Social-Emotional Learning: Practical Applications in Speech Therapy

Editor’s note: This text-based course is an edited transcript of the webinar, Social-Emotional Learning: Practical Applications in Speech Therapy, presented by Jessi Andricks, MS, CCC-SLP. 

It is recommended that you download the course handout to supplement this text format.

Learning Outcomes

After this course, participants will be able to:

• Define social-emotional learning
• Identify at least four types of social-emotional learning-based activities
• List three resources for social-emotional learning

About the Speaker

I am a speech-language pathologist (SLP) and a yoga teacher. After graduating in 2008, I worked in a variety of settings. During my first three years, I focused on adult populations, gaining experience in hospitals and both long-term and short-term rehabilitation centers. I also worked in schools—elementary, middle, and high school—along with a preschool program within an elementary school. It was a lot to take in during those first few years.

In 2010, I became a certified yoga instructor. Around that time, I made the decision to step away from speech therapy due to stress and transitioned into teaching yoga full-time. If you've heard me speak before, you may have heard me share this part of my journey. Years later, when I returned to the field, I found ways to integrate both professions. Now, I use mindfulness—not only as an SLP to manage my own stress but also as a tool in my sessions. I incorporate mindfulness, social-emotional learning (SEL), and other powerful strategies to support my students.

I work as a part-time contractor in an elementary school, primarily with the pre-K program and upper elementary students. This means I get to work with both the youngest learners and the older students, which brings great variety to my day.

Centering Practice: Get Settled

Before we dive into today’s material, let’s take a moment to settle in. You might be coming off a stressful week. Maybe there’s a lot happening—environmentally, personally, or professionally. It could be the return from a holiday break, progress report season, or any number of things that weigh on your mind. Whatever it is, let’s take this time to pause and reset.

Find a comfortable position—sitting, standing, or even lying down—where you can feel supported. Let your shoulders rise, roll back, and gently drop away from your ears, creating space to breathe. If you're sitting, you don’t need to hold the perfect posture but see if you can lengthen just a little—lifting through the crown of your head and creating more space between your ribcage and hips.

If it feels right, close your eyes or simply soften your gaze. Let your hands rest in your lap. Begin to take slow, deep breaths in and out. If possible, breathe through your nose, but if that’s uncomfortable due to weather or congestion, simply breathe in whatever way feels best.

1. As you inhale and exhale, notice your breath. Does it feel full and expansive, or is there tightness and tension? Neither is right or wrong—just observe.
2. Next, scan your body. Are there any areas that feel tight, sore, or constricted? Again, no judgment, just awareness.
3. Now, shift your attention to your thoughts. Are they racing, one after another? Or are they sluggish and slow to process? Maybe your mind feels clear and open. However your thoughts are moving today, simply take note.
4. Take one more deep breath in. Open your mouth and sigh it out.
5. When you’re ready, open your eyes.

Now that you have a clearer sense of how you are feeling, you can bring that awareness into this session—understanding what you need to be present, to learn, and to engage.

Engaging with SEL

What does SEL mean to you? If you have encountered the term before, how would you define it? If you are not familiar, that is okay too—just share any thoughts that come to mind. Feel free to drop your response in the chat.

As the responses come in:

• “Mindfulness, being aware of how one relates to others.”
• “SEL equals sanity.”
• “Awareness, self-care, prioritizing connection over compliance.”
• “Programs that schools use for regulation.”
• “Managing ourselves, being aware of emotions.”
• “Emotional awareness.”

Great insights! Some of you are very familiar with SEL, while others are hearing about it for the first time. Wherever you are on that spectrum, we will break it down together—exploring what SEL is and how it can be applied in our work.

Social Emotional Learning (SEL)

The North Carolina Department of Public Instruction defines SEL as a strengths-based developmental process that begins at birth and evolves across the lifespan. It is the process through which children, adolescents, and adults learn skills to support healthy development and relationships.

At its core, SEL focuses on building upon strengths—recognizing what is already working, identifying natural abilities, and fostering skills that come more easily. It is not about fixing deficits but rather about enhancing what is already there and helping individuals grow.

Since SEL is a developmental process, it starts early in life and continues to evolve well into adulthood. This means that no one is ever too young or too old to learn and apply these skills. Ultimately, SEL supports healthy development and relationships, which is why it is so valuable—not only for the children we work with but also for ourselves. Engaging in SEL allows us to reflect on our own emotional awareness, communication, and self-regulation, creating a stronger foundation for both personal and professional growth.

CASEL

One of the primary organizations that schools and programs rely on for SEL resources is CASEL, the Collaborative for Academic, Social, and Emotional Learning. CASEL provides a widely recognized framework that outlines five key competencies essential to SEL:

• Self-Awareness
• Self-Management
• Social Awareness
• Relationship Skills
• Responsible Decision-Making

These competencies form the foundation of the CASEL Wheel, which illustrates how SEL extends beyond individual learning to impact broader systems. SEL begins with the five core competencies, which are then integrated into classrooms, expanded to schools, supported by families and caregivers, and ultimately woven into the larger community.

