Building Emotionally Competent Classrooms

In this episode of Creating Neurodiversity-Affirming Schools, Emily Kircher-Morris and Amanda Morin explore what it means to build emotionally competent classrooms. They discuss how educators can develop their own emotional competence to foster healthier learning environments and support neurodivergent students more effectively. Emily and Amanda are joined by Juliana Urtubey, 2021 National Teacher of the Year, who shares her insights on how emotional competence impacts both educators and students. Juliana, a nationally board-certified teacher and advocate for inclusive education, highlights the importance of self-reflection, relationship-building, and culturally affirming practices in the classroom. Key topics include: Understanding emotional competence as an ongoing journey for both teachers and students How educators’ knee-jerk reactions to student behavior can impact classroom dynamics The importance of self-reflection in building relationships with students Strategies for repairing relationships after moments of frustration or miscommunication Using think-alouds to model emotional regulation for students How cultural and linguistic identity influences emotional competence and social expectations in classrooms Resources mentioned: Creating Neurodiversity-Affirming Schools by Emily Kircher-Morris and Amanda Morin – Order here Online courses for educators on neurodiversity-affirming practices – Learn more Juliana Urtubey’s advocacy and resources – More about her work

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