Early childhood education plays a crucial role (National Scientific Council on the Developing Child, 2007) in shaping children’s cognitive, emotional, and social development. The quality of classroom environments significantly influences these outcomes, particularly in mental health and behavioral wellbeing. While individual child interventions address individual-focused challenges, counselors, educators, and child development professionals can foster positive emotional and social experiences by improving “classroom climates.” Here are tips for creating a supportive, nurturing learning environment.  

Why Classroom Climate Matters: Especially for Military Children 

A child’s emotional, social, and cognitive development is deeply influenced by the quality of their classroom learning environment. Emotional security, structured routines, and positive teacher-child interactions significantly impact greater emotional regulation and resilience in children, improved peer relationships and cooperation, and strong self-management of behaviors and emotions. For children from military families (Park, 2011), classroom climate is particularly important as transitions, parental deployment, and relocation stress impact their emotional wellbeing.  

Addressing Systemic Challenges in Early Childhood Settings 

Supporting children’s behavioral and emotional wellbeing in development centers presents numerous challenges. Early childhood educators today face growing challenges (Lester & Flake, 2013), including limited resources, staff turnover, and increasing numbers of children who require additional support to thrive. Amid these demands, the focus often leans heavily toward academic preparedness, leaving less opportunity for professional development around fostering supportive emotional climates. 

Access to resources for mental health and emotional wellbeing is also limited, with in-person, professionally trained licensed mental health providers being scarce (National Research Council and Institute of Medicine, 2009), highlighting the need for proactive interventions within the classroom. These challenges are even more pronounced in military-connected early childhood settings, where frequent relocations and deployments can leave both parents and educators with limited knowledge of available community resources, further complicating efforts to support children’s social-emotional development. 

Aligning with Existing Frameworks for Greater Impact 

The principles of a “climate scale” can provide consistency in the classroom. By providing interventions modeled after the Preschool Mental Health Climate Scale tool, early childhood counselors and educators can provide support across staff and centers and give practical tools to ensure that teachers are better equipped to manage some of those challenges. Here are two scales that have been effective in our years of providing counseling to military families. 

The Early Childhood Environment Rating Scale (ECERS) (Harms, Clifford, & Cryer, 2015) is a tool to assess and enhance classroom environments and practices. It provides a structured framework that allows educators to evaluate key aspects of the learning environment using consistent, research-based criteria. By working within a system that employs ECERS, a child development professional can align consultations with a language and set of expectations already familiar to staff. This shared reference point streamlines communication and facilitates more targeted, collaborative problem-solving. As a result, the counselor or teacher is better equipped to provide relevant and actionable support that resonates with children and families and reinforces existing developmental goals. 

Another framework to consider is the Preschool Mental Health Climate Scale (PSMHCS) (Borelli et al., 2019). The PSMHSC is composed of several sections that emphasize various classroom environmental factors. Each section enables a child development professional to recognize deficiencies and implement appropriate interventions. The PSMHCS details how classroom environments impact child behaviors. It will help identify common stressors, such as chaotic transitions or a lack of emotional support strategies and provide actionable strategies to improve classroom climate without major disruptions to routines. 

Applying the Preschool Mental Health Climate Scale   

Here are some common classroom challenges and interventions for teachers and counselors to address with military children, youth, and families.

1. Transitions Between Activities 

Challenge: Children become restless and disruptive during transitions.
Teachers: Model strategies for pre-transition warnings and use verbal and visual cues during classroom instruction.
Counselors: Ask reflective questions like, “How do you think you should respond when there’s a sudden shift in activities?” or “What small changes could make transitions smoother?” to promote self-reflection and ownership of improvement.

2. Directions & Rules 

Challenge: Inconsistent enforcement of rules or lack of clear expectations.
Teachers: Assist in developing visual rule charts, creating consistent rule systems, and integrating social stories to reinforce expectations.
Counselors: Model using positive reinforcement and consistent follow-through with consequences.

3. Behavior Challenges 

Challenge: Behavior escalation due to limited classroom monitoring.
Teachers: Demonstrate active supervision techniques, including effective classroom movement and awareness.
Counselors: Train on recognizing early signs of distress and strategies for proactive engagement. 

