For Dusty Raymond, a social-emotional learning (SEL) coordinator at Ponderosa Elementary, every school day begins and ends with connection. While no two days are exactly the same, Raymond’s work is rooted in building relationships, creating safe spaces, and empowering students with the skills they need to navigate both school and life.
Here’s a look at what a typical day might include:
7:45 a.m. | Starting the Day with Connection
Raymond starts the day at the bus loop, greeting students as they arrive. It’s more than a friendly hello; these quick check-ins help gauge how students are feeling and sets a positive tone for the day. By establishing a consistent, welcoming presence, Raymond is already building trust before the first bell rings.
8:00 a.m. | Student Voices in the Spotlight
Inside the building, Raymond works alongside fifth graders during morning announcements, helping them read scripts and offering encouragement. It’s a small but meaningful way to build confidence and give students ownership of their school community.
8:15 a.m. | Building Skills with the Youngest Learners
In kindergarten classrooms, Raymond leads social-emotional learning check-ins designed to help students start their day grounded and focused. Activities might include yoga, mindfulness exercises, or interactive games like the “Red Cup Game,” where students practice listening closely and responding thoughtfully. These moments build foundational skills like impulse control, attention, and emotional awareness through play and movement.
8:45 a.m. | Supporting Positive School Culture
Raymond collaborates with staff on PBIS (Positive Behavioral Interventions and Supports) efforts while staying connected via walkie-talkie to respond to student needs throughout the building. From handing out PRIDE cards and “Gotcha” tickets to celebrating positive choices, the focus is on reinforcing behaviors that help every student thrive. Incentives are thoughtfully chosen to reflect student interests, making recognition both meaningful and motivating.
10:30 a.m. | Connection Continues at Lunch
During lunch, Raymond is a constant, positive presence—circulating between tables, checking in with students, and keeping the atmosphere light and welcoming. Whether hosting a “lunch bunch” or simply sharing a joke, these informal interactions go a long way in building relationships. The presence of a trusted adult helps encourage positive behavior and ensures students feel comfortable and included.
11:00 a.m. | Empowering Students Through Small Groups
Late morning is dedicated to student groups, where Raymond helps create spaces for deeper connection and growth. One example is “Project B,” a boys’ empowerment group for fifth-grade students of color. Through hands-on activities like sewing and music reflection, students explore identity, build life skills, and practice expressing their thoughts and feelings in authentic ways.
11:30 a.m. | Fostering a Sense of Belonging
Raymond meets with another group that focuses on helping younger students feel seen, heard, and supported. Through activities like affirmations, mindfulness exercises, and tools such as Zones of Regulation, students learn how to understand and express their emotions while building confidence and connection with their peers.
12:00 p.m. | A Familiar Face in the Hallways
“I feel like a celebrity every day I come to school,” Raymond shared, describing the steady stream of student smiles, greetings, and hugs throughout the day. This reinforces that students know they belong and feel safe having a trusted adult in the school. In addition to being a visible presence, Raymond works with other staff members to design a dedicated space where students can reset and de-escalate when needed, further strengthening the school’s support systems.
1:00 p.m. | Meeting Students Where They Are
When a call comes over the walkie-talkie, Raymond responds to support a student who is struggling. In one instance, a student was overwhelmed by feelings of food insecurity. Raymond helped the student work through their emotions by identifying their needs, reflecting on the situation, and finding a path forward.
1:30 p.m. | Collaborating with Staff
Raymond partners with staff on initiatives that celebrate student identity and voice, such as a recent cultural fashion show highlighting the diverse backgrounds within the school community. From logistics to student engagement, these collaborative efforts create meaningful opportunities for students to share who they are and what matters to them.
2:45 p.m. | Ending the Day with Encouragement
As the final bell rings, Raymond ends the day by returning to the bus loop, asking students about their day and giving encouragement and affirmation. This strengthens the relationship and reinforces to students that they are supported academically and as individuals.
After School | Continuing the Work
Even after students leave, the work continues. Raymond spends time preparing for meetings with families and staff, connecting with colleagues, and identifying resources to better support students. Whether collaborating with a supervisor or meeting with parents, the focus remains the same: ensuring every student has what they need to succeed.
A Role That Reaches Every Student
From the classroom to the cafeteria, small groups to schoolwide initiatives, Raymond’s work touches every corner of the building. It’s a reminder that student success is supported in many ways. Roles like social-emotional learning coordinators are essential in the larger goal of helping students feel connected, capable, and ready to learn.