Collaborative Solutions for Emotional Growth
Meet Midway Elementary, a Vibrant and Diverse School
Located in the Highline School District, Midway Elementary is a vibrant example of diversity and resilience. The school’s principal, Lyon Terry, leads a team dedicated to educating 570 students from pre-K through 5th grade. Their unique dual language program teaches all students 50% of the time in English and 50% in Spanish. Midway is a proud Title 1 school. With more than 60% of students speaking a first language other than English-representing 31 different countries, Midway’s students contribute a rich tapestry of cultures, histories, experiences, interests, and excellence.
Midway educators work to create a school culture where every student feels supported academically, socially and emotionally. And, with ambitious goals for the 2024-2025 school year, the staff is committed to creating emotional awareness, empathy, and a trauma-informed environment where each student feels like they belong, no matter what their cultural background.
INNOVATIVE APPROACHES TO EMOTIONAL REGULATION
Recognizing the need for targeted strategies, Midway partnered with BELONG partners to equip educators with tools to address emotional regulation and behavior proactively. Through professional development sessions led by Aaron Norikane and Jen Giomi, educators learned trauma-informed techniques like “connecting before correcting” and actionable strategies rooted in brain science. These tools gave staff the confidence to respond to student behaviors with empathy and skill, even during the busiest time of the year.
The school, along with their Parent Teacher Organization (PTO), also took an innovative step to support educators by creating the Educator Winter Calming Corner. Stocked with snacks, teas, cozy items, and stress relief tools, the corner offered teachers a much-needed refuge during hectic days. Midway educator Damaris Flores came up with the idea of the calming corner for
educators. “I brought up this idea to PTO the because I wanted to continue to build a strong partnership between PTO and teachers. I want teachers to know and feel that they have a support system with the PTO. I wanted to continue to build a bridge and trust between families and teachers, so that when collaboration is needed in the classrooms and in the school, there is trust between the two and a sense of community, positive communication, and connection. The teachers love this space and feel cared for.” For teachers, it became a place to recharge and refocus. Having this space reminds educators to care for themselves, so they can be present and effective for students.
REAL-WORLD IMPACT IN CLASSROOMS
In classrooms, the impact was immediate and ongoing. Ms. Cash, the PE Teacher, described a moment when two fifth graders clashed during PE. Instead of escalating the situation, she applied the connect before correct strategy she had just learned. By addressing the students’ emotions first, she de-escalated the conflict and guided them toward a positive resolution. “It felt like a breakthrough,” she shared. “For the first time, I felt equipped to make a difference in their emotional lives.”
The school, along with their Parent Teacher Organization (PTO), also took an innovative step to support educators by creating the Educator Winter Calming Corner. Stocked with snacks, teas, cozy items, and stress relief tools, the corner offered teachers a much-needed refuge during hectic days. Midway educator Damaris Flores came up with the idea of the calming corner for educators. “I brought up this idea to PTO because I wanted to continue to build a strong partnership between PTO and teachers. I want teachers to know and feel that they have a support system with the PTO. I wanted to continue to build a bridge and trust between families and teachers, so that when collaboration is needed in the classrooms and in the school, there is trust between the two and a sense of community, positive communication, and connection. The teachers love this space and feel cared for.” For teachers, it became a place to recharge and refocus. Having this space reminds educators to care for themselves, so they can be present and effective for students.
In classrooms, the impact was immediate. Ms. Cash, the PE Teacher, described a moment when two fifth graders clashed during PE. Instead of escalating the situation, she applied the connect before correct strategy she had just learned. By addressing the students’ emotions first, she de-escalated the conflict and guided them toward a positive resolution. “It felt like a breakthrough,” she shared. “For the first time, I felt equipped to make a difference in their emotional lives.”
Midway’s efforts extended beyond the school walls. BELONG Partners facilitated Parent Engagement Sessions that offered families practical tools to foster emotional regulation at home. During the parenting session’s closing circle, parents shared how the sessions helped them align with the language and regulation strategies used with their children. One parent said, “I have seen my kids use the ‘Brain in the Palm of the hand model’ to talk about having a flipped lid to express when they feel frustrated or overwhelmed and now, I know how to use it too.”
CELEBRATING PROGRESS
Midway has begun to see the impact of its effort. Behavioral incidents decreased and students demonstrated increased ability to regulate emotions as reflected in internal data collection. Educators reported feeling supported and empowered while families felt more aligned with school practices.
Midway’s journey reflects the power of collaboration and intentionality. The school’s focus on emotional regulation for educators, students, and caregivers has strengthened its community, paving the way for a more compassionate, inclusive environment where students, staff, and families can thrive together.