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Fostering Connection: Fifteen Social-Emotional Learning Strategies For Building Community In The Choral Classroom

structures the experience while reinforcing class iden- Strategy #15:
tity to foster a sense of respect and appreciation across Choir and Family Cultural Social Event
grade levels. The exercise helps build trust, empathy,
and a culture of appreciation among students. SEL re- Another powerful strategy is to bridge school life and
search underscores that affirmations support the devel- home life by inviting families and community members

opment of emotional intelligence and belonging.When to celebrate the cultural heritage of your students/sing-
this strategy is implemented in a choir, research shows ers by incorporating family-centered events. One exam-
increased student bonding, reduced bullying, and im- ple is a “Tamalada and Carols” event—a culturally in-
proved group cohesion. 13 clusive activity where students and their families gather
to make tamales and sing holiday songs in English and
Spanish. This creates a cross-generational, multilingual
Strategy #13: celebration of culture and provides space for joyful mu-
Choir Compliment Chain
sic making outside the formal concert setting.
A few times each month, the choir forms a circle for Events like these align with the SEL core competen-
14
a “Compliment Chain,” where students offer genuine cy of relationship skills and allow for deeper familial
praise to one another, either verbally or on sticky notes. investment in students’ musical lives. This type of event
Compliments must be specific and related to musical can be facilitated in collaboration with culinary teachers
effort, character, or teamwork. For example, “I appreci- or community kitchens. Depending on the cultural back-
ated how you helped with the alto part today” or “Your grounds represented in your ensemble, this model can
positive attitude during warm-ups lifted the group.” be adapted to feature a variety of foods and reperotoire.
These affirmations validate effort and promote grati- In addition to building community, these events can
tude, encouraging students to notice and acknowledge serve a dual purpose as fundraisers or outreach initia-
each other’s contributions. Over time, this ritual builds tives. For example, freshly made tamales can be sold
community, boosts morale, and fosters peer recognition for $1 each to raise money for the choir’s travel fund,
as a natural part of the ensemble culture. uniforms, or sheet music. Alternatively, a portion of the
food can be packaged and donated to families in need
within the school or wider community, fostering a spirit
Strategy #14: of generosity and social responsibility among students.
Post-Concert Reflection and Celebration Ritual Whether generating revenue or giving back, integrating
food and music in this way promotes a sense of shared
After major performances, set aside time for the purpose and meaningful impact. Music education events
choir to reflect, celebrate, and decompress. Students that include families and integrate cultural food and
can write or share reflections about personal growth, song traditions can provide meaningful opportunities for
ensemble success, or emotional moments during the inclusivity and intergenerational learning. 15
concert. Combine this with a low-pressure celebra-
tion—such as watching a concert recording, enjoying a
snack, or doing a fun musical game. This ritual honors Summary
the emotional intensity of performance while reinforc- As you begin implementing these and other SEL strat-
ing group identity. It also models healthy closure, help- egies, remember that their success depends on creating a
ing students move forward with a sense of accomplish- space that is safe, respectful, and emotionally supportive.
ment and clarity. When students feel that their work is While many of the strategies outlined can help foster this
seen and celebrated, their investment in the ensemble environment, the foundation of trust and rapport must
and in each other deepens. be intentionally built to ensure all students feel secure
and open enough to engage fully.
Fostering SEL in the choral classroom is not an ancil-

60 CHORAL JOURNAL May 2026 Volume 66 Number 8