Center for Emotionally Responsive Practice

Our Services

Available on site, virtually, or in hybrid formats

The Center for Emotionally Responsive Practice is authorized as a vendor for the Safe and Supportive Schools Department of Education Professional Development Requirements Contract. Schools and agencies may contract with Bank Street to provide one or more of the services listed below to teachers, social workers, administrators, and support staff who work with children from pre-K through 5th grade.

For more information, email erp@bankstreet.edu.

Classroom Coaching and Support
Staff work collaboratively with teachers, assistants, and early childhood administrators to model and integrate Emotionally Responsive Practice in their school settings.

Seminar Series for Teachers
A six-seminar series for teachers focusing on “inviting and containing” emotional and social issues in the early childhood classroom.

Seminar Series and Group Supervision for Social Workers
A 10-session series for social workers provides school-based clinicians with theories and techniques for effective interventions with children and parents in early childhood settings. Alternatively, a monthly social work supervision group can support the clinical skills necessary to meet the challenges of working with teachers, children, and families in the school setting.

Seminar Series for Administrators
A seminar series and/or support group that provide administrators with a deep understanding of child development and the relationship between emotional integration and learning. Implications for administrative policies and practices are explored.

Whole School Retreats
Annual whole-school retreats on emotionally responsive school routines, adult-child interactions, and the use of literacy and responsive curriculum.

Parent Engagement Groups
A 10-session series of parent engagement groups co-led by Bank Street and school staff is available to parents of early childhood students. Groups are designed to enhance parents’ ability to help their children thrive emotionally in the school setting. In groups, parents will reflect on their experiences as parents and as students using an expressive arts format.

Teacher Support Groups
Teacher stress is a problem that may negatively affect a teacher’s practice. This 16-session group offers teachers the time and space to diminish the emotional isolation of the classroom and reflect on their experiences with children and parents.

Observation Team Institutes
An intensive five-session training in Emotionally Responsive Practice theory and technique for interdisciplinary teams of teachers, social workers, early childhood coordinators, and administrators. The institute includes inter-visitations, classroom observations, and post-observation seminars.

Small Group Work With 4-, 5-, and 6-Year-Olds
Available for schools who have onsite coaching.

Classroom-Friendly Techniques

  • Emotionally Responsive Literacy and Bibliotherapy

    Reading and writing give children a way to express themselves and make sense of their emotions and experiences, including changes and loss. These skills help create stronger, more mindful communities, fostering a sense of connection and belonging. This reduces feelings of isolation and lowers the risk of mental health issues like PTSD and depression, supporting overall well-being for everyone.
    Teacher reading with child

  • Reflective Language and Drawing

    These techniques help children manage their emotions and develop the ability to reflect and plan. Positive, supportive relationships with adults teach kids about social and emotional cause and effect, strengthen communication, and build empathy for themselves and others.
    Children's drawing

  • Use of Transitional Objects for Comfort

    The center’s signature program, Teddy Bears in Classroom Practice, helps children build strong bonds with teachers and feel connected to their classroom. Transitional objects, like teddy bears, also help kids manage emotions, reduce isolation, ease anxiety, and support healing from trauma when needed.
    Two young children holding teddy bears

  • Pretend Play, Drawing, Building, and Story Acting

    Through play, children use symbols to make sense of the world, process new experiences, and enhance both their well-being and learning. ERP helps teachers guide this play and respond to the important themes that come up.
    Teacher and child play with a teddy bear together