Using this framework, educators, caregivers, and community leaders can foster emotional intelligence, resilience, and positive relationships, helping individuals thrive in both academic and personal settings.

SEL and the Brain

I want to highlight this aspect because there are excellent ways to break down what SEL truly encompasses. We will briefly review this here. For a more in-depth exploration, there is a companion webinar and course available on SEL, which can be found in the course library.

The Five Competencies of SEL

SEL consists of five core competencies that support emotional development and cognitive growth:

• Self-Awareness – Understanding one’s emotions, reactions, and responses in the present moment.
• Self-Management – Recognizing emotions and developing strategies to regulate them. If a feeling is particularly intense, self-management helps bring emotions back to a more stable state.
• Social Awareness – Being attuned to the emotions and experiences of others, fostering empathy and understanding.
• Relationship Skills – Applying communication, cooperation, and emotional intelligence to build and maintain positive relationships.
• Responsible Decision-Making – Problem-solving, exercising sound judgment, and making thoughtful choices with responsibility and ethics in mind.

The CASEL Wheel and SEL’s Expanding Influence

SEL does not exist in isolation. The CASEL Wheel illustrates how SEL expands beyond the individual. It begins with the five competencies, which are then integrated into classrooms where speech therapists and educators apply them. From there, SEL extends to entire schools, potentially influencing whole school districts.

Beyond the educational setting, SEL reaches families and caregivers, who then bring these principles into their communities. This progression highlights how SEL starts with individual understanding and grows into a systemic approach that benefits broader social networks.

How SEL Impacts Brain Function

Understanding SEL’s role in cognitive and emotional processing is crucial. The brain plays a significant role in how emotions influence learning, particularly within the prefrontal cortex, where cognitive engagement is closely linked to emotional regulation.

• Negative Emotions and Learning – When experiencing emotions such as sadness, anxiety, or fear, cognitive engagement decreases. If someone feels overwhelmed or anxious, their ability to process thoughts efficiently diminishes. When emotions become too intense, individuals may either shut down cognitively, struggle to process information, or become scattered, unable to focus on a single thought long enough to move forward.
• Positive Emotions and Learning – When an individual experiences contentment, happiness, or emotional stability, cognitive abilities function optimally. The brain is more engaged, making it easier to process, retain, and apply new information.
• The Impact of Overexcitement – However, excessive excitement can mimic anxiety in terms of its effects on cognition. While it lacks the negative connotations of anxiety, extreme excitement makes it difficult to focus, leading to reduced attention and cognitive engagement. A steady, positive emotional state is where optimal learning and problem-solving occur.
• The Role of Adversity – Life experiences and adversity can alter emotional processing, further affecting cognitive engagement. When emotions are disrupted due to stress, trauma, or environmental factors, learning becomes more challenging. By using SEL strategies, individuals can develop regulation techniques that support resilience and cognitive function, helping both students and professionals learn and perform at their best.

Additional resources are available for those interested in learning more about the neuroscience behind SEL. A handout with links to relevant studies and materials has been provided for reference.

SEL and Mindfulness

It is impossible to discuss SEL without also addressing mindfulness, as the two are deeply interconnected. The American Psychological Association (APA) provides a broad definition of mindfulness, but the most widely used definition comes from Mindfulness-Based Stress Reduction (MBSR), paying attention on purpose, in the present moment, without judgment.

This is exactly what we practiced at the beginning of this session when we paused and observed our thoughts and emotions. Mindfulness is not about labeling emotions as good or bad; it is about acknowledging what is happening in the present moment. By doing so, we create space to respond rather than react to our surroundings and experiences.

Mindfulness plays a significant role in managing stress, which is an issue for students, teachers, and speech therapists alike. It helps regulate the brain’s response to stress by rewiring neural pathways that govern how we react to challenges.

When the brain detects stress, it activates the fight, flight or freeze response. This can create a cycle where stress amplifies itself, making it difficult to break free from anxious thoughts or overwhelming emotions. Mindfulness helps turn down this stress response, creating a sense of calm and reducing emotional reactivity.

Stress significantly impacts learning by disrupting key areas of the brain, particularly the prefrontal cortex, which is responsible for:

• Problem-solving
• Judgment
• Cognition
• Memory and recall

When stress levels are high, these cognitive functions become less accessible, making processing and retaining information harder. Mindfulness helps regulate stress, allowing the brain to function more effectively for learning and decision-making.

The Connection Between Mindfulness and SEL

• Mindfulness focuses on reducing stress, which otherwise hinders the brain’s ability to engage in learning and memory.
• SEL builds strengths and abilities within emotional regulation, self-awareness, and decision-making.
• When combined, mindfulness serves as a tool to support SEL, preparing the brain and body to learn, regulate emotions, and engage more effectively in both academic and therapeutic settings.