4. Emotional State 

Challenge: Emotional state negatively impacts the classroom climate.
Teachers: Facilitate self-reflective discussions about how personal stress, including military-related challenges, influences attention.
Counselors: Train on stress management tools, have individual support sessions, and provide referrals to appropriate resources as needed. 

5. Child Interactions 

Challenge: Limited engagement, minimal physical warmth, and lack of responsive dialogue from staff to children.
Teachers: Ask open-ended questions, have eye-level interactions, and use warm engagement strategies like high-fives and active listening.
Counselors: Demonstrate personalized connection-building techniques with children to promote relational trust and engagement.

6. Transitions Between Activities: Emotional Awareness & Problem-Solving 

Challenge: Children struggle to express emotions and rely on adults to resolve conflicts.
Teachers: Help label emotions and guide children through peer conflict using visual tools like emotion charts.
Counselors: Model emotional coaching strategies and demonstrate conflict resolution techniques in the classroom setting. 

7. Individualized & Developmentally Appropriate Lessons 

Challenge: Rigid, non-differentiated instruction for children with varying needs.
Teachers: Model strategies that promote flexibility, such as offering choices, using sensory-friendly materials, and adjusting activities to meet diverse needs.
Counselors: Reinforce self-regulation skills, offer coping strategies during challenging activities, and help children navigate transitions through individualized support.  

8. Child Interactions 

Challenge: Peer conflicts are frequent; socialization needs.
Teachers: Model strategies for promoting cooperative play and supporting positive social interactions among peers, offering real-time examples in classroom settings.
Counselors: Work with children on positive peer engagement, modeling turn-taking, social invitations, and conflict resolution skills. 

Transforming Environments & Supporting Futures 

By breaking down each component of the preschool mental health climate scale and integrating interventions into daily classroom activities, counselors, educators, and child development professionals can provide support and consultation and exemplify best practices for educators. Enhancing classroom climates can ultimately create healthier, more supportive learning environments to benefit both educators and students. These climate scale principles can be used as a support tool to positively transform early childhood learning environments, ensuring every child receives the emotional and social foundation for long-term success. 

References 

• Park, N. (2011). Military children and families: Strengths and challenges during peace and war. American Psychologist, 66(1), 65–72. https://doi.org/10.1037/a0021249 

• National Scientific Council on the Developing Child. (2007). The Science of Early Childhood Development: Closing the Gap Between What We Know and What We Do. https://developingchild.harvard.edu/resources/the-science-of-early-childhood-development-closing-the-gap-between-what-we-know-and-what-we-do/

• National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities. The National Academies Press. https://doi.org/10.17226/12480 

• Lester, P., & Flake, E. (2013). How wartime military service affects children and families. The Future of Children, 23(2), 121–141. https://doi.org/10.1353/foc.2013.0015 

• Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2009). Improving young children’s social and emotional competence: A randomized trial of the Preschool PATHS curriculum. Journal of Primary Prevention, 30(3-4), 329–345. https://doi.org/10.1007/s10935-009-0171-0 

• Bartlett, J. D., Smith, S., & Bringewatt, E. (2017). Helping young children who have experienced trauma: Policies and strategies for early care and education. Child Trends. https://www.childtrends.org/publications/trauma-early-care-education 

• Harms, T., Clifford, R. M., & Cryer, D. (2015). Early Childhood Environment Rating Scale – Third Edition (ECERS-3). Teachers College Press.
• Borelli, J. L., Callaghan, C. L., Smiley, A. J., & Westervelt, H. (2019). Development and Validation of the Preschool Mental Health Climate Scale (PMHCS). Early Education and Development, 30(3), 318–338. https://doi.org/10.1080/10409289.2018.1546095 

Further Reading 

For those supporting young children’s social-emotional development and mental health, several established tools and resources can provide valuable guidance. The Early Childhood Environment Rating Scale (ECERS) (Harms, Clifford, & Cryer, 2015) and the Preschool Mental Health Climate Scale (PMHCS) offer frameworks for assessing classroom environments and the emotional climate within early learning settings. Additionally, resources such as the Devereux Early Childhood Assessment (DECA) Program, the Center on the Social and Emotional Foundations for Early Learning (CSEFEL), the National Center for Pyramid Model Innovations (NCPMI), and ZERO TO THREE provide practical strategies, evidence-based practices, and training materials to strengthen resilience, promote positive social-emotional growth, and address the needs of young children, particularly in dynamic environments like military-connected early childhood programs. 

