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Maryland educators emphasize relationships, safety and social-emotional supports as foundation for learning
Summary
Educators at the MSDE roundtable told officials that social-emotional learning, student safety and trusting teacher-student relationships are prerequisites for academic progress, and recommended diverse programming and wraparound supports to engage students.
When the roundtable turned to Enabler 4'social-emotional learning, health, wellness and safety'participants repeatedly said social and emotional readiness is the prerequisite for academics and called safety the first priority.
Megan Alexander, a first-grade teacher in Montgomery County, described a shift in perspective since the pandemic: "If students are not socially, emotionally ready, if they don't feel safe, then nothing else really matters," she said, urging supports that let students take risks and feel cared for in the classroom.
Other participants emphasized physical safety and clear expectations. Sarah Purdue, an art teacher in Worcester County, raised concerns about school safety and stressed that both students and staff must feel physically and emotionally secure. Mary Workman, a second-grade teacher at a virtual academy, said consistent expectations and patience are required to make safety plans work in practice.
Jordan Banks, a college senior interning in Frederick County, closed the session by stressing relationships: "Building those positive relationships makes a big difference in a child's academic career overall," he said.
MSDE and the State Board thanked participants and said their input will guide Phase 2 metric development; no formal votes or policy decisions were made during the roundtable.
