Phi Bean is a kindergarten teacher at Nooksack Elementary School in Everson, WA, part of the Nooksack Valley School District. She has been teaching kindergarten there for seven years and knows firsthand the importance of social-emotional learning for kids this age. We asked Ms. Bean to share the impact of working with BELONG Partners in her classroom and school, and she has given us an inspiring look into the skills her kindergartners are building at this critical developmental stage.
“Being a kindergartener is a challenging time in a child’s development when their own desires and priorities are the most important thing. Learning how to pause, listen to others, and navigate social situations are very important skills to build. When you’re 5 or 6, you’re a big deal, your ideas are the best, and you want everyone to know it! As a result, we always have a lot of work to do around learning how to listen with kindness and respect.”
BELONG Partners has been working with Nooksack Elem for six years and is working with the whole school district this year, supporting teachers like Ms. Bean in fostering a classroom culture where students feel safe and know they matter and belong. A key strategy of our approach is problem-solving class meetings, where the youngest students learn to participate in, and actually lead, their class meetings.
In Ms. Bean’s class, students bring their own problems to their classroom community during their class meetings and receive problem-solving support from their peers. This practice fosters a classroom culture of creating space for all voices, promoting belonging, and learning from mistakes – essential skills that will serve them well beyond kindergarten.
A Vision of Student Agency, Belonging, and Status
Ms. Bean’s vision for her classroom aligns with the Nooksack Valley School District’s vision of agency, belonging, and status.
“My vision for my classroom is that it is a space where my students can feel, think, and believe, ‘I can do this’ (agency), ‘I belong here’(belong), ‘I am important, and what I do and say matters’ (status). To breathe life into these three really big and important ideas, I strive to ensure that my students understand what it means to listen, feel cared for by me and their peers, and know how to turn towards one another (vs going to teacher every time). I think one of the greatest goals of education is to support our young people to collaborate, problem solve, and grow together and this can’t be accomplished unless they can listen to, have respect for, and seek out one another.”
The Power of Class Meetings
Class meetings have become an essential tool in Ms. Bean’s classroom thanks in part to BELONG Partners support helping her integrate them into her teaching practice.
“The BELONG Partners approach equips me with the tools to teach the children skills and language to independently navigate social conflict with their peers, which encourages them to turn towards one another vs constantly seeking out teacher support.”
We are excited to share an inspiring video of Ms. Bean’s kindergarten students conducting a class meeting. She describes part of what you will see in the video: “Starting each class meeting with compliments and appreciations elevates my students’ status, making them feel seen, important, and valued. It reminds them they belong in this shared space and the people around them notice and care about them. Sharing suggestions to solve a problem while having them written down by an adult helps them feel like their contributions matter. Also, taking turns and giving one another space to share these suggestions fosters a culture of listening and respect.”
Check out the video!
Notice how the kindergartners interact with and support each other, how they discuss challenges in their classroom, and how they propose and vote on solutions.
BELONG Partners Impact at Nooksack Elementary
Principal Katie Brown highlights the transformative effect of this partnership:
“Working with BELONG Partners has helped our school develop a common language for talking about social and emotional learning, behavior, and our adult mindset in approaching responses to student needs. For example, our spaces are grounded in classroom agreements, students use and lead self-regulation and encouragement strategies, and you will hear language like ‘firm and kind,’ and ‘helpful not hurtful’ is heard throughout the school. We are excited to be at a place where problem-solving class meetings are developing as students use their skills in authentic ways.”
Ms. Bean recently witnessed a powerful example of students in her classroom using these skills in action:
“A few weeks ago, we were transitioning back into the classroom after lunch. I gave directions for students to sit down on their carpet spots, and most did, but a group of 3 girls were huddled together in the middle of the room. I was going to give these girls a reminder, but noticed the pensive looks on their faces and paused to listen. For the sake of the rest of this story, I’ll call these girls Tina, Lana, and Michelle.
I heard Tina say to Lana, ‘Tell her how you feel!’ At this point, Lana and Michelle are facing each other and have some pretty serious eye contact going. Lana says to Michelle, ‘It hurts me when you say you don’t want to be my friend.’ Michelle responds, ‘What do you need?’ and Lana says, ‘A hug’.
Without hesitation, Michelle hugged Lana, and Tina smiled as she watched them resolve their conflict—without needing an adult to intervene. In this moment, so much was happening:
- Tina served as a peer coach, guiding her friends through a difficult conversation.
- Lana voiced her feelings clearly, practicing self-advocacy.
- Michelle responded with empathy, asking what Lana needed and offering a resolution.
And the best part? I didn’t have to say a word.”
The Powerful Example of Ms Bean’s Class
Roxana Amaral, BELONG Partners Director of Strategic Partnerships, has been working with Nooksack staff and has seen how Nooksack educators are supporting their students.
“This year I have been fortunate to be alongside Nooksack Valley School District as they continue their journey of creating restorative, equitable classroom communities that center the well-being of their students by creating spaces where they feel safety, belonging, and significance. Ms. Bean’s class meeting is a powerful example of what we already know but sometimes as educators, we forget. Young people ARE capable of being problem-solvers in their communities. They have the answers. Problem-solving class meetings give them a platform to shine.”
These skills—active listening, self-regulation, conflict resolution and peer support—are the foundation of a strong, connected school community. By empowering students to lead their own problem-solving, BELONG Partners and Nooksack Elementary are laying the groundwork for a generation of empathetic, capable, and confident learners.
BELONG Partners offers professional development for educators and adults who work with youth. If you would like more informaton on how to use problem-solcing class meetings at your school or organziaiton, check out our next Rooted Relationships: Growing Equitable Classroom Communities workshop or email us for more information at hello@belongpartners.org.