & Clemens, 2007). The intentional planning and implementation of transition techniques are impactful when seeking feasible methods for supporting learning of all ability levels, including those with and at risk for EBD. This loss of instructional time each day due to inefficient transitioning may lead to significant decreases in student performance (Gage et al., 2018). Saving an additional 15 minutes per day through more effective and efficient transitions can result in an additional 45 hours of instruction within a school year. Kernels that can support students transitioning with ease and haste are critical in maximizing instructional time.

In the classroom, transitions can be loosely grouped into three categories: entering the classroom or sitting and taking a seat, switching from one activity to another, and exiting the classroom or setting. As necessary with academic instruction and with classroom routines that teachers introduce in the classroom, explicit instructions related to transitions can alleviate loss of time due to lack of understanding and practice. Utilize consistent guidelines to support students when transitioning in the classroom and across the school (Simonsen et al., 2008).

Guidelines to follow when working with students on transitioning include (a) clearly and explicitly instructing students on how the transition(s) should look (Hemmeter et al., 2016); (b) allowing multiple opportunities for students to practice the behaviors within the transition and the transitions themselves (Hovland, 2008; Thelen & Klifman, 2011); and (c) providing students with specific feedback as they transition and practice transition (Buck, 1999; Rosenkoetter, 1986). Combining instruction, practice, and feedback when supporting students with transitions in the classroom and school setting provides engaging practice in an area that can result in a loss of instructional time and impact student outcomes when not addressed.

Nonverbal transition cues

A specific transition kernel that can easily be implemented within a pre-established classroom routine is the nonverbal transition cue (CASEL, 2019). This is a simple kernel that can be used with the whole class to provide a kinesthetic, auditory, and/or visual cue that a transition is about to occur (Embry & Biglan, 2008). For example, you might put a visual timer up on the overhead screen to signal and count down the 5 minutes until morning work begins, with a bell going off when the timer reaches zero. This allows students to practice their response to social cues (social awareness domain), self-monitor their behavior during the transition (e.g., be sitting at their desk when the timer goes off; self-management domain), and make decisions leading up to the transition and during the transition (e.g., make a decision to go to the bathroom before class starts; decision-making domain). In addition, understand that nonverbal transition cues decrease the number of verbal corrections you have to provide, which can contribute to improving classroom rapport and increasing instructional time.

Emotion checks

An emotion check provides support to students in a variety of ways while supporting student social and emotional needs. Emotion checks can act as a thermometer to assess the emotional status of our students. Having insight about where our students come to us emotionally at the start of the day and as the day progresses can provide us with the opportunity to implement strategies to best place students in the best space for learning. Check in with students using a variety of methods and seek to create an emotion check routine and procedures that work for their school, individual classroom, and students. The emotion check is a time for students to stop, pause, reflect, and assess how they are feeling in the moment. Identifying one’s own feelings normalizes discussions about feelings and demonstrates the importance of discussing emotions routinely and in a healthy, supportive environment, which is a part of most SEL programs (Lawson et al., 2019).

Supporting students with emotion check-ins can provide a proactive problem-solving tool while bringing a calm and mindful perspective to the day. Emotion check-ins can act as a means for gathering student feedback, building rapport with students, and delivering real-time supports. Emotion checks can be embedded in a variety of pre-established classroom routines (e.g., morning circles, small group instruction, whole group instruction, and morning greeting/welcoming activity routines; CASEL, 2019). Explicitly teach students procedures for emotion checks within the classroom. It is important for students to be able to identify and name their emotions to develop social awareness and emotional regulation. For students of all ages, but particularly elementary age students, being able to say, “I feel frustrated,” “I am excited,” or “I am anxious” and actually understand the emotion they are feeling is an important milestone that we can facilitate through emotion checks. Figure 2 provides an example script and materials when implementing an emotion check in the classroom setting.

Figure 2.

Example Script: Emotion Checks.

2 × 10

When thinking about and considering strategies to support building rapport in the classroom, our most challenging student may come to mind as strategies are presented to support a welcoming environment. Referred to historically as the “two-minute intervention,” the 2 × 10 strategy is an SEL kernel for not only learning more about students but also supporting the foundation for sustainable student/teacher relationships (Wlodkowski & Ginsberg, 1995). To implement the two by 10 kernel, spend 2 minutes every day for 10 days in a row talking one-on-one with a targeted student. The 2 × 10 strategy can act as a motivator while also working to shift the focus on a student from negative to positive, which is often a challenge for the relationship between students with EBD and their teacher (Hirn & Scott, 2014). This kernel provides positive connection with an adult for students who are specifically attention seeking with their behavior that is maintained by adult attention. Even for teachers who work to regularly build rapport and connect with students, the 2 × 10 strategy helps supports students that may not receive a lot of positive attention in the structured classroom setting.

