Soft starts: a gentle, inviting way to begin the school day

The start of the school day doesn’t have to be chaotic or rushed.

In this article + Truth for Teachers podcast episode, we explore how soft starts are transforming classrooms by offering a calm, low-pressure beginning that allows students to ease into their day.

Soft starts accomplish more than just setting a calm tone—they’re a powerful tool for promoting social-emotional learning and giving kids the autonomy they need to feel in control of their learning, fostering self-regulation, self-direction, and self-management

I’ll break down why this approach is beneficial (and super simple to implement!) for all age groups, from elementary to secondary students, and share practical ways to implement it in your classroom.

Soft starts don’t require a monumental shift in your daily routine, but provide a powerful opportunity to create a foundation of calm, focus, and connection that will ripple through every lesson.

If you want your students to learn how to gauge their own needs and choose activities at the beginning of class that help meet those needs so they’re prepared to learn, soft starts might be the perfect option.

Listen to episode 311 below,
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What is a “soft start” in the classroom?

Have you ever had a moment in which you found out there was a name for something you’d already been doing in your classroom?

That’s how I felt when I heard the term “soft start” last year, and you might experience the same bolt of recognition.

Soft starts in the classroom refer to a gentle, flexible way to begin the school day, designed to help students transition smoothly into learning. Instead of jumping straight into academic tasks, students are given a calm, welcoming period at the start of the day where they can engage in low-stress activities such as:

• Reading
• Creative activities like drawing and journaling
• Completing puzzles, STEM activities, or playing quiet games
• Collaborative activities like light discussions or group projects

The purpose is to ease students into the learning environment, give them a chance to settle down, connect with peers, and mentally prepare for the day ahead. Soft starts are designed to foster a positive classroom atmosphere, reduce anxiety, and allow students to gradually shift into a learning mindset.

These are things I naturally did with my students both first thing in the morning, and after lunch, I did those both for logistical reasons (especially in the morning, as the kids would slowly trickle in the room rather than arriving all at once), and for personal reasons that I’ll admit centered my own needs as a teacher more than those of my students.

You see, I’m an introvert. I’m highly sensitive to lights and sounds, and I get easily overwhelmed in crowded, noisy environments. My classroom had to be a place of calm because that’s the only way I could function. And every day, it was a struggle for me to transition mentally from the quiet of an empty classroom to the hustle and bustle of one filled with students as the first bell rang.

My favorite way to have students start the day

I began my teaching career in a public Head Start program with 3 and 4-year-olds, and it was customary in our program to have students hang up their backpacks, and come to the rug and select a book to “read” while waiting for class to begin. And while I experimented with many other ways to begin the school day, I have to say, this remains my favorite.

The kids who are still half asleep can curl up in a beanbag with a picture book and quietly turn the pages while they adjust to the stimulus of the classroom. The kids who have pent-up energy from sitting on the bus can chat animatedly about their book with a friend or read together. They can also get up from the rug as many times as they’d like to select a new book, which was the highlight of the practice for some kids, while others sprawled out on their tummies immersed in whatever text-based world they’d selected for themselves.

This was absolutely lovely for me, because I was not responsible for teaching, getting materials out, or organizing any kind of activity. I was free to comfort anyone who was crying, have a quick conversation at the door with a parent, and gauge the energy and mood of my students.

Every day, it was the same. Substitutes often commented on how ingrained the habit was in my students, and how even when I wasn’t there, the kids would immediately head from the coat rack to the rug and select a book.

I continued this for many of the years I taught at the second and third-grade levels. Students had “book boxes” which held 5-6 books, and were changed out once a week. They’d come in each morning, grab their book box, and explore whichever title inside felt interesting that day.

What are the benefits of soft starts?