Additional Recommended Resources for Counselors Working in Early Childhood Settings 

• Devereux Early Childhood Assessment (DECA) Program: A strength-based assessment and planning system designed to promote resilience in children aged 4 weeks to 6 years. https://centerforresilientchildren.org  

• Center on the Social and Emotional Foundations for Early Learning (CSEFEL):  Resources and training materials focused on promoting social-emotional development and school readiness in young children. http://csefel.vanderbilt.edu  

• National Center for Pyramid Model Innovations (NCPMI): Support for the implementation of the Pyramid Model framework to promote young children’s social-emotional competence and address challenging behavior.  https://challengingbehavior.cbcs.usf.edu/   

• ZERO TO THREE:  An organization dedicated to ensuring that all babies and toddlers have a strong start in life, with a wealth of mental health, trauma-informed care, and early development resources. https://www.zerotothree.org/ 

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About the Author 

Mary Sol Weston, LCPC-S, is a dedicated Licensed Clinical Professional Counselor with a specialization in family life counseling, trauma-informed care, and early childhood mental health. Coming from four generations of active-duty Service members, country and community is woven into her identity. She honors the legacy of her father’s distinguished 33-year military career and takes pride in her son’s current service in the armed forces.

In today’s fast-paced, high-pressure world, mental health has emerged as a critical public health concern. Suicide, now the 11^th leading cause of death in the United States, continues to be a major concern. After a brief decline in 2019 and 2020, suicide rates rose in 2021, with an average of 132 suicides per day—a 5% increase. The situation worsened in 2022, with an additional 3% increase, bringing the average to 135 suicides per day. By 2023, over 50,000 Americans died by suicide, marking the highest number on record. These concerning statistics underscore the importance of integrating targeted suicide prevention strategies into all behavioral health initiatives.

While Employee Assistance Programs (EAPs) and behavioral health benefits from commercial and public insurers provide support for individuals facing mental health challenges, these organizations can further strengthen suicide prevention efforts by implementing data-driven systems that proactively manage and mitigate suicide risk, including:

• Early identification—Preventing crises before they escalate is critical. Utilizing predictive analytics, organizations can identify early warning signs and intervene promptly.
• Ongoing assessment—Continuous mental health monitoring allows care to be adjusted and personalized as needs evolve.
• Proactive outreach—At-risk individuals often don’t seek help on their own. Through population engagement tactics, such as targeted emails, app notifications and direct outreach by care managers trained in suicide prevention, organizations can ensure timely support reaches those in need.
• 24/7 supportive care—Round-the clock access to support is vital for effective suicide prevention. On-demand resources like digital tools for mental health and wellbeing, educational materials, safety plans, hotlines, crisis text lines and direct connections to mental health professionals provide individuals with the help they need, whenever they need it.
• Specialized care management—Licensed clinicians trained in mental health services and evidence-based practices have the expertise to deliver essential support to at-risk individuals, including designing individualized care plans to enhance protective factors, such as building social support networks and improving problem-solving skills and using ongoing remote monitoring to adjust and personalize interventions as needs evolve.
• Sub-specialty networks—Access to clinicians specializing in mental health conditions ensures at-risk individuals receive the focused care they need. Also, subspecialty medical clinics and primary care providers should screen for mental health conditions. Some physical health conditions (e.g., traumatic brain injury and cancer), can carry a risk of suicide.
• Outcomes and data-driven approach—Using data to measure the effectiveness of suicide prevention programs allows organizations to continuously refine their strategies, ensure efficient use of resources and better target interventions.

Integrating data-driven targeted suicide prevention and risk management strategies can significantly enhance the effectiveness of EAP programs and behavioral health benefits provided by private and public insurers. Early detection of warning signs and timely interventions can reduce the risk of suicide, save lives and foster a healthier, more resilient society.

Learn how Magellan Healthcare’s data-driven approach is helping organizations safeguard lives here.

