The Power of Social and Emotional Competence: How Urban Educators Can Re-Engage Disconnected Learners By Dr. Jamiel Josey

In urban education, academic success is often intertwined with a student’s social and emotional experiences both inside and outside the classroom. Urban educators face a daily challenge: teaching students who are physically present but mentally absent—those who come to class yet remain disengaged, distracted, or uninterested. The root causes of disengagement can vary widely, from trauma and instability at home to lack of self-confidence, cultural disconnect, or academic frustration.

To reach these students, educators must do more than simply deliver content—they must connect with students on a human level. This is where social and emotional competence (SEC) becomes essential.

Understanding Social and Emotional Competence in Urban Education

Social and emotional competence refers to an educator’s ability to recognize and regulate their own emotions, show empathy toward others, build positive relationships, and make responsible decisions. When teachers demonstrate strong SEC, they are better equipped to handle classroom challenges calmly and compassionately.

In urban school settings—where students often face systemic inequities, poverty, or community stressors—an educator’s SEC directly influences the classroom climate. Research has shown that when teachers model emotional stability and empathy, students mirror those behaviors. A classroom grounded in trust and respect allows students to take academic risks, engage in dialogue, and persist through challenges.

Why Student Engagement Matters

Student engagement is a critical predictor of academic success. Disengagement can manifest as daydreaming, refusal to participate, or frequent absences. However, these behaviors often mask deeper emotional needs. A student who “tunes out” might be overwhelmed, anxious, or simply feel unseen.

Urban educators who possess high social-emotional awareness recognize that disengagement is not defiance—it’s communication. Students may be saying, “I don’t feel safe enough to try,” or “I don’t see myself in this lesson.” Responding effectively requires emotional intelligence, patience, and intentional strategy.

Strategies for Re-Engaging Disengaged Students

1. Build Authentic Relationships

Students are more likely to engage when they feel valued and understood. Learn their names, interests, and stories. Greet them daily, show up at school events, or reference their personal interests in lessons. Consistent relational gestures show students that you care beyond academics.

2. Use Restorative Conversations

When a student seems checked out, instead of reprimanding them, pull them aside for a restorative check-in. Ask open-ended questions:

• “I noticed you’ve been quiet lately—how are things going?”

• “What can I do to make class feel more meaningful for you?”These questions communicate empathy and offer students a sense of agency in their learning experience.

3. Create Culturally Relevant Learning Experiences

Urban students thrive when they see themselves reflected in the curriculum. Integrating culturally relevant texts, discussions about current social issues, or projects that connect learning to community life can increase engagement. When instruction aligns with lived experiences, students see learning as purposeful, not perfunctory.

4. Teach and Model Emotional Regulation

Educators who manage their emotions effectively create safer environments for learning. When students witness a teacher de-escalate tension, take a mindful pause, or admit mistakes calmly, they learn powerful coping skills. Incorporating short mindfulness moments or breathing exercises can also help students regain focus.

5. Offer Choices and Voice

Student disengagement often stems from a lack of control. Providing choices—such as allowing students to select a reading topic or choose between presentation formats—empowers them. When students have a voice, they are more invested in the outcome.

6. Establish Predictable Routines and High Expectations

Consistency builds trust. When students know what to expect, they feel safer to participate. Pair predictable routines with high, yet compassionate, expectations. Communicate belief in every student’s ability to succeed, regardless of past performance.

The Ripple Effect on Academic Achievement

When educators apply social-emotional competence consistently, the benefits extend far beyond classroom behavior. Students in emotionally supportive environments demonstrate improved attendance, stronger academic persistence, and higher test scores. More importantly, they develop self-regulation, empathy, and resilience—skills that transcend academics.

Educators who balance compassion with structure create classrooms where students want to learn. By understanding the emotional roots of disengagement and responding with empathy and strategy, urban teachers not only re-engage students—they transform lives.

Final Thoughts

Urban educators are not just instructors—they are mentors, counselors, and change agents. Their social and emotional competence can bridge the gap between student presence and true participation. When teachers connect the heart with the mind, students begin to listen, learn, and believe again.