Take it to the SEA and Breathe: A Breathtaking Approach to SEAmotional Intelligence

Presenters

• Wanda PoweFollow

First Presenter's Highest Degree Earned

PhD

Year First Presenter's Degree Was Awarded

2004

First Presenter's Field of Study

Education Leadership

Institution Where First Presenter Received Highest Degree

Mississippi State University

First Presenter's Institution

Clayton County Public Schools

First Presenter's Brief Bio and Description of Credentials for This Presentation

A native of Meridian, Mississippi, Dr. Powe grew up as an identical twin and one of thirteen siblings, an experience that instilled resilience, loyalty, and perseverance. Though her parents emphasized hard work and integrity, emotional expression was not encouraged—a gap that inspired her lifelong mission to promote emotional intelligence. A graduate of the University of West Alabama and Mississippi State University, Dr. Powe holds degrees in Education, School Counseling, and Educational Leadership. Her career spans teaching, counseling, and administration, with a deep focus on student growth and well-being. During her time as a school counselor, especially amid the challenges of COVID-19, she created the Take it to the S.E.A. and Breathe strategy to help students and educators manage emotions through “SEAmotional Intelligence.” As founder of Diversified Solutions Pre-K12, author, and aspiring Board Certified Behavior Analyst, Dr. Powe continues to empower others through leadership, professional development, and behavioral support.

Second Presenter's Institution

Atlanta Technical College

Second Presenter’s Email Address

sharronmcintyre@gmail.com

Second Presenter's Highest Degree Earned

M.A.

Year Second Presenter's Degree Was Awarded

2003

Second Presenter's Field of Study

Education

Institution Where Second Presenter Received Highest Degree

Central Michigan University

Second Presenter's Brief Bio and Description of Credentials for This Presentation

A dynamic and compassionate transformational leader with over 26 years of experience in urban education, spanning Pre-K through college. Mrs. Sharron McIntyre is recognized for empowering faculty, students, and administrators while fostering academic excellence, equity, and personal growth. Skilled in data-driven decision-making, strategic planning, and instructional innovation, she creates environments grounded in empathy, trust, and resilience. Her leadership includes articulating and executing departmental goals, aligning programs with institutional missions, and managing budgets exceeding $200,000. She has successfully recruited, hired, and developed staff; facilitated professional learning; and advanced student success through recruitment, retention, and job placement initiatives. As an educator and administrator, she has designed curricula aligned with state standards, led advisory boards, delivered industry-relevant instruction, and enhanced online and hybrid learning through Blackboard course development. A committed advocate for diversity and lifelong learning, Mrs. McIntyre continues to drive meaningful change and inspire others to reach their full potential.

Third Presenter's Institution

Clayton County Public Schools

Third Presenter’s Email Address

rhondacoger@gmail.com

Third Presenter's Highest Degree Earned

PhD

Year Third Presenter's Degree Was Awarded

2004

Third Presenter's Field of Study

Education Leadership

Institution Where Third Presenter Received Highest Degree

Mississippi State University

Third Presenter's Brief Bio and Description of Credentials for This Presentation

Dr. Rhonda Coger, a native of Meridian, Mississippi, grew up as an identical twin and one of thirteen siblings—an experience that instilled resilience, empathy, and a deep appreciation for human connection. As a dedicated behavior intervention specialist, she is passionate about helping individuals meet their needs in socially appropriate and effective ways. Dr. Coger understands firsthand the lifelong impact of social and emotional development and advocates for fostering these skills across educational and community settings. She holds a Master of Science in School Counseling and a Doctor of Philosophy in Educational Leadership from Mississippi State University. Currently pursuing certification as a Board Certified Behavior Analyst, Dr. Coger aspires to expand her work by addressing behavior-related challenges in diverse environments. Her commitment to compassion, education, and behavioral growth continues to guide her mission to help others thrive both emotionally and socially.

Location

Ballroom F

Document Type

Individual Presentation

Primary Strand

Youth Resiliency

Relevance to Primary Strand

The Take it to the S.E.A. and Breathe strategy directly supports Youth Resiliency by promoting evidence-based practices that build self-awareness, self-control, and interpersonal skills essential for student success. This simple four-step model equips students and educators with practical tools for recognizing and managing emotions—key components of emotional intelligence. By encouraging a proactive rather than reactive approach to stress management, the strategy helps individuals navigate emotional challenges with clarity and composure. The process fosters responsible decision-making and empathy, enhancing relationships and communication in both school and personal settings. Through the lens of SEAmotional intelligence, participants learn to become “emotion scientists” who observe, understand, and respond thoughtfully to emotions—rather than “emotion judges” who react impulsively. Ultimately, Take it to the S.E.A. and Breathe strengthens resilience by providing an accessible, effective coping mechanism that empowers youth to manage emotional stress and maintain overall wellness.