Practical Applications in Speech Therapy and the Classroom

In speech therapy, classrooms, and clinical settings, mindfulness-based SEL activities create an environment that supports emotional regulation and learning. Whether working one-on-one, in small groups, or in a language and speech therapy camp, these practices help students reach their full learning potential by ensuring they feel safe, calm, and engaged.

• Allowing students to fidget or move when needed helps regulate their nervous system.
• Observing big movements or heightened emotions provides an opportunity to guide students toward calmness and focus.
• Encouraging students to verbalize anxious thoughts and providing strategies to manage them fosters emotional resilience and self-awareness.

Throughout this session, we will explore various mindfulness-based SEL activities that can be integrated into your practice. If you are interested in a deeper dive into these topics, the companion SEL course provides a more extensive exploration of mindfulness and its impact on learning.

Speech Therapy and Classroom Activities

The following speech therapy activities are not exhaustive, nor are they your typical speech therapy exercises. Instead, they are adaptable strategies that can enhance your sessions, complement existing techniques, or introduce a different approach to supporting students.

We go through each of these activities and explore how they can be effectively implemented. Some may already be familiar, while others might be new. Additionally, some of these techniques may seem similar at first—such as gratitude and strength identification or breathing exercises and emotional check-ins—but each has a distinct purpose.

Examples of SEL-Based Speech Therapy Activities

• Deep Breathing
• Emotional Check-Ins
• Using Colors for Emotional Regulation
• Naming Emotions
• Practicing Gratitude
• Identifying Strengths and Challenges

We discuss four specific breathing techniques:

1. Belly Breathing
2. Five Breaths (Tactile Tracing or Tapping)
3. Rainbow Breath
4. Fluffy Cloud / Ocean Wave Breathing

Each of these techniques engages the vagus nerve, which is part of the parasympathetic nervous system, helping to send a signal to the brain that the body is safe, reducing stress, and preparing for learning. Deep breathing is exactly what it sounds like—intentional, controlled breathing to regulate emotions and focus attention. We practiced this earlier, and it is one of the foundational tools of both mindfulness and SEL. When people think of deep breathing, they often associate it with meditation or relaxation. While this is true, deep breathing also plays a critical role in emotional regulation. It can be used to:

• Help students manage emotions—Breathing exercises can bring students back to a more neutral, balanced state whether they are feeling upset, restless, or disengaged.
• Regulate energy levels – If a student’s energy is either too high or too low, deep breathing can help create equilibrium.
• Transition between activities – Introducing a moment of pause allows students to mentally shift gears, whether at the start of a session, between activities, or before concluding.

For many students, speech therapy sessions occur in the middle of a busy school day, after long hours of learning, or even outside of school settings (e.g., in a clinic or home-based environment). Taking a moment to breathe allows them to reset and focus, ensuring they are in the right state of mind to engage and learn.

Even younger children benefit from this practice, as it provides a structured way to transition from one activity to another. Whether a child has been on the go all day or is struggling to regulate emotions, a brief breathing exercise can be incredibly grounding.

When to Use Deep Breathing in Sessions

• At the start of the session – Helps students pause and settle in before engaging in speech or language work.
• Between activities – Provides a smooth transition from one topic or exercise to the next.
• During moments of emotional dysregulation – Can be a reset tool for students experiencing frustration, stress, or excitement.
• At the end of the session – Allows students to process the session calmly before returning to their daily routine.

Deep breathing

Deep breathing supports the brain by sending signals through the vagus nerve to the central nervous system, reinforcing a sense of calm. This biological response tells the brain: “Everything is okay. We are not in a stress state. We are ready to focus and learn.” By integrating breathing exercises and other SEL-based strategies, speech therapists can create an environment where students feel emotionally regulated, engaged, and ready to develop their communication skills to their fullest potential.

Belly breathing is one of the simplest and most effective deep breathing techniques. When done correctly, it encourages steady, even breaths, signaling the body to calm the nervous system. When the body experiences stress or emotional dysregulation, breathing patterns shift—inhales become sharper and longer than exhales, or breathing becomes rapid and shallow. This natural response can escalate into anxiety or even hyperventilation.

Reversing this pattern—lengthening exhales and maintaining steady breaths—reduces the stress response. This process also stimulates the vagus nerve, which is directly connected to calming functions in the body.

How to Practice Belly Breathing

• Step 1: Breathe deeply into the belly, allowing it to expand on the inhale.
• Step 2: Exhale fully, feeling the belly gently contract.
• Step 3: Repeat this cycle, focusing on keeping the breath smooth and steady.

Modifications for Different Age Groups:

• Young children: Have them lie on their backs and place a stuffed animal on their belly, watching it rise and fall with their breath.
• Older students: They can place a hand on their belly while seated to feel the movement of each breath.
• Counting technique: Inhale for four counts, then exhale for four counts, gradually increasing the length of the exhale as needed.

