I saw a child upset in the classroom, but the teacher did not comfort him right away. Why not?

Our teachers observe children carefully and provide targeted support, such as a kind word, a short hug, and by being present near the child to reassure him, rather than holding him for extended periods. This is particularly true in the case of children new to the class, who tend to quickly develop a sense of comfort in the classroom setting. In a case where such an approach is not working, a teacher will offer a child continued support. However, there is sometimes an initial period where a teacher will observe a student in order to give him a chance to calm down on his own, and so the teacher can assess how best way to help him; during this time, a crying child may not be immediately comforted. We understand that young children can have strong emotions and need support in coping with them, especially as they transition into a new environment. Our teachers are trained to do so with utmost care: they focus on enabling the child to recognize his emotions, and guiding him as he slowly learns to become more emotionally independent—all while ensuring that each child knows that his teachers care deeply about him. In general, we believe that children develop greater self-esteem and independence if they discover that they are not entirely dependent on adults for handling emotional situations. We have found that with proper nurturing and support, our students grow to be better prepared to thrive in the less controlled environments of elementary school and beyond.