The concept of soft starts is supported by research in areas like social-emotional learning (SEL), student autonomy, and the importance of smooth transitions in the school day. This means that much of the evidence supporting their effectiveness comes from applying broader research rather than studies specifically about soft starts. However, you may notice the following benefits in your classroom:

1. Reduces student anxiety

A soft start offers a stress-free transition into the school day, allowing students to ease into the environment without the pressure of diving straight into academic work. This can be especially helpful for students who experience anxiety or need extra time to adjust in the mornings. When they know their peers are independently engaged, they know you are free to talk with them about a problem they’re having, or let you know how they’re feeling that day.

2. Promotes social-emotional well-being

By allowing students to engage in calming or enjoyable activities, soft starts help create a positive emotional tone. It gives students the chance to connect with peers, build relationships, and feel more comfortable in the classroom.

3. Encourages independence and responsibility

Students have a sense of choice during a soft start, which promotes independence. They can usually select from a range of activities (or in the example I gave, a range of reading materials to explore), and practice managing their own time and preparing themselves for the day at their own pace.

4. Fosters a positive classroom culture

Soft starts can help create a warm and welcoming classroom environment. It sets a relaxed tone that can lead to better behavior and engagement throughout the day.

5. Enhances focus and learning readiness

Giving students time to transition into the day allows them to settle emotionally and mentally, making them more ready to focus when formal lessons begin. This can improve attention, behavior, and overall academic performance.

6. Builds routine and structure

A consistent soft start routine helps students know what to expect each day, which can create a sense of security and stability. This structure benefits all students, especially those who thrive on routine.

Let’s talk about what this looks like for both younger and older students.

7. Potentially reduces tardiness

By making the start of the school day something enjoyable to look forward to, students may be incentivized to get to class on time.

Bell-to-bell instruction is NOT best practice. Here’s the research.

What are the basic elements of soft starts?

For younger students, soft starts work by giving students a calm, flexible beginning to the day through structured yet low-pressure activities. The teacher provides options that encourage social interaction, creativity, or independent work while fostering a positive classroom atmosphere. Here are the core elements typically present;

1. Arrival routines

As students arrive, they may hang up their belongings, check in, and proceed to a designated area in the classroom where soft start activities are available. This creates a sense of order and predictability.

2. Choice of activities

Teachers usually offer a range of activities that are engaging but not too demanding. These activities allow students to choose something that interests them and ease into their day.

3. Some opportunities for social interaction and relationship-building

Soft starts often include opportunities for light conversation. Students can talk with peers, work together on collaborative activities, or share what they’re working on. This helps build a sense of community and gives students the chance to connect before formal learning begins.

Because some students (and teachers!) may prefer a quiet start to the day, you can change up the expectations. Monday mornings may be a great time for silent soft starts since kids are usually a little groggy and reserved after the weekend, and Friday mornings might be better for more social choices since students tend to be more excitable and talkative then.

Of course, you could respond in the opposite way: have collaborative choices available for students on Monday mornings to get them prepared to interact during your lessons, get the energy of the room up, and have a calm Friday morning for quiet solo activities.

To communicate the day’s expectations, you can either display each soft start choices with descriptors like “independent journaling” or “read on your own,” or have a sign that tells students it’s okay to talk and work with friends, or that they should be working independently and quietly. This could be a magnet on the board which has “independent work” on one side and “soft talking okay” on the other, or information projected via a morning slide deck.

4. Low-pressure expectations

There is no immediate rush to complete tasks or focus on rigorous academics. The emphasis is on exploration, creativity, and getting comfortable in the learning environment. Soft start work is typically not graded or assessed and is a chance for students to learn for the sake of enjoyment and/or play.

5. Transition to formal learning

The teacher should have a signal to transition to the main part of the school day, whether through a calming bell, verbal cue, or routine such as a morning meeting or group circle time. By this point, students are more settled and ready to focus on academic work.

6. Routine and consistency

Soft starts are most effective when they’re consistent. Having this structured but flexible beginning to each day helps students feel secure and develop a routine they can rely on, promoting a smooth transition into learning.

I recommend offering them every day so students know to expect a soft start, and simply switch up the choices available depending on what the rest of the day will look like. If you have a field trip or early morning assembly and the soft start can only last five minutes, write that on the board for student reference and limit choices to independent reading or journaling.