Five breaths (Tactile Tracing or Tapping) combines deep breathing with tactile feedback, making it particularly useful for students who benefit from sensory input. The tactile component helps regulate breathing by providing a physical anchor, making it especially effective for younger students or those who struggle with anxiety and focus.

How to Practice Five Breaths

• Tactile Tapping:

  • Touch your thumb to your index finger while inhaling, then release while exhaling.
  • Repeat with each finger until all four fingers have touched the thumb.
  • Complete one full cycle of five breaths.

• Finger Tracing:

  • Trace one finger up as you inhale and down as you exhale.
  • Repeat with all fingers, mimicking the rise and fall of the breath.

Rainbow breath is a visually guided breathing technique that helps students regulate their emotions through focused movement. It provides a structured and calming routine, particularly helpful for students experiencing big emotions or dysregulation.

How to Practice Rainbow Breath

• Step 1: Inhale while tracing up an imaginary rainbow.
• Step 2: Exhale while tracing down the other side.
• Step 3: Repeat several times, focusing on maintaining a steady rhythm.

Ways to Modify the Activity:

• Use an actual visual aid, such as a paper rainbow for younger children.
• Have students draw an imaginary rainbow in the air with their fingers.
• Color-based breathing: Assign different colors to different emotions and ask students to choose a color that represents how they feel, then breathe along that color of the rainbow.

Fluffy Cloud / Ocean Wave Breathing technique uses imaginative visualization to calm the nervous system and help regulate emotions. By engaging the imagination, students redirect their focus from overwhelming emotions to a structured and calming experience.

How to Practice Fluffy Cloud / Ocean Wave Breathing

• Storm Visualization:

  • Inhale as though breathing in a storm, feeling the intensity build.
  • Exhale as though releasing the storm, letting go of any stress.

• Fluffy Cloud Version (for young children):

  • Inhale and visualize a large, soft cloud forming.
  • Exhale and imagine blowing the cloud further into the sky.

• Ocean Wave Version (for older students):

  • Inhale as a wave rises toward the shore.
  • Exhale as the wave gently rolls back out to sea.

Emotional Check-Ins

While deep breathing is an immediate way to help students regulate, it is equally important to understand how they are feeling before beginning a session. Emotional Check-Ins Matter because they provide insight into how a student is showing up that day—a well-rested, happy student will engage differently than one who is tired or frustrated. They allow students to build self-awareness and recognize patterns in their emotions. If a student is dysregulated, a check-in can help them transition into a learning-ready state before diving into speech therapy activities.

Breathing techniques and emotional check-ins are simple yet powerful tools that speech therapists can incorporate into sessions to support emotional regulation and cognitive function. Whether working in schools, clinics, or one-on-one settings, these strategies create a structured environment where students feel safe, calm, and ready to learn.

A check-in is a simple yet effective way to gauge how students are feeling at the start of a session. Whether working in schools, clinics, or home-based settings, integrating a check-in helps speech therapists determine whether a student may need emotional regulation support before diving into structured activities.

Check-ins help identify emotional and behavioral states at the beginning of a session, allowing therapists to adjust lesson plans based on the student’s current emotional and cognitive readiness. They also provide students with a moment of self-awareness, helping them recognize and express emotions before engaging in learning activities.

Check-ins can be conducted formally or informally, depending on the structure of the session and the needs of the students. A formal check-in follows a structured routine that signals the start of the session. This could include asking a specific question each day, such as, "How are you feeling today?" or using visual tools like a color-coded chart where students select a color that represents their emotions. Another approach is incorporating a written reflection, where students jot down a short sentence or word describing their mood. This method can also support speech therapy goals related to sentence formation, articulation, or vocabulary expansion. Some therapists establish a designated routine where students check-in, grab a folder, and engage in a quick self-assessment before beginning activities.

An informal check-in allows students to express themselves naturally. It can involve starting sessions with small talk, such as asking about their night, their week, or any exciting events that have happened. Observing nonverbal cues can also provide insight into their emotional state, allowing the therapist to respond accordingly. Encouraging students to share their thoughts spontaneously within natural conversation can be an effective way to gauge their readiness for the session without making the process feel overly structured.

If folders are used during speech therapy sessions to track student goals, worksheets, or progress, check-ins can be incorporated into this system. One approach is adding a color-coded strip for students to select their mood upon arrival. Another option is designating a section where students write a word or short sentence about how they feel, reinforcing skills related to sentence construction, articulation practice, or expressive vocabulary development.

Emotional check-ins create a foundation for engagement and learning, allowing students to feel heard, validated, and ready to participate. Whether done formally or informally, they offer a simple yet powerful way to integrate SEL into speech therapy while supporting self-awareness and communication skills.

Using Colors and Zones to Support Emotional Regulation

Colors and zones are widely used in schools as tools for helping students identify and regulate their emotions. Several frameworks use color-coded categories to represent different emotional states, allowing students to communicate how they feel without necessarily having to verbalize it.