At its core, the 2 × 10 strategy is about consistency. The goal of the kernel is to connect on a deeper level while building rapport and trust with students who demonstrate more difficulty in making and maintaining relationships and rapport with adults in the classroom and school setting (e.g., teachers, principals, and support staff). To implement the 2 × 10 strategy with a student, the following procedures should take place: (a) select the student to build rapport and strengthen student/teacher relationships, considering students who positively respond to adult connection and attention, are struggling to connect with peers and/or adults in the school community, and/or struggle with emotional regulation, social awareness, and/or disruptive behaviors in the classroom; (b) select the time of day when you are going to approach the students (e.g., at the beginning of a class period and before a certain activity); (c) find the student and begin a conversation with them using neutral body language (e.g., standing shoulder to shoulder next to the student versus next to the student looking down on them); and (d) focus conversations on being brief, honest, and highlighting student voice. Table 2 lists the steps to implementing the 2 × 10 strategy within the classroom.

Table 2.

Steps for Completing a 2 x 10.

Step 1: Choosing the student	• Select a student struggling to connect with adults or peers or struggling with emotional regulation, social awareness, and/or disruptive behavior. • Choose a student who is not responding to Tier 1 interventions.
Step 2: Choosing the place and time	• Select the appropriate time of day (e.g., beginning of class and before a certain activity).
Step 3: How to begin	• Begin the conversation with the student in a neutral nonconfrontational stance (e.g., standing shoulder to shoulder next to the student versus face to face or looking down at the student).
Step 4: The 2-minute conversation	• Ask questions and reflectively listen. • Ask the student to name and describe the emotion they are feeling. • Focus on the student and show the student you care. • Refrain from discussion of the child’s problem behavior. • Use an optimistic closure (e.g., You are resilient, I believe in you, You are truly a leader, You can accomplish anything that you set your mind to do, and You have charisma.).

Optimistic Closures

Closure creates an end to our lessons and school days while offering multiple benefits for both teachers and students. Optimistic closures offer opportunities to reflect on learning, identify next steps, or make connections to a students’ individual work (CASEL, 2019). Closing each lesson and experience in an intentional way promotes a shared understanding of the importance of the work and activities for the day while simultaneously providing a sense of accomplishment and supporting further thinking. Closing the school day and individual activities and lessons within the school day using an optimistic and positive lens helps students and teachers leave the classroom with the appreciation for the learning of the day and positive energy from the day. It also provides an opportunity for students to look forward to connecting again the following lesson and/or school day. Optimistic closures are intentional and just as with previously mentioned engaging practices should be planned for and procedures should be taught explicitly to students (CASEL, 2019).

What an optimistic closure provides for students is closure while also supporting the creation of meaningful context within students’ minds through the organization of information and experiences from the school day (Stockton, 2019). By utilizing optimistic closures, students are supported in understanding what they learned during the school day while providing support focusing on how students can apply their learning in the real world. Optimistic closures can provide support in retention of information and generalization of information, which is particularly important for students with and at risk for EBD who may already struggle academically, for example, using a closing circle, very similar to a morning meeting/morning circle, at the end of the day to engage students in a discussion about their learning for the day and what that learning means to them while supporting a reflective lens for students.

Reflection is a key component of the optimistic closure. The act of reflecting provides ownership and supports self-awareness. When planning to implement optimistic closures, center your planning and activity selection around the most suited materials to support student reflection. Optimistic closures should be reflective of student learning, support students in making connections to their work, and help identify next steps within an activity or day. Consider ending the day by having students: (a) reflect on learning; (b) name something that helps them leave on a positive note; (c) identify a question they still have about a topic from the day; or (d) share a barrier or concern they have about the next day.

Table 3 provides example prompts that can be used for implementing optimistic closures. Optimistic closures can be difficult for teachers to implement within the classroom. Using purposeful integration as suggested may help establish this strategy as a daily routine. Having students engage in an optimistic closure provides a simple but effective procedure for ending the activity and/or day positively while also reinforcing learning. Optimistic closures can connect what is happening in school to home, establish a moment of rapport, and create an environment that students look forward to returning to the next day.

Table 3.

Optimistic Closure Example Prompts.

Something I learned today is. . .

Someone I was able to help is. . .

Something I want to share with my grown up is. . .

Something I am looking forward to doing tomorrow is. . .

Something I enjoyed/liked about today is. . .

Someone who was kind/helpful to me today is. . .

Something I need help with from Mrs. Finley is. . .

Something I was most proud of today was. . .

Something that was hard and I overcame today was. . .

Something I did today that brought me satisfaction was. . .

My next steps for my math activity are. . .

Something that made me curious today is. . .

Today Mrs. Finley helped me by. . .

Tomorrow Mrs. Finley can help me by. . .

Something I did today to help the class was. . .

Someone that taught me something today was. . .

Conclusion

Now more than ever, making connections in the classroom and implementing universal interventions to enhance student learning and social and emotional awareness and skills are crucial. These kernels can not only enhance student learning but can also reduce symptoms of depression and anxiety (Durlak et al., 2011). Building rapport can further support relationship skills. Strong relationship skills and SEL skills can help students improve their overall life and learning outcomes. Selecting a rapport-building kernel and implementing it routinely can set the groundwork for a safe, supportive classroom environment that students want to engage and learn within, leading to improved academic, social, and behavioral outcomes.

Footnotes

Declaration of Conflicting Interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

This article was supported, in part, by the U.S. Department of Education Institute of Education Sciences, grant R324A180220, awarded to The University of Alabama. The opinions expressed are those of the authors and do not represent the views of the institute or the U.S. Department of Education.

ORCID iDs

Elizabeth Michael

Sara Sanders

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