Building Connection: How Classroom Culture Transformed a Student’s Behavior

One of the most powerful transformations I witnessed in my fourth-grade classroom happened with a student who, at the time, was quite challenging. He was often disrespectful, making comments that would throw off the whole class. I was used to his defiance, but I also knew something had to change.

It wasn’t until I attended a teaching conference that a presenter’s message about connecting with students in the morning really resonated with me. The presenter talked about the importance of offering students a hug in the morning because we never know what a child’s life is like at home or what challenges they may have faced on the way to school. Sometimes, all they need to start their day is that moment of love. Up until that point, I had been diving straight into the lesson each day, skipping the opportunity for connection. I didn’t realize it, but I had been missing out on something fundamental.

When I returned to school, I decided to implement morning hugs, or high-fives if students weren’t comfortable with hugs. The student, who had been challenging to engage, had an immediate turnaround in his behavior. The student who had once been defiant and did not greet me with warmth and respect would be the first one in line every morning to give me that hug.

That simple act of offering a hug gave him the reassurance and connection he needed to let his guard down.  What I didn’t realize until that moment was how much I had been missing by skipping that important morning connection that went beyond just greeting students. It wasn’t just about the hug; it was about showing him he mattered beyond the lessons, that I saw him as a person.

This experience reinforced my belief in the power of connection and the immediate impact it can have on classroom dynamics. Sometimes, it’s not about complex strategies—it’s about taking a moment to show students they are safe, seen, loved and valued.

And the impact didn’t stop at the end of the school year. When he moved to fifth grade, he continued to see connection. He often came back to my classroom to visit, and his fifth-grade teacher understood that this was a crucial part of his well-being. He knew that the connection we’d built in the past was something he could rely on, and I was always happy to welcome him back. It was a testament to how a simple act of connection can resonate beyond the classroom and leave a lasting impact on a student’s sense of self and security.