where every student experiences the power of EIS
EMOTIONALLY INCLUSIVE CLASSROOM™
EMOTIONALLY INCLUSIVE CLASSROOM™ (EIC) is the student-facing layer of the Emotionally Inclusive Schools™ system.
It provides a clear, actionable framework for designing classroom environments where students feel emotionally safe, intellectually engaged, and genuinely seen.
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EIC is where leadership and educator practice come to life—shaping the daily experiences that influence how students learn, connect, and grow.
Classrooms today are facing increasing challenges—disruptions to learning, strained relationships, and students struggling to stay engaged and regulated throughout the day.
For many students, behavior is not simply a discipline issue, but a reflection of unmet emotional needs, limited support systems, or experiences that impact how they show up in the classroom.
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At the same time, teachers are being asked to support both learning and student well-being—often without clear structures to guide how that happens in daily practice.
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The Emotionally Inclusive Classroom™ provides a framework for intentionally shaping classroom environments where students feel safe, supported, and ready to learn.
WHAT EIC LOOKS LIKE IN ACTION
Emotionally Inclusive Classroom™ is a student-centered framework grounded in seven core pillars that guide how classroom environments are intentionally designed. It provides a clear, classroom-level structure where students feel emotionally safe, intellectually engaged, and fully seen. Students experience these elements through daily routines and interactions—making the classroom the place where the Emotionally-Inclusive Schools™ system comes to life.
EIC provides teachers with an observable, actionable framework that moves beyond behavior management into belonging by design. It includes implementation tools, student experience indicators, and alignment with leadership and educator practices to ensure consistency across the school community.
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EIC is designed for: classroom teachers across all grade levels and content areas, with application to counselors, interventionists, and any adult who works directly with students.
PILLAR 1
Emotional Learning
Students develop the awareness and strategies to recognize, understand, and regulate emotions
PILLAR 2
Community Building
Students build trust, belonging, and shared community
PILLAR 3
Restorative Mindset
Students learn accountability, repair, and growth from mistakes
PILLAR 4
Empathy in Action
Understanding others perspectives and responding with compassion
PILLAR 5
Self-Care & Safety
Learning now to prioritize personal well-being and create safe environments
PILLAR 6
Shared Leadership Development
Leading self, others, and community
PILLAR 7
Purpose & Empowerment
Students are empowered to believe in their ability to succeed and pursue purpose
STUDENT
OUTCOMES
The Emotionally Inclusive Classroom Framework leads to nine transformative student outcomes that address today’s most pressing educational pain points.
Greater emotional self-regulation and reduction in classroom disruptions
Improved sense of psychological and relational safety among students
Increased academic engagement and task completion
Improved student voice, confidence, and classroom participation
Fewer behavior referrals and improved conflict resolution skills
Greater empathy, support, and peer affirmation
Healthier peer-to-peer and student-teacher relationships
Higher student ownership through leadership and goal setting
Increased student resilience, purpose, and long-term motivation
The Emotionally Inclusive Classroom™ is more than a program.
It is a classroom transformation approach built on consistent habits, intentional relationships, and meaningful learning experiences—helping educators create environments where students don’t just succeed, but grow into emotionally empowered individuals.
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Contact us to explore how this can come to life in your classrooms.
WHAT THEY’RE SAYING
“Dr. Dinkins has proven to be an invaluable resource for me and my school community.”
He has shared wisdom and successful strategy that has helped me develop as a leader. The best part is he has been right there with me, coaching and guiding me every step of the way.
JEREMY COLEMAN
PRINCIPAL, BROOKVIEW ELEMENTARY SCHOOL
WHAT THEY’RE SAYING
“...a critical and strategic think partner in the development of our community engagement...”
Center for Empowering Education (CEE) under the leadership of Dr. Dinkins has been a critical and strategic think partner in the development of our community engagement and leadership development initiatives.
CASSANDRA ANDERSON
DIRECTOR OF COMMUNITY ENGAGEMENT, UNCF
WHAT THEY’RE SAYING
“...significantly improved our ability to model social and emotional learning needs...”
Dr. Dinkins emotional intelligence training for our teachers significantly improved our ability to model social and emotional learning needs for our students. He made an asserted effort to imbed context around addressing our implicit bias and cultural awareness.
JASON SMITH
PRINCIPAL, STONYBROOK MIDDLE SCHOOL