Alignment with School Improvement Plan Topics

Climate and Culture

Brief Program Description

Take it to the S.E.A. and Breathe supports school climate by directly influencing the day-to-day experiences of students and staff. By teaching emotional regulation, proactive stress management, and positive communication, the strategy fosters an environment of empathy, trust, and collaboration. This leads to reduced conflicts, stronger relationships, and a sense of psychological safety, all of which enhance engagement, well-being, and overall learning outcomes. In terms of school culture, the strategy contributes by modeling and reinforcing shared values such as emotional intelligence, resilience, and respect. Over time, consistently applying these practices helps shape the norms, expectations, and collective beliefs of the school community, embedding SEAmotional intelligence as a core part of how students and staff interact. Together, by strengthening both the day-to-day interactions (climate) and the underlying values and norms (culture), the strategy helps create a more supportive, inclusive, and high-functioning learning environment.

Summary

In contemporary educational contexts, the social and emotional well-being of students has become a central determinant of academic success and school safety. The Take it to the S.E.A. and Breathe strategy presents a structured, evidence-informed model designed to cultivate self-awareness, self-regulation, and interpersonal competence among students and educators. This four-step approach operationalizes principles of emotional intelligence—referred to as SEAmotional Intelligence—by providing participants with practical methods for recognizing, understanding, and managing emotions in themselves and others.

This session will explore the theoretical underpinnings and practical applications of the Take it to the S.E.A. and Breathe framework within diverse educational settings. Emphasis will be placed on its capacity to enhance youth resiliency, promote responsible decision-making, and mitigate behavioral risks that can compromise a safe and orderly school environment. By encouraging individuals to act as “emotion scientists” rather than “emotion judges,” the model advances reflective emotional practices that reduce impulsivity and foster a culture of empathy, trust, and respect.

Through a combination of guided discussion, case-based examples, and evidence-based activities, participants will acquire strategies for integrating SEAmotional Intelligence into existing social-emotional learning (SEL) curricula, classroom management systems, and behavioral support programs. The session will also highlight connections between emotional regulation, risk mitigation, and school climate, underscoring how proactive emotional management contributes to both psychological and physical safety within schools.

Participants will leave with the following learning outcomes:

• A conceptual and practical understanding of the Take it to the S.E.A. and Breathe model.

• Evidence-based techniques for promoting emotional regulation and resiliency.

• Strategies to enhance school safety through proactive emotional engagement.

Ultimately, this session seeks to equip educators, counselors, and school leaders with actionable tools to strengthen emotional competence, reduce stress, and promote safe, inclusive learning environments where students and staff can thrive.

Evidence

The Take it to the S.E.A. and Breathe strategy is grounded in well-established research on social-emotional learning (SEL), emotional intelligence, and behavior management. Studies consistently demonstrate that interventions targeting self-awareness, self-regulation, and interpersonal skills improve student outcomes, including academic performance, classroom behavior, and overall well-being. Research further indicates that structured SEL programs, mindfulness techniques, and cognitive-behavioral strategies can reduce emotional reactivity, enhance coping skills, and promote pro-social behaviors, all of which support a safe and orderly learning environment.

Although formal field testing of the Take it to the S.E.A. and Breathe model has not yet been conducted, preliminary implementation in workshops and small-scale sessions has yielded encouraging anecdotal feedback. Past participants have reported that the strategy helped them pause and reflect before reacting, better manage stress, and communicate more effectively in both personal and professional contexts. Educators noted improvements in classroom interactions, enhanced student engagement, and increased confidence in modeling emotional regulation techniques.

Designed as a practical, four-step framework, the model integrates evidence-informed practices from SEL, applied behavior analysis, and mindfulness to provide participants with actionable strategies for recognizing and managing emotions. Its anticipated benefits include increased emotional resilience, improved decision-making, and the promotion of positive relationships, ultimately contributing to a safer and more supportive school climate. Future formal evaluation will assess the model’s efficacy in diverse educational settings, bridging the gap between theoretical research and applied practice while empowering students and educators to harness the power of SEAmotional intelligence.

Learning Objective 1

Develop Emotional Awareness and Regulation

Learning Objective 2

Enhance Interpersonal and Decision-Making Skills

Learning Objective 3

Apply Evidence-Informed Practices to Promote School Safety and Resiliency

Start Date

6-2-2026 2:15 PM

End Date

6-2-2026 3:15 PM

Recommended Citation

Powe, Wanda, "Take it to the SEA and Breathe: A Breathtaking Approach to SEAmotional Intelligence" (2026). Southeast Conference on School Climate. 60.
https://digitalcommons.georgiasouthern.edu/secsc/2026/2026/60

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.