One common approach is the Zones of Regulation, which organizes emotions into four distinct color categories. There is no right or wrong zone; rather, the framework helps students recognize their current state and understand how to regulate their emotions effectively.

• Green Zone represents a regulated and steady emotional state, ideal for learning and engagement. When students are in the green zone, they are focused, calm, and ready to participate.
• Yellow Zone indicates heightened emotions such as excitement or nervousness. While still functional, students in this zone may have difficulty maintaining self-control or staying focused.
• Red Zone signifies a total loss of control, often due to intense emotions like anger, frustration, or extreme overwhelm. When in the red zone, students may struggle to manage their actions or behavior.
• Blue Zone represents feelings of sadness, fatigue, or withdrawal. It can occur when a student is feeling low or discouraged, or it may follow an emotional peak where their energy drops significantly.

The purpose of this framework is not to tell students that any zone is wrong but rather to help them recognize their emotional state and provide strategies to help them regulate. If a student identifies as being in the red or blue zone, for example, they can use specific activities or coping techniques to help move toward a more balanced emotional state.

In a speech therapy session, the Zones of Regulation can be incorporated in several ways. A chart displaying the zones can be used as a reference, allowing students to point to how they are feeling at the start of the session. Some therapists use small color strips that students hand in during check-ins, providing insight into their emotional state. Additionally, if a student is visibly having an off day, referring to the zones can help open up a conversation about their emotions and guide them toward strategies that will help them feel more ready for the session.

A similar concept is the Color Wheel, which expands beyond four broad categories by displaying a full spectrum of colors, each linked to a specific emotion. Unlike the Zones of Regulation, which focus on overarching emotional states, the Color Wheel includes more detailed emotions, helping students better articulate their feelings. Rather than simply saying they are "angry," for example, a student might identify that they are actually feeling frustrated or annoyed. The wheel also visually demonstrates how emotions transition from one to another, helping students recognize patterns in their emotional experiences.

Therapists can use the Color Wheel in much the same way as the zones, providing students with a sheet that allows them to pinpoint their specific emotions. This not only helps the therapist understand how the student is feeling but also serves as a learning tool, helping students develop a deeper understanding of emotional vocabulary and self-awareness.

Another engaging way to explore emotions with students is through characters from movies such as Inside Out and Inside Out 2. These films feature characters that represent different emotions, each associated with a specific color. Many children are already familiar with the characters, making this a fun and accessible way to discuss emotions. If a student identifies with a character like Sadness, for example, they can connect the feeling to the behaviors and experiences of that character, providing a more concrete understanding of their emotions.

This approach has the advantage of reinforcing the idea that all emotions are valid and serve a purpose. Instead of telling students that they should always strive to be in the green zone, it teaches them that every emotion has a function and that it is okay to feel a certain way. By seeing how the characters work together in Inside Out, students learn that emotions are interconnected and that each plays an essential role in their overall well-being.

Whether using the Zones of Regulation, the Color Wheel, or character-based discussions, these tools help students develop emotional intelligence and self-regulation skills, which in turn enhance their ability to engage in speech therapy and other learning activities. By incorporating these approaches into sessions, therapists can create a supportive and responsive environment where students feel empowered to express and manage their emotions effectively.

Naming Emotions: A Tool for Emotional Regulation

Helping students name their emotions is a powerful strategy for emotional regulation. As referenced in Inside Out and Inside Out 2, naming an emotion shifts the perspective from "I am this emotion" to "I am experiencing this emotion." This small change can make a big difference in how students process their feelings.

For example, saying, "I am so angry" makes the emotion feel overwhelming and tied to one's identity. Instead, reframing it as "This feeling is anger" or "I am experiencing anger" creates some distance, allowing the student to see the emotion as something separate from themselves. This helps them recognize that emotions are temporary experiences rather than permanent states.

One way to reinforce this skill is by using visual aids in the classroom or therapy space. A poster or display of emotions can provide a helpful reference, allowing students to identify what they are feeling. Many students, especially those with communication challenges, benefit from visual supports that help them connect words to their internal experiences.

Another effective method is a write-and-release activity, where students write down their emotions and then physically discard them. They can crumple the paper, tear it up, or even place it into a shredder or a designated "shred box." This process serves as a symbolic way to acknowledge emotions and then let them go when they are ready.

A creative and engaging approach comes from the popular children's show Bluey, which many students are already familiar with. In this technique, students identify where they feel an emotion in their body—whether it is tension in their shoulders, a tight feeling in their stomach, or racing thoughts in their head. Once they recognize the sensation, they use a physical motion to "gather" the emotion, clump it into an imaginary ball, and throw it far away.

This strategy provides a concrete, kinesthetic way for students to process emotions, helping them externalize and release what they are feeling. By physically "removing" the emotion from their body, they gain a sense of control over their experiences, reinforcing the idea that emotions come and go and do not have to dictate their actions.

