The first day of school dredges up lots of mixed emotions for kids, parents, staff — just about everybody. Staff and parent volunteers at Sarah J. Anderson Elementary School in Hazel Dell opted to treat their first day like a party Wednesday morning. Students were met with a big welcome sign and a white background to pose for photos in their first-day outfits, almost like they were arriving for the Met Gala. “The more that I get to know parents, the more we can do to set up fun things like this,” Principal Nichole Reinfeldt said. “Our Family-Community Resource Center leaders have been amazing. We’ve got the (Parent-Teacher Association) here. It’s a well-oiled machine.” For students (and parents) a bit more nervous for the big day, staff members, including Maria Vasquez, offered both hugs and directions on where to find their new teachers.

“Our son was a little nervous. The first day is a little nerve-racking,” said Brant Williams, one of dozens of parents huddled together to watch their children line up and meet their teachers by the playground outside the school building. “He likes school, so it wasn’t too hard. We were really looking forward to the school year starting.” Many of today’s youngest elementary schoolers went without in-person pre-kindergarten services due to the COVID-19 pandemic. Early-learning providers and teachers alike have reported that as a result of those lost services, many younger children are more uncomfortable in a classroom setting with so many other kids. Reinfeldt described her school’s approach to the first day as a “slow start”: Rather than rush kids to their classrooms, teachers offer a 20- to 30-minute grace period for kids to make sure they’re in the right place and check in with staff about their concerns. Reinfeldt said the school will emphasize this approach all year to ensure students have the opportunity to move at a pace that isn’t overwhelming. In recent weeks, staff members have undergone trainings specifically geared toward supporting students who have behavioral issues or need more advanced special services. Teachers and support staff in recent years have sought opportunities to collaborate, given that it’s hard to find time to do that in the busy school day, Reinfeldt said.

“I’m really excited to continue our work toward more inclusionary practices,” Reinfeldt said. “We’ve implemented new structures in our school for staff from all grade levels to collaborate. The goal is to learn from each other.” Cassie Audiss said she’s been proud of her oldest child, second-grader Kashous, as he prepared for the school year. He missed preschool during the pandemic but has become a social butterfly, she said. “He’s pumped. He made sure we got here an hour early,” Audiss said, laughing. “He misses his friends, he loves his teacher, especially his librarian. He’s an easy kid when it comes to school.”