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CHORTEACH

Fostering Connection: ARTICLE

Fifteen Social-Emotional

Learning Strategies

for Building Community

in the Choral Classroom

MICHAEL GUTIERREZ

Choirs have always been an authentic form of com- and social and emotional competencies early in life, as
munity music making. In the K–12 setting, a choral demonstrated by innovative programs for toddlers that
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ensemble provides fertile ground for students to de- have documented promising results. Continued efforts
velop essential social-emotional learning (SEL) skills to adopt such practices within schools and communi-
in ways that may not be prioritized in other academic ties can help equip young people to face present and
environments. Social-emotional learning encompasses future challenges with greater well-being and hope.
the skills students use to understand themselves, reg- Because social-emotional learning is most effective
ulate emotions, build empathy, form healthy relation- when embedded within authentic, relational contexts,
ships, and make responsible choices—skills that are music classrooms—and choral ensembles in partic-
actively rehearsed each time singers listen, respond, ular—offer a uniquely powerful setting for this work.
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and create together. Given the increased prevalence While SEL research often highlights outcomes across
of mental health problems in students, it is necessary developmental stages, the collaborative, vulnerable,
to deepen our understanding of protective methods and interdependent nature of ensemble singing makes
that can counterbalance negative effects of isolation choral spaces especially impactful for adolescents navi-
and address the psychological vulnerability and dis- gating identity, belonging, and peer relationships, while
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tress among adolescents. Recent research has argued remaining relevant across K–12 and postsecondary
that resilience is a strong protective factor in mitigating settings. Music educators are, therefore, increasingly
internalizing problems, and partly externalizing prob- tasked not only with developing musical skills but with
lems, particularly as these difficulties tend to increase intentionally cultivating rehearsal environments where
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with age. Importantly, resilience should be promoted students feel valued, safe, and seen.
through a systemic approach that recognizes the value This article explores fifteen social-emotional learn-
of family, peers, schools, and communities as key pro- ing strategies designed for use in choral settings across
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tective networks. Therefore, maintaining and nurtur- age levels. Some strategies are drawn directly from my
ing supportive relationships should be a priority for pro- own secondary choral teaching practice, while others
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moting adolescents’ mental health. Other researchers are adaptable ideas informed by current research and
have emphasized the importance of fostering resilience pedagogical frameworks. Together, they offer practical,

CHORAL JOURNAL May 2026 Volume 66 Number 8 55