My Social Service Learning Log (Task 4) - A Journey Into Supporting Learners’ Emotional Well-Being

   A Journey Into Supporting Learners’ Emotional Well-Being

 

One of the most significant parts of my teaching experience has been service-learning, and my Social Action Project, Mental Health Matters Lite – Emotions Check-In & Support Wall, gave me a deeper and more useful understanding of the function that emotional well-being plays in a school setting. Since many students at Chameleon Junior School find it difficult to discuss their emotions honestly, I wanted to use this initiative to help students in Grade 7 by providing a secure and structured means for them to do so. The program's main goals were to promote journaling, offer emotional support, and foster a positive learning environment.

Reflecting on the effectiveness of the project, each component contributed to a positive shift in the classroom. The Create Awareness component, particularly the Emoji Check-In Wall and awareness posters, helped learners acknowledge their feelings without fear of judgement. The Educate component, which included journal prompt cards, a “Take One” affirmation pocket, and the “Worry & Wonder” Box, became unexpectedly powerful. Many learners used the box frequently, and their anonymous notes showed that they appreciated having a private outlet. The Unite component strengthened classroom relationships through the Support Wall and the Kindness Champion. The Parent and Community Involvement element encouraged journaling at home and helped parents understand how to support their children’s emotional lives. Collectively, each part of the project contributed to a calmer, more connected classroom atmosphere.

Service-learning has changed me personally by widening my understanding of learners’ emotional needs. I realised how much children hold inside, and how desperately they need safe, non-verbal forms of expression. I have become more empathetic, patient, and intentional about creating emotional spaces where children feel seen and understood. This project helped me grow into someone who listens closely- not only to what learners say, but what they do not say.

Professionally, this project has strengthened my ability to design, implement, and reflect on an initiative that meets real learner needs. I developed new skills such as creating low-cost emotional support tools, managing sensitive learner information (POPIA), communicating with parents, and embedding social-emotional learning within academic routines. I also gained confidence in presenting initiatives to the school and collaborating with staff and community partners.

This initiative has significant benefits for the school. It provides Grade 7 teachers with practical, sustainable tools that require minimal resources but offer long-term emotional support. Because the system relies on routines - journaling, check-ins, affirmations -it can easily continue beyond my Teaching Experience. It is sustainable, easy to maintain, and adaptable to other grades.

Overall, service-learning has shaped me into a more reflective, compassionate, and capable teacher. It has shown me that meaningful change often begins with small but thoughtful actions. Through this project, I witnessed learners becoming more confident, more expressive, and more supportive of one another - and that, to me, is the heart of teaching.