Review little, learn lots.

We notice that big feelings can sneak up fast, and children often only need a few clear, caring words to steady themselves. As teachers, we can help by offering short phrases again and again — not as a lecture, but as tiny tools a child can hold in their pocket. Review little, learn lots: practice small sentences often so they become automatic when a hard moment arrives. Say them quietly together after a pause, write one on a sticky note, whisper one before a test, or repeat one while taking three slow breaths. The power of these phrases comes from repetition, from hearing them from adults you trust, and from using them in ordinary moments so they are ready for the hard ones.

Keep the phrases simple, specific, and kind. When a student feels overwhelmed, it helps to name the feeling and offer a next step that is doable. When you model a phrase—“I notice I’m breathing faster”—you teach emotional literacy. When you encourage a child to say to themselves, “I can try one more time,” you give them permission to be imperfect and persistent. These are not tricks to fix everything; they are habits that build emotional strength, trust, and hope.

Below are short phrases you can teach and review often. Pick a few to repeat in your classroom and at home until they feel natural: - “I’m safe right now.” “It’s okay to feel this.” “One step at a time.” “Breathe in, breathe out.” “I can ask for help.” “I did what I could try today.” “My feelings won’t last forever.” “I am learning.” “It’s okay to make mistakes.” “Let’s try a small break.”

Use these phrases in many small moments: at the start of the day, before a tricky assignment, after recess, or when someone looks upset. Encourage students to choose one phrase as their “go-to” and practice it together for a week. Give them chances to role-play saying it, or draw a symbol that reminds them of the phrase. When a child hears the same words from classmates and teachers, the phrase becomes part of the classroom culture — a subtle cue that everyone cares and that feelings are seen.

Remember, repetition does not mean rush. Review little means short, steady reminders that respect the child’s pace. Celebrate small uses of the phrase: a student who takes five extra breaths before speaking, or another who asks a friend for help. Those tiny wins add up. As teachers, our steady, caring words can become anchors for students learning to manage emotions, tackle challenges, and believe in their own resilience. Review a little every day, and you’ll help children learn a lot about themselves.