The Charlotte Jewish News- March 2026- Page 8
All in the Mishpachah: Before the Words Come
By Elizabeth Johnson
In the earliest years of childhood, emotional learning often matters as much as academic growth. Long before children have the words to explain how they feel, they are already communicating through behavior, learning how adults respond to frustration, uncertainty, and big emotions.
At Charlotte Jewish Day School( CJDS), that work is guided in large part by Jadyn Woodson, who oversees Social and Emotional Learning( SEL) across the school. In this conversation, Ms. Woodson reflects on how emotional resilience takes shape in early childhood, the role families play in supporting that growth at home, and why helping children feel understood has taken on new urgency in today’ s world.
For parents looking to better understand how to support their children emotionally, the conversation continues below.
You work in SEL, a field that is getting more and more attention but is still often misunderstood. How do you describe what you do to families who may be hearing about it for the first time? SEL is much more than simply“ talking about our feelings.” At its core, SEL is about teaching children real-life skills they will carry with them long after they leave the classroom.
I focus on helping students recognize and manage big emotions in healthy ways. While all feelings are valid, not all behaviors are appropriate, and part of SEL is learning how to respond thoughtfully rather than react impulsively.
Through intentional practice, students build skills such as cooperation, collaboration, respect, empathy, self-awareness, social awareness, and personal responsibility.
What first drew you to SEL, and when did you realize this
Jadyn Woodson was work you wanted to dedicate yourself to? How has that training shaped the way you approach classrooms, children, and individual needs? Before I taught SEL at CJDS, I held a few different roles. All of my roles required me to work closely with the children and help them through the regular struggles of school days.
One of my longer-standing roles was as a first-grade teacher. While in that role, I noticed an increased demand for social support. My class would come in from recess, and we would need to jump right into reading, writing, and other academic subjects. I would cringe at the idea of ignoring social issues so we could take a spelling test.
Don’ t get me wrong, ELA, math, science, and social studies are important. But I found that social and emotional intelligence was equally important yet not equally taught.
My generation, and generations before, were not explicitly coached how to handle real-life social and emotional issues. Many of us learned coping skills by watching the adults in our lives.
If a parent yelled when overwhelmed, we often learned to yell when overwhelmed ourselves. If a parent stormed out during an argument, we learned that as a way to avoid discomfort.
I had a strong desire to explicitly teach children there are healthier ways to communicate and manage emotions. Once COVID-19 hit, these observations were amplified, and I brought the idea of SEL to our administration. Thankfully, they saw its value, and we created a dedicated class to teach these essential life skills.
What do children communicate that adults often miss, and how has your work taught you to listen differently? Children often communicate their needs through behavior rather than words, especially when they are feeling overwhelmed, tired, fearful, or uncomfortable.
Because they are still developing the language and cognitive skills to express what they are experiencing, emotions often come out as frustration, shutdowns, or big reactions. A child who says they“ hate school” after a long day may actually be communicating hunger, exhaustion, or stress rather than a true dislike of school.
My work in SEL has taught me children are always communicating, even when it doesn’ t sound logical or calm. When emotions are at their peak, it is most important for adults to regulate themselves first. A calm, grounded adult creates the safety a child needs to eventually regulate, reflect, and communicate what they truly need.
Families often think of learning as academic milestones, but emotional safety is foundational. How do you see SEL supporting everything else a child does in school? Emotional safety is the foundation that allows learning to happen. When children feel safe, understood, and regulated, their brains are more available for academic tasks like focusing, problem-solving, and taking risks in learning. SEL helps children manage frustration, recover from mistakes, work through challenges, and build positive relationships with peers and teachers.
When those skills are in place, children are better equipped to participate in class, collaborate with others, and engage meaningfully with academic content. In that way, SEL doesn’ t compete with academics; it supports everything a child does in school by creating the conditions where learning can thrive.
We are living in a time when children absorb far more from the world than we sometimes realize. As an educator at a Jewish institution, how do you think about supporting students’ emotional well-being amid rising antisemitism and global uncertainty while still preserving a sense of safety and joy in childhood? Children today are exposed to far more information than we often realize, and much of it can feel confusing or overwhelming.
As their SEL teacher, I see my role as helping students make sense of what they encounter in age-appropriate and emotionally safe ways. At a Jewish institution, that begins with helping children feel secure in who they are and proud of their identity and values.
I have strong support from our Judaica teachers, who instill a deep sense of Jewish pride every day, and from our principal, Mariashi Groner, who makes it a top priority to ensure children feel that pride and sense of belonging.
I also teach students the internet and media contain a mix of accurate, misleading, and emotionally charged information, and that they don’ t need to absorb everything they see.
Learning how to think critically, ask questions, and protect one’ s emotional well-being is an essential life skill. When children feel confident, supported, and grounded, they are better able to navigate uncertainty while still preserving the joy and safety of childhood.
What is one small practice you wish every family would try at home? If I had to choose one, it would be for parents to focus on regulating themselves first. A dysregulated adult cannot effectively support a dysregulated child.
Emotional regulation is learned through co-regulation. Children watch how adults handle stress, frustration, and big feelings, and they learn from what they see modeled.
Creating regular, screen-free downtime as a family is an especially powerful way to do this. Being fully present through eye contact, listening to understand rather than respond, and simply slowing down together teaches children emotional connection and safety in ways no lesson ever could.
When you think about the children you work with years from now, what do you hope they will carry with them from these early experiences? I love this question. First and foremost, I hope they remember they were loved at school. I hope they remember that even when things were hard, when emotions got the better of them, and when they made poor choices, they were still loved and guided through repair. Mistakes are a part of growing up and a part of life.
I also hope they learn humility and the ability to admit when they are wrong. You can’ t grow if you’ re unwilling to recognize your weaknesses.
And finally, what do you do for fun when you are not at school? Outside of school, I enjoy spending time with friends and my two nieces and nephew, going to concerts and festivals, trying new restaurants, hiking in nature, and visiting the mountains. I also really enjoy being at home. I like doing puzzles, taking walks with my dog, listening to podcasts or audiobooks, and settling in with a good TV show or movie.
Is there anything else you want to share that we may have missed? One important message I hope families hear is this: supporting children’ s emotional well-being also means caring for their own. Seeking support through therapy, counseling, or trusted spaces for reflection should be seen as a strength, not a failure.
Children benefit greatly when the adults in their lives have tools to process stress, uncertainty, and big emotions. When parents model asking for help and prioritizing their mental health, they give their children permission to do the same.
All in the Mishpachah explores Jewish family life in all its forms, from parenting and partnership to the values, rituals, and everyday practices that shape our homes. Through personal stories and thoughtful conversations, the column reflects on how Jewish life is lived, nurtured, and passed from one generation to the next. If your family, friends, or community circle fits this spirit, please reach out to elizabeth. johnson @ charlottejewish. org with a brief note about your traditions.