Sources:

• CDC
• CDC
• NBC News

As the pandemic grows, healthcare workers are experiencing a new level of stress and fear. Since our first piece about healthcare workers and mental health, the toll that COVID-19 cases have taken on them has become more difficult than any could have imagined.

First, let us again say thank you to all of you, from EMTs who answer the first calls to the doctors and nurses who tend to the sickest. Your selflessness and heroism is inspiring.

We’ve set up a counseling hotline for healthcare workers and first responders at 1-800-327-7451 (TTY 711). Your call will be answered by our licensed mental health clinicians. Our team is trained and ready to listen and help during this difficult time.

There are so many things that are out of our control. We are dependent on others to address many aspects of the big picture, but there are things outlined below that we can do for ourselves and those close to us. No single recommendation is enough by itself, but when taken together, they may help.

Talk about it

Acknowledge your anxiety, fear and grief, and talk about it.

Many of our colleagues and friends say that leaning on fellow healthcare workers is very difficult. Everyone’s heart beats a little bit faster when they greet a COVID-19-positive patient, so how can we ask them to support one another? Yet this is what we do as a medical community daily. Peer support is key.

• If a compassion fatigue group isn’t available at your workplace, work with your employer to put one together.
• If a group option isn’t available, talk to your co-workers about what you are seeing and how it is affecting you. You’ll be surprised at how many share your feelings but have been afraid to say anything. Hospital workers have talked about how a quick meeting at the beginning of their shift, during a break or at other times—to talk, pray, or have a moment of silence—has helped them tremendously.¹
• Many hospital systems have been deploying their psychiatric workforce as volunteers to help colleagues who need it.² Ask your employer if this is available.
• If you don’t want to talk about it at work, find a former co-worker or friend from school or training to talk to, or contact Magellan Healthcare at the phone number above.
• Finally, if you are at a point where your feelings impact your ability to perform or feel comfortable in your role, talk to your supervisor or your organization’s human resources group about your employee assistance programs. Monitor your physical and mental symptoms. You may reach a position that you need to be treated by a behavioral health professional. If that happens, contact one as soon as possible.

Make your voice heard

Some healthcare workers are feeling betrayed by their employers and others.² Whether it’s lack of PPE, feeling unappreciated or being expected to work excessive hours, these feelings can make an already untenable situation worse. While there is much you cannot control, don’t let that stop you from advocating for yourself and others.

• Ask for more PPE or the protocols for how it is allocated. Understanding why things are happening can help people accept them and enable you and your colleagues to offer suggestions from the front lines.
• If you are frustrated about things that you see, think about how you would make them better. Make a list and discuss them with coworkers to come up with solutions. Once things slow down, you’ll have strong suggestions for improving your work environment.

Maintain focus

• Remember why you became a healthcare worker. Maybe you watched a family member battle an illness, or you felt a calling to help people. Think about that during these times.
• Remind yourself that what you are doing is noble. The cognitive impact of recognizing the value you offer will help you serve your patients in a positive way.
• Consistent with your training and dedication, keep your focus on the patient in front of you, on protecting yourself to the best of your abilities and extending those protections to the home setting when you are off work.
• When you are off work, turn your focus to what is happening in the moment.

Take care of yourself

• We acknowledge that recommending meditation or focusing on breathing in the midst of chaos and fear may not seem helpful for some. Think about how you breathe when you are stressed. Some of us hold our breath without realizing it; others breathe very shallowly. We don’t realize it until we get around to taking a real breath.
• As you work around people with COVID-19, you might be afraid to breathe deeply. If you can, try to go to a place where you feel comfortable doing so, and take a few deep, slow breaths. Something as simple as this can release stress and clear your mind.
• Exercising may feel like a lofty goal as well. Try to find 10 minutes for a brisk walk, or a quick set of jumping jacks, sit-ups and push-ups.
• If you don’t have time or energy to cook, find easy-to-eat fresh foods like bananas, oranges and carrots.
• To help you relax and get to sleep, try apps like Headspace, Calm and Balance. AMA members can access these for free.
• Finally, if you are on medications for a pre-existing behavioral health condition, don’t stop taking them, and contact your provider if your symptoms are getting worse.

For more information and tips, visit www.MagellanHealthcare.com/COVID-19.