When I think about childhood development, I often picture kids in classrooms. They could be reading stories, learning math or doing science projects. But I’ve come to realize that what actually shapes their futures is not merely what happens in school; it is also what happens when they get frustrated with a puzzle, when they try to join a group of kids at recess or when they interpret others’ actions. These small, seemingly insignificant, everyday moments reveal how children manage emotions, navigate social situations and draw on support from their families and larger communities. This is why I believe we need to pay just as much attention to children’s social and emotional worlds as we do to their academic achievements. If a child, for example, cannot regulate their frustration or struggles to connect with peers, even the best classroom instruction may not be enough; the emotional and social challenges that may hamper their confidence, engagement and motivation cannot be made up for by academic learning alone (Eisenberg et al., 2010).

For me, this is where research like the Childhood Environment, Emotions and Social Engagement (ChEESE) project becomes so crucial. It offers a new way to better understand how family, community and emotional skills merge to mold children’s lives, especially here in the Lehigh Valley where families come from diverse cultural and socioeconomic backgrounds. The ChEESE project, under Lehigh University’s CALiCo Lab, aims to explore how local environmental factors, such as family stress, community support networks and neighborhood resources, shape children’s emotional and social development. Our team looks into how children’s temperament, social interactions and family factors influence their adjustment, with the goal of eventually informing community-based programs and family interventions in the Lehigh Valley. This approach is innovative, not only identifying risks but also highlighting strengths.

In my opinion, socio-emotional skills are not “extras.” They are the basis for a child’s ability to succeed. Having worked in schools, I’ve witnessed how these skills are easily overlooked. We, rightfully, celebrate grades and test scores but rarely celebrate the child who learns to manage their anger or is brave enough to answer a question, despite not being completely sure of the answer. Imagine a child who can calm oneself after failing a task before picking themselves up to try again or one who can empathize with a classmate; would you not think they are better equipped, not only for school, but for life? Research shows poor emotional regulation is linked to higher anxiety, depression and aggression, whereas strong regulation of emotions predicts resilience, greater academic achievement and healthier relationships (Eisenberg et al., 2010; Rubin et al., 2009). To me, ignoring these dimensions is like trying to build a house without a stable foundation; for a while, it may look fine, but it will not stand strong in the long run. We see it all around us: high achievers who seem “successful” on paper but secretly battle with stress or self-doubt or adults who perform well at work but struggle in relationships because they were never taught how to regulate their emotions early on.

Communities matter, too. One of the key truths about children’s development is children do not and should not grow up in isolation (Bronfenbrenner, 1979). They are shaped by their families, schools and communities. Warm, supportive parenting can give a child the tools to manage stress; meanwhile, inconsistent or harsh parenting may be detrimental to a child’s emotional regulation (Morris et al., 2007). But it isn’t just parenting style. When families face poverty, job insecurity or stress, conflict or mental health challenges, those stressors often ripple onto their children’s lives and affect how they cope in their environments (Hackman & Farah, 2009). Think about the differences between a neighborhood with safe parks, a multitude of after-school activities and an active community, versus one without these supports. Would this not influence the way in which you would raise your child? The opportunities and stressors of a child’s environment can greatly affect their social and emotional growth.

This matters to me because we’re not just labeling kids; rather, we’re understanding the conditions that can help them best succeed. Children’s success is more than academics. It is about whether they grow up with the skills that foster resilience. Truly, if we want fewer children slipping through the cracks, we must commit to a more holistic vision of what it means to help them grow.