Leading with Intention: Using Social and Emotional Competence to Set the Tone for a Strong Start of the School Year in Urban Schools By: Dr. Jamiel Josey

The first few days of school in any educational setting are filled with excitement, nervous energy, and uncertainty—but in urban school environments, they also bring a unique set of challenges and opportunities. For urban educational leaders, how we show up—emotionally, relationally, and professionally—can shape the entire trajectory of the school year. At the heart of successful leadership lies the ability to lead with self-awareness, empathy, and emotional intelligence. These social and emotional competencies are not “soft skills”; they are foundational tools for transforming school culture and building trust from day one.

Urban school leaders often face high staff turnover, trauma-informed needs, community pressures, and deeply rooted equity challenges. Amid these realities, starting the school year strong requires more than logistical preparation—it requires emotional presence and intentionality. When leaders model composure, empathy, and fairness from the start, they create psychological safety for students and staff. Leaders who manage their own stress, set clear boundaries, and cultivate positive school relationships early are more likely to retain talent, reduce classroom disruptions, and improve student engagement. The early days are not just procedural—they’re relational. Every hallway greeting, staff meeting, and class visit is an opportunity to lay a foundation of belonging.

Strategies for Urban Educational Leaders: First Week SEC Playbook

1. Lead with Emotional Transparency

Normalize emotional check-ins—for staff and for yourself. Acknowledge that the start of the year can feel overwhelming. When leaders say things like, “I know there’s a lot on your plate—let’s prioritize together,” they model vulnerability and support. This builds staff morale and opens space for authentic dialogue.

2. Prioritize Relationship-Building Over Compliance

Rather than jumping straight to rules and routines, spend time listening to students’ and teachers’ stories. Visit classrooms not just to “monitor,” but to encourage. Walk the halls, greet students by name, and ask staff how they’re doing. Build psychological safety by being present and approachable.

3. Hold the Calm During the Chaos

Urban school leaders will inevitably face early-year crises: late enrollments, transportation issues, discipline escalations. Use these moments to practice emotional regulation. Before responding, pause, breathe, and ask: What do I want this person to walk away feeling? Your emotional energy sets the tone. A calm leader creates a calm building.

4. Model Restorative Mindsets

Use mistakes and missteps as learning opportunities. If a student is defiant or a teacher is frustrated, don’t default to punishment or blame. Practice empathetic listening and inquiry, and reframe the moment to restore trust. Introduce restorative language from day one to build a culture of repair, not reactivity.

5. Build a Reflective Routine

At the end of each day, engage in reflective practice. Ask yourself:

• What interactions energized me today?

• Where did I lead with empathy?

• How did I regulate my emotions during difficult moments?

Even five minutes of reflection builds the self-awareness needed to grow as a socially and emotionally competent leader.

Final Thoughts: The Power of a Grounded Leader

The first few days of the school year are not about perfection—they’re about presence. In urban education, students and staff are not just looking for structure; they’re looking for leaders who see them, believe in them, and remain steady under pressure. When leaders approach the start of the school year with social and emotional competence, they don’t just survive the chaos—they shape a climate of possibility, one relationship at a time.

Let this be the year we lead with heart, strategy, and humanity—because how we begin matters.