Naming emotions is an essential part of self-regulation and emotional intelligence. By teaching students to identify, express, and release emotions, we help them develop lifelong coping skills that will support their ability to learn, communicate, and navigate social situations. Whether through visual aids, symbolic gestures, or kinesthetic activities, these strategies offer effective and engaging ways to help students build self-awareness and resilience.

Gratitude and Strengths-Based Reflection in SEL

Gratitude is one of the simplest yet most impactful SEL practices. It supports resilience, stress reduction, and emotional well-being by encouraging students to focus on what is going well in their lives. This practice is not only beneficial in speech therapy sessions but can also be used at home as a daily routine.

A common gratitude exercise involves writing down three things that are going well or that the student is grateful for. This can be done verbally, through discussion, or as a written reflection. Students might share their gratitude at the beginning of a session as part of a check-in or at the end as a way to close on a positive note.

Integrating gratitude into speech therapy sessions helps students reframe their thinking, focusing on positivity rather than frustration. Research has shown that gratitude practices rewire parts of the brain, making individuals more likely to notice and appreciate positive aspects of their experiences, which in turn lowers stress levels and improves overall well-being.

Another powerful SEL practice is reflecting on strengths and challenges, which fosters resilience, self-awareness, and a growth mindset. This exercise works well as a closing activity, allowing students to review their progress and identify areas for growth. This practice is particularly effective with older students, such as those in third, fourth, and fifth grade, but can be adapted for younger learners as well.

Students can approach this reflection in two ways. They may self-identify a challenge they faced during the session and a strength they demonstrated, or the therapist can offer observations based on what they noticed. For example, if a student struggles with producing a specific speech sound, they might acknowledge that as a challenge while also recognizing their persistence in trying. Alternatively, the therapist might say, "I noticed that using the 'R' sound was difficult today, but I also saw that you kept trying and were open to feedback, which is a great strength."

This exercise is valuable because it balances acknowledging areas for improvement with celebrating progress, ensuring students leave their session feeling both motivated and encouraged. It reinforces the idea that growth happens through effort and that challenges are not roadblocks but opportunities for learning.

Both gratitude and strengths-based reflection are simple yet effective ways to integrate SEL into speech therapy. Practicing gratitude enhances emotional well-being and reduces stress while reflecting on strengths and challenges builds resilience and fosters a growth mindset. When incorporated consistently, these strategies help students develop self-awareness, confidence, and a positive approach to learning—all of which contribute to their personal and academic success.

Strengths and Challenges: Reflecting at the End of a Session

At the end of a session, taking a moment to reflect on strengths and challenges provides an opportunity for self-awareness, encouragement, and empowerment. This practice helps students recognize their progress, acknowledge areas for growth, and build confidence in their abilities.

Encouraging students to reflect on what worked well and what was challenging reinforces a growth mindset. It allows them to see that challenges are part of the learning process and that strengths can be used to overcome difficulties. Asking questions like, "What was something that felt difficult today?" and "What was a strength you showed today?" gives students a structured way to process their experiences.

This reflection can be done as a self-assessment, where students identify their own strengths and challenges, or the therapist can offer observations. For example, if a student struggled with a specific sound, they might recognize that as a challenge while also acknowledging that they kept trying despite the difficulty. Alternatively, the therapist might say, "I noticed that producing the 'R' sound was tough today, but I also saw that you didn’t give up and stayed open to feedback, which is a great strength."

This type of reflection helps students end their session on a positive note, recognizing both their efforts and achievements while reinforcing that growth comes from persistence and self-awareness.

Resources

If you are looking for resources, activities, and tools to support SEL and emotional regulation in speech therapy sessions, the following websites provide worksheets, videos, and structured programs designed for various age groups and learning environments.

Books are excellent tools for teaching SEL concepts in an engaging and interactive way. Many of these books integrate breathing, mindfulness, and emotions while incorporating movement-based activities to help reinforce learning.

• The I Am Series by Susan Verde (I Am Yoga, I Am Mindful, I Am Human) – These books introduce mindfulness, emotions, and movement in a simple, engaging way.
• Good Night Yoga & Good Morning Yoga – These books help with relaxation and movement, making them great for settling in at the beginning of a session or winding down at the end.
• Little Yoga by Rebecca Whitford – A great resource for teaching breathing and movement to very young children, including Pre-K and early intervention (EI) students.
• Zen Pig – Focuses on emotional regulation and mindfulness.
• Leo’s Secret Key by Fia Aliada (SLP) – A book specifically about emotions and regulation, featuring hidden keys on each page to keep children engaged.
• Alpha Breaths – A fantastic book for teaching deep breathing and emotional regulation through engaging illustrations and exercises.

For movement, breathing exercises, and mindfulness activities, the following digital resources can be incorporated into therapy sessions:

• Cosmic Kids Yoga – A storytelling-based yoga program that includes movement, breathing exercises, and guided relaxation.
• GoNoodle (Flow Series) – A collection of videos designed for breathing and regulation activities, such as Fluffy Cloud Breath or Melt to the Ground, which helps students calm their emotions through physical movement.
• Headspace for Kids – A mindfulness and meditation app that provides breathing, reflection, and regulation exercises designed specifically for children.

