Morning Check-In Guide for TeachersÂ
Morning check-ins have become a common classroom practice. They’re often recommended in curricula as a way to support student well-being, but many teachers are left wondering: What does this actually look like in practice? How do I make it developmentally appropriate for my students?
The truth is, most teachers are not clinical counsellors…and they don’t need to be. Morning check-ins don’t have to feel like therapy. When grounded in child development science, check-ins can be simple, effective, and age-appropriate ways to help students build emotional awareness and self-regulation skills.
Important Reminder: Morning check-ins should never pressure students to share more than they are comfortable with. Participation can be flexible. Students may use visuals, gestures, or private options instead of speaking out loud.
Primary (K–3)
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Keep it visual and concrete (emojis, pictures, feelings thermometer).
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Limit choices (3–4 emotions like happy, sad, mad, calm).
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Model out loud: “I’m feeling excited because it’s art day.”
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Example: Students place their name or magnet under an emoji that matches how they feel.
Intermediate (Grades 4–7)
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Introduce more emotion words (frustrated, nervous, proud, curious).
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Encourage short reflection: “What’s one word for how you feel?”
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Link to coping strategies: If tired → “What might help you today?”
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Example: Zero-to-Five rating (0 = stressed, 5 = awesome). Quick, low-stress, and everyone participates.
Middle (Grades 6–8, where applicable)
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Allow for privacy (journals, sticky notes, or digital forms).
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Normalize complexity: It’s okay to feel both nervous and excited.
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Build community by sharing class patterns, not individual feelings.
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Example: Anonymous sticky notes with one-word feelings dropped in a box.
Feelings vs. Behaviour: A Key Message
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All feelings are valid. It’s okay to feel angry, sad, worried, or excited.
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Feelings are signals, not instructions. Emotions give us information, but they don’t decide our actions.
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We can notice and name feelings without acting on them…e.g., “I feel frustrated” doesn’t mean “I can throw my pencil.”
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Self-regulation grows with practice. Helping students separate what they feel from how they act builds resilience.
Example teacher language:
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“It’s okay to feel angry. What matters is how we choose to handle it.”
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“Feelings come and go, but we are in charge of what we do next.”
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“You can be nervous and still give your best effort.”
Tips for Teachers
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Keep it brief (2–5 minutes).
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Be consistent. Routines build trust.
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Watch for patterns over time (repeated low check-ins may signal a need for support).
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Remember: the goal is awareness, not fixing.