How are soft starts different at the elementary vs. secondary level?

While the core idea of easing students into their day remains the same for all grade levels, the structure and activities will differ.

Elementary soft starts are generally longer since secondary soft starts operate within a shorter timeframe.

A soft start for elementary classrooms (and for those teachers who have the same group of students all day long) might last 10-20 minutes.

When students are switching classes throughout the day, as is typical in secondary schools, soft starts occur within the first few minutes of a class period rather than just at the beginning of the school day. Teachers may allot the first 5-10 minutes of class for students to settle in through soft start activities before diving into the lesson.

Secondary teachers might also choose to ONLY do soft starts with the first class period of the day, or with the class they have after lunch, or with a class that has particularly low engagement and needs to warm up a bit before they can fully participate in lessons.

Elementary soft starts are typically not related to the day’s lesson, while secondary soft starts may focus more on subject-specific activities.

In grades K-5, soft start choices might include:

•  Quiet reading or journaling
•  Drawing, coloring, or crafts
•  Educational puzzles or games
•  STEM challenges or building with blocks
•  Selected centers/stations open for free exploration

For example, as students arrive, they might choose between reading a book, working on a jigsaw puzzle, drawing, or finishing up a project. Some students may quietly chat with peers (enabling them to catch up with each other right away rather than trying to sneak in personal conversations during structured group work time). Other students may complete their morning check-in routine, such as moving their name on a chart or completing a class job. After 10 minutes, the teacher transitions them to a morning meeting where the day’s agenda is discussed.

In grades 6-12, soft start choices are often linked to the class content but are less intense than the main instruction or assignments:

• Journal writing reflecting on the previous lesson
• Quick, low-stakes review questions or warm-ups
• Silent reading or research on a topic of interest
• Time to work on long-term projects
• Mindfulness practices that fit their maturity level

Soft starts for secondary students may be followed by a “do now” or bell ringer activities that are designed to activate prior knowledge or prepare them mentally for the day’s lesson. These might involve critical thinking prompts, quick writes, or short problem-solving tasks.

However, the idea of a soft start centers on autonomy and low-pressure stakes to ease into the learning day, so ideally students are given a choice of activities that suit their preferences and help them warm up in a way that feels good, rather than diving right into review questions.

Teachers might use the soft start time to gauge where students are in their learning, provide extra support, answer quick questions, or check in on individual progress. This can be an informal way for students to get feedback or guidance without the pressure of a formal setting.

So, while soft starts at the secondary level still aim to create a calm, welcoming transition into learning, they are often shorter, more academically oriented, and designed to foster independence and subject-specific engagement.

How can a teacher introduce the concept of soft starts to their class?

Introducing the concept of soft starts to a class involves explaining the purpose, setting clear expectations, and creating excitement about the new routine. Here’s a step-by-step guide for how a teacher can introduce soft starts effectively:

1. Explain the purpose, how you learned about the idea, and why you think it will benefit the class.

Start by explaining *why* you want to try incorporating soft starts. Keep it simple, focusing on benefits like easing into the day and helping students feel ready to learn. I really like modeling life-long learning and curiosity or students by telling them about outside reading or experiences that sparked my interest in a new classroom idea.

For younger students, you might say something like:

“Does it ever feel hard to start thinking about school work as soon as you walk into the classroom? I’ve noticed that some of you are pretty tired when you come in, and others have a lot of things you’re excited to talk about. I was reading an article for teachers about enjoyable ways we can start our day together, and I learned about something called ‘soft starts.’ The idea is that instead of jumping right into our lesson, you’ll have some free choice time to explore activities that help you get ready to learn.”