Websites and tools provide valuable resources to enhance SEL integration into speech therapy and classroom settings. Everyday Speech is a great resource for emotional regulation and SEL practices. It includes worksheets, videos, and speech-specific activities that can be incorporated into therapy sessions. CASEL (Collaborative for Academic, Social, and Emotional Learning)- is the leading SEL organization, offering research-based frameworks, strategies, and resources for implementing SEL in classrooms and therapy settings. Mindfulness-Based SEL (MBSEL) - integrates mindfulness practices with social-emotional learning, providing tools and exercises that support emotional regulation, focus, and self-awareness. Mindful Schools focuses on bringing mindfulness into educational settings and offering training, resources, and activities for incorporating mindfulness into school environments. Zones of Regulation is a structured program that uses color-coded categories to help students identify and regulate their emotions. Some school districts require a license to use this program, but even without it, the concepts and strategies it teaches can be helpful.

For practical, hands-on tools to help students recognize and regulate emotions, consider using:

• The Color Wheel – A visual tool that allows students to identify specific emotions beyond basic categories like happy, sad, or angry.
• The Zones of Regulation – A structured approach that uses colors to help students recognize and manage their emotional states.

These resources can enhance engagement, teach self-regulation, and introduce mindfulness practices in a way that feels interactive and fun. Whether using structured programs, visual aids, or mindfulness-based strategies, incorporating SEL helps create a supportive and emotionally responsive learning environment for students. Now that we have explored these practices, strategies, and resources, you have a foundation for integrating SEL and mindfulness into your sessions in a way that fosters emotional regulation, resilience, and learning readiness.

Building a Session

When structuring a speech therapy session, it is important to remember that SEL strategies are not meant to replace core speech goals but rather enhance the learning environment. These techniques help students feel safe, centered, and ready to engage, setting them up for optimal learning.

A speech therapy session typically targets areas such as language, social communication, articulation, and fluency. While incorporating books, drills, and games is essential for skill development, layering SEL techniques into these activities can make them even more effective.

Example Framework for a Speech Therapy Session

A session can integrate SEL at different points to support regulation, engagement, and reflection.

• To Start the Session – Use a check-in tool such as the Color Wheel or Zones of Regulation to assess emotional states and readiness to learn.
• During the Session – Incorporate breathing techniques when needed to regroup, refocus, or reset emotions.
• To Close the Session – Use gratitude, strengths, and challenges to reflect on progress and end on a positive note

Session Example for Preschoolers

For younger students, SEL strategies can be integrated into natural play-based learning.

• Start with a Feelings Check-In – Use a poster or emotion cards where students can point to the picture that represents how they are feeling.
• Incorporate a Story – Select a book that aligns with language or speech sound goals while also teaching emotions, mindfulness, or SEL concepts.
• Use Breathing for Transitions – Before moving into the next activity, pause for a belly breathing exercise. For example, students can hold a toy on their belly and watch it rise and fall as they breathe.
• Encourage Play-Based Learning – Move into a structured play session, allowing students to practice language and communication skills.
• Use Breathing Techniques to Reset – If a student becomes upset or dysregulated, introduce a calming strategy such as Rainbow Breath or Fluffy Cloud breathing.
• End with a Positive Closing Activity – Finish with a song, gratitude reflection, or strengths-based praise. Reinforce positive behaviors by giving stickers, high-fives, or verbal encouragement.

Session Example for Older Students or Mixed Groups

For older students, integrating SEL can help with emotional regulation and self-awareness, especially in group settings.

• Begin with a Check-In – Use the Zones of Regulation or Color Wheel to gauge students’ emotions. If students seem dysregulated, consider starting with a short breathing practice or movement activity.
• Engage in Speech Activities – Proceed with the planned activity, such as games, articulation drills, or conversational practice.
• Use Breathing Techniques as Needed – If students lose focus or become frustrated, introduce a breathing reset. Have a short video or guided practice available if necessary.
• End with Strengths and Challenges – As students leave, ask them to share one strength and one challenge from the session. This can be a quick verbal exchange on their way out the door.

Session Example for High-Energy Groups

Some groups may struggle with excess energy or difficulty focusing. In these cases, starting with a regulation activity can help them settle into the session.

• Start with Breathing or Movement – If students arrive feeling restless, begin with a grounding exercise such as Five Breaths, a "Melting" relaxation video, or a guided breathing technique.
• Use a Check-In to Set the Tone – Once students have settled, introduce a check-in activity such as the Zones of Regulation or Inside Out characters.
• Proceed with the Session Activity – Engage in speech therapy drills, structured conversation practice, or interactive activities.
• Incorporate Breathing Resets as Needed – If energy levels start to rise again, pause and introduce a quick belly breath or another regulation technique.
• Reflect at the End – Conclude with a short strengths-and-challenges reflection, reinforcing positive engagement and self-awareness.

