Research has shown that social-emotional skills are closely linked to students' academic success and overall productivity in the classroom. In response to observed emotional and behavioral dysregulation in several kindergarten students at the Coventry Grammar School (CGS), a comprehensive social, emotional, and behavioral education plan was developed for a small group of students. This initiative focuses on providing explicit instruction in social skills and emotional regulation, as students who are emotionally dysregulated are often unable to engage in productive learning. Recognizing the need for a structured program, district administration and the principal developed a K-2 social, emotional, and behavioral program that aims to address these issues early on and provide targeted support to students.

In the fall of 2024, a team of Coventry staff visited nearby districts that have established model programs. This visit allowed the team to gather valuable information and ideas to help shape the program at CGS. After reviewing the specific needs of the students at CGS and consulting with staff members and external agencies, a proposal for the program was created. The proposal was presented to the Board on December 12, 2024, and the program officially began in January 2025. The goal is for the program to evolve over time, with continued professional development for staff and consultation with external agencies to refine and expand the support provided.

Currently, the program serves four students and is staffed by a special education teacher, a Registered Behavior Technician (RBT), and a para-educator. In addition to this core team, related services, including a Board Certified Behavior Analyst (BCBA), Occupational Therapy (OT), Physical Therapy (PT), Speech, and Counseling, are provided based on individual student needs. This tailored approach ensures that each student receives the specific support necessary to address their social-emotional challenges.

The development of this program represents a proactive effort to address the social-emotional and behavioral needs of students at an early stage. By providing targeted instruction and a range of supports, the goal is to help students build the emotional regulation and social skills they need to thrive in the classroom and beyond.