For older students, you may want to call them “gentle starts” or “easy starts” if you think the term “soft starts” might cause some giggling or innuendo–you know your students! You might say:

“I was listening to a podcast about different ways teachers start the class period, and heard about something called ‘soft starts.’ The idea is that instead of jumping right into bell work or the lesson, you’ll have some time to explore activities that help you feel ready for the day. If you need time to yourself without having to interact with other people, you can choose a solo activity. If you need to catch up with a friend before you can focus on the lesson, you’ll have a minute to do that. It’s not just free time: it’s an opportunity to choose an activity that mentally prepares you for learning. You know yourself best. I want you to practice tuning into what you need on any given day, and selecting activities that help you ease into the work you need to do in class.”

2. Set clear expectations on what choices are available to students.

Be specific about the routines and activities, emphasizing that it’s not free time but a productive and positive way to begin the day. You might say,

“When you come in the room, look at the board and see what choices are available that day. Choose something that helps you feel calm and focused. You can talk quietly, but remember to keep the noise low so everyone feels like they have the opportunity to ease into the learning day in their own way. Some people are going to want to be left alone, so let’s respect that choice.”

3. Demonstrate and practice the routine.

Walk the students through the soft start process. Show them how to choose and begin an activity, where the materials are located, and how the transition to regular lessons will happen.

You might say,

“Let me show you how this will work. Today we’ll practice it, and then tomorrow, we’ll use this as our morning routine. When you arrive, you’ll pick an activity from this table/the list that’s displayed, and find your seat. Let’s say you choose a book. You’ll be able to relax and read for 10 minutes while others might choose to work on a project. You’ll be listening for this signal to know when it’s time to prepare for the lesson. At my signal, you’ll put away the soft start materials and ___.”

For younger students, you may to want to actually have them choose their activity and practice for several minutes, training them in how to listen for the signal and transition into the lesson.

Tell students, “Tomorrow when you come into class, you’ll look at [place in the room] to know what your choices are for the soft start activities, and you’ll select one to do. When you hear my signal, you’ll [put away those materials/get out these other specific materials]. Let’s try this out for a week or so, and then I’ll ask for your feedback on if and how we should continue.”

4. After about a week, ask for student input. 

Say, “We’ve been doing this new morning routine for about a week now. Is this better than what we were doing before? What do you like about it? Remember the goal is to help you ease into the school day and mentally prepare for learning. What could we do to make this a better process to help with that?

You can also ask students what kinds of activities they’d like during soft starts. For example, you could ask, “What types of things help you feel calm and ready for the day? Would you like more of [particular type of choices]? Would it help if [particular activity] wasn’t an option because you find it distracting when others choose that? We can switch up the activities based on what’s helpful to you, so please feel free to share your ideas.

5. Reference the soft start organically to help students see the practice as a part of their learning day and an opportunity to understand their own needs and ensure those needs are met.

Notice opportunities to refer back to soft starts and say things like,

“I noticed that folks are really finding their flow with the soft starts now. You all were so focused and calm, and that made it easier for us to jump into math.”

“I noticed some of you are a little shaken up and distracted by that incident in the hallway before class. Remember that one of your soft start choices is journaling and drawing, as well as talking with your friends. If you need some time to process what happened, that’s what soft starts are for. Do what you need to do for yourself now, so you can be ready to focus on science in a few minutes.”

“It looks like [specific station/project/center activity] is something a lot of people enjoy. Would you like to add that to our choices for soft start activities? It seems like a good option to help some of you get focused and ready to participate in class.”

“I notice that you’re seeming a little tired today–what soft start activity could you choose to help you wake up?”

How to create a morning routine that gets you energized to teach

Where can you learn more about soft starts?

Primary Delight Teaching provides practical tips on how to set up soft starts, manage classroom behavior, and incorporate engaging materials that appeal to students’ interests. This article is great for teachers looking for manageable ways to introduce soft starts, with advice on routines and activities that balance structure and freedom.

Bored Teachers offers a detailed guide on how to implement soft starts, including suggested materials and tips for transitioning from traditional morning work. They emphasize fostering creativity.

Refine Your Education suggests elementary activity ideas and shares how soft starts can support social-emotional learning (SEL) skills, autonomy, and teacher-student relat​ionships.