Small Moments, Big Impact: Connection Builds Prevention
- Mar 13
- 4 min read
At the heart of school safety is the way we show up for students and create community. Connection builds trust, a true sense of belonging, and the conditions for early support. Small, everyday actions have the power to change the trajectory of many of our students’ lives. With so many factors to school safety, it is important to slow down and tune into two of the most fundamental: connection and belonging.
Throughout my adult life, one saying has stayed with me: be the adult that you needed as a child. This idea has become a guiding philosophy in my life and one of the reasons I was drawn to my work with Safe and Sound Schools’ Bright Futures program. If it were not for the adults who stepped up and created a sense of belonging for me as a young child, I would not be in this position or be the person I am today. Their presence, encouragement, and consistency made a difference.
Why Belonging and Connection Matter for Prevention
When students feel connected and have a sense of belonging, they are more likely to seek out the adults around them for support. Likewise, when a teacher sees a student in distress, they have a great opportunity to reach out to that student. Connection creates the necessary environmental conditions where concerns surface earlier, and students’ needs do not go unmet. Early intervention is critical to the effectiveness of prevention.
The absence of belonging can have the opposite effect. Feelings of isolation or being disconnected from the school community can cause unmet needs to build over time. This shows up in students in many ways. Some students may have behavioral challenges, others may withdraw, and some suffer silently. What appears to the outsider as ‘difficult’ or ‘disconnected’ behavior often signals a student experiencing uncertainty, stress, and lack of support.
Belonging and connection create the conditions where students are noticed, supported, and guided before challenges arise. When educators, families, and community partners foster connection and build strong relationships with young people, it is easier to notice when something is “off”. Prevention comes from noticing the little things, knowing people well, and having a community to call on.
Creating these conditions does not require a huge overhaul of existing systems or tons of added work in an already curriculum packed day. Small moments can have a meaningful impact.
A Few Strategies to Try
The Huddle:
One simple approach is creating regular staff and student check-ins. While educators are balancing demanding schedules, even small, intentional moments of connection can make a meaningful difference. It is important to not only show up for the students, but also for staff. They cannot create connection and belonging without first feeling it themselves.
Morning huddles, for staff and students, can be an effective way to invite connection and encourage awareness. The only way we know that someone may be experiencing some of the hardest days is through observation and connection. A huddle does not need to be long; it can be 5 minutes or less, discussing the day, asking a question, or bringing awareness to a student or situation.
Gratitude Exercises:
Teaching and practicing gratitude can help shift the mindset of both students and staff. At an early age I learned to practice gratitude as a coping skill to lessen the burden of a stressful moment. The way we teach students to view the world and respond to life’s challenges greatly impacts their outlook.
Gratitude exercises can be a great way to help students ground and counter negative emotions. This can be as simple as keeping a gratitude list in a journal, sharing out, or ending the day by reflecting on a positive moment. A study of middle school students practicing gratitude through journaling found that they reported greater optimism and affect1.
Two by Ten:
Oftentimes teachers are encouraged to build relationships with students but are not given a clear or realistic way to do so. The Two by Ten strategy is an exercise that has the teacher select an at-risk student and spend ten consecutive days having a two-minute conversation with them.
Conversations focus on anything that the student is interested in or willing to share. These intentional moments build positive rapport and give teachers a deeper understanding of their student. A small investment of time can lead to strong relationships and fewer classroom disruptions, making this strategy a practical place to start. Most importantly, it can provide encouragement and hope for a student who may not be receiving any positive reinforcement at home.
Sharing the Responsibility
Connection and belonging build a strong foundation for prevention. Their impact is strongest when practiced throughout the community. No single educator, counselor, or mentor can create the culture of belonging alone. It grows through intentional practices for staff and students, consistency in showing up for one another, and a shared responsibility to ensure that every student is supported. In many ways, prevention begins with these small everyday moments of connection, and communication among educators.
Learn more about Doug Hunt and how you can book him for your next event: https://www.safeandsoundschools.org/featured-speakers/doug-hunt
Citations
Froh, J. J., Sefick, W. J., & Emmons, R. A. (2008). Counting blessings in early adolescents: An experimental study of gratitude and subjective well-being in school. Journal of School Psychology.