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District 25 debates MindUp implementation and lunchtime/recess supervision
Summary
District 25 DLT members discussed mixed student responses to the MindUp social-emotional curriculum, variation in implementation, and concerns about adult supervision and space during lunch and recess.
District 25 DLT members raised concerns about how MindUp (the district’s SEL/brain‑break approach) is being implemented in schools and the practical limits of lunch and recess supervision.
Why it matters: The district’s SEL initiative aims to improve student self‑regulation and classroom readiness, but teachers and staff reported uneven implementation and mixed reception from students. School visits and survey responses show some students benefit from brain breaks while others find particular activities (for example, closing eyes for deep breathing) ineffective or even disengaging.
Parents and staff described variability in what works for different students. A parent representative, Sharnette (President’s Council), said children respond to different calming activities and urged teachers to ask students what helps them learn best and “reverse engineer” brain breaks. She recommended offering multiple options so students can choose what calms them.
District representatives and union delegates flagged staffing and space constraints. DC 37 representative Monique Lascano said school aides report insufficient adult‑to‑student ratios in cafeterias and on playgrounds, which limits schools’ ability to run differentiated lunchtime options. Lamar Hughes, the UFT representative, noted gym and auditorium capacity and building size limit alternatives for indoor recess or quiet spaces.
District staff described local efforts to pair recess with targeted supervision and “productive play” strategies that set clearer expectations for safe play while preserving free time. The DLT said some schools build cooldown or brain‑break routines after lunch to support transitioning students back to instruction. Members agreed implementations should allow multiple options and emphasize consistent adult expectations.
Next steps: The DLT will include SEL implementation observations in school visits, continue to survey student reception of the program, and incorporate recommendations into school-level DCEPs. District staff said more guidance on implementation fidelity and flexible options for SEL work will be shared with principals and SLTs.
Ending: Members requested that MindUp and related “mindful moments” materials be revisited with teachers and families; the DLT will return to SEL goals at the next meeting.