By embedding SEL techniques into speech therapy sessions, therapists can support emotional regulation, improve focus, and create a positive learning environment. Whether working with preschoolers, older students, or high-energy groups, these strategies can be customized to fit different needs and ensure that students are emotionally prepared to engage and learn effectively.

Closing Reflection: How Will You Use This?

As we wrap up, take a moment to reflect on how you might incorporate these strategies into your own practice. Consider a specific group, client, or setting where these SEL techniques could be most beneficial.

Would you use mindfulness and breathing techniques with fluency students to help them regulate their speech? Could you introduce Inside Out as a tool for AAC users to improve emotional communication? Maybe a simple check-in at the start and end of a session could provide insight into how students with behavioral challenges are feeling.

Perhaps you see an opportunity to integrate strengths and challenges reflections to ensure each session ends on a positive and empowering note. Or maybe breathing techniques could be a game-changer for wiggly students, helping them settle and focus. Even older students can benefit from these approaches, whether through self-awareness exercises or structured check-ins, to start their sessions on the right note.

Whatever stands out to you, think about one small step you could take to integrate SEL into your work. Even a simple shift—like adding a brief check-in or mindfulness exercise—can have a powerful impact on student engagement, self-regulation, and learning outcomes. I want to leave you with a quote from psychologist John Gottman: “When we teach children how to manage their emotions, we empower them to become architects of their own happiness.” By integrating SEL into our work, we enhance speech therapy sessions and teach students essential skills that extend beyond the classroom or clinic. These strategies help students feel empowered, resilient, and emotionally aware, setting them up for success in communication and beyond. Thank you for exploring this with me, and I encourage you to start small, experiment, and see how these practices enhance your work and your students' progress!

Questions and Answers

How can I adjust a visual check-in system when students start resisting it?

If students begin resisting check-ins, they may feel that it is too demanding or predictable. To reduce pressure, consider making the check-in more informal by leaving tools like the Color Wheel or Zones of Regulation chart available as a resource rather than requiring direct participation. Students may engage on their own terms when they do not feel forced to respond.

Another option is to replace the check-in with a breathing exercise at the start of the session. Instead of asking students how they feel, begin with a grounding activity like deep breathing, Rainbow Breath, or Five Breaths to help them settle in naturally. Later in the session, during the strengths and challenges reflection, they may feel more comfortable sharing how they are feeling.

What are some breathing techniques for post-stroke patients?

Breathing techniques can be beneficial for post-stroke patients, but they must be tailored to the individual’s specific strengths, challenges, and recovery goals. This is a more specialized topic, often related to yoga-based rehabilitation and neuroplasticity training.

For a deeper dive, I recommend checking out courses in the course library that focus on post-stroke rehabilitation and breathwork. Additionally, professional organizations specializing in stroke recovery, speech therapy, and respiratory training may provide more structured resources and research-based techniques for post-stroke breathing exercises.

What if my students recognize the informal check-in and still refuse to participate?

Some students may become aware of the routine and actively refuse to engage, which can sometimes lead to increased dysregulation. If this happens, consider removing the check-in entirely and instead beginning with a nonverbal regulation exercise like breathing or stretching.

Another approach is to observe students’ emotions through their behavior rather than asking them directly. You can introduce regulation strategies when needed—for example, if you notice a student becoming anxious or withdrawn, offer a breathing reset or grounding activity to help them self-regulate without requiring them to verbalize their emotions.

References

Daunic, Ann & Aydin, Burak & Corbett, Nancy & PhD, Stephen & Boss, Delaney & Crews, Emily. (2023). Social-Emotional Learning Intervention for K–1 Students At Risk for Emotional and Behavioral Disorders: Mediation Effects of Social-Emotional Learning on School Adjustment. Behavioral Disorders. 49. 

Yoga for the Management of Attention-Deficit/Hyperactivity Disorder Luxhman, Gunaseelan; Vanama, Manasvi S; Abdi Farwa; Qureshi Aljeena; Siddiqua Ayesha; et al.  Cureus; Palo Alto Vol. 13, Iss. 12,  (2021). 

Lee, Jeongmin. (2024). The Role of Teachers’ Social and emotional competence in implementing social and emotional Learning (SEL) Curriculum in Malawi. School Psychology International.  

Amee P. Shah and Mary Lou Galantino; SIG 10 Issues in Higher Education; Research Article; 26 Dec 2019 Building Emotional Intelligence for Student Success: A Pilot Study 

Wolf, Nurit & Cretu, Carmen. (2023). Teachers' Social-Emotional Learning: From Necessity to Possibility. Education 21. 232-238. 

Adams, David. (2013). The application of social-emotional learning principles to a special education environment. Korean Journal of Educational Policy. 2013. 108-118.