Why Social-Emotional Learning Must Come First in Singapore Classrooms

In classrooms across Singapore and around the world, educators are discovering a fundamental truth: academic success cannot happen without first addressing children's social and emotional wellbeing. This reality is especially crucial for families of children with special needs, where emotional regulation and social skills form the foundation for all learning.

The Changing Landscape of Our Classrooms

Carrie White, a second-grade teacher with nearly two decades of classroom experience in New York, recently shared her observations about how dramatically teaching has evolved. Her insights resonate deeply with what many Singapore educators and parents are experiencing today.

"The academics won't come unless we get that social-emotional piece settled," White explains. Children are entering classrooms with increasingly complex emotional needs—what she describes as "big emotions"—that require attention before any meaningful learning can occur.

This shift isn't limited to mainstream classrooms. For children with special needs in Singapore, social-emotional learning (SEL) represents even more than a prerequisite for academics—it's often a core area of development that requires dedicated support and intervention.

It's Not All Rainbows and Butterflies

White's candid acknowledgement that SEL work "isn't all rainbows and butterflies" speaks to the challenging reality facing parents, caregivers, and educators. Implementing effective social-emotional support requires:

• Consistent time and attention dedicated to emotional regulation
• Recognition that each child's emotional needs are unique
• Patience as children develop skills at their own pace
• Collaboration between home and school environments
• Adequate training and resources for educators

Why SEL Matters for Children with Special Needs

For Singapore families navigating special needs support, the centrality of social-emotional learning cannot be overstated. Many children with developmental differences, autism spectrum disorder, ADHD, or learning disabilities experience heightened emotional challenges that directly impact their ability to learn and connect with others.

When schools and intervention centres prioritise SEL alongside academic goals, children develop crucial skills including:

• Self-awareness and emotional recognition
• Impulse control and self-regulation
• Social communication and relationship building
• Problem-solving and conflict resolution
• Resilience and coping strategies

These competencies don't just support academic achievement—they form the foundation for independence, employment, and meaningful relationships throughout life.

What Schools and Support Centres Can Do

White's message to school and district leaders emphasises the need for systemic support. For Singapore's special needs community, this translates into several key actions:

Educational institutions and therapy centres must recognise that SEL isn't an "add-on" programme but rather the foundation upon which all other learning rests. This means allocating sufficient time in daily schedules for emotional check-ins, social skills practice, and behavioural support.

Teachers and therapists need ongoing professional development in trauma-informed practices, emotional regulation strategies, and behaviour management techniques that prioritise connection over compliance.

Importantly, parents and educators must work as partners, sharing observations and strategies to ensure consistency across environments. When a child learns calming techniques at school, practising them at home reinforces their effectiveness.

Moving Forward Together

The experiences shared by veteran educators like White remind us that effective teaching—particularly for children with special needs—requires us to see the whole child. Academic goals matter, but they cannot be achieved when a child is struggling emotionally or socially.

For Singapore families, this perspective should inform how we evaluate schools, therapy programmes, and support services. Centres that prioritise social-emotional development alongside academic or therapeutic goals are recognising what research and experience have proven: you cannot separate a child's emotional wellbeing from their ability to learn and grow.

As we advocate for our children, let's ensure that social-emotional learning remains at the heart of their educational experience—because as White wisely observes, without that foundation firmly in place, nothing else can follow.