The holiday season in early years classrooms often arrives with a burst of glitter and excitement. But beneath those sparkles lies a powerful opportunity: the chance to help every child feel a deep sense of belonging.

Multiple studies have shown us that when children experience genuine belonging and emotional safety in their early years, they are more likely to build strong social-emotional skills, demonstrate empathy, and engage positively with peers and adults. If holiday celebrations are designed intentionally, they can become teaching moments for inclusion, not just “special events” on the calendar.

In our Enriching Early Learning community, no one understands this better than Aaliya, our passionate Early Childhood Educator.

Aaliya’s holiday dilemma:

Every year, Aaliya looks forward to the holidays. She loves the warmth, the storytelling, and the joy on children’s faces when the classroom feels “extra special.” But last December, she noticed something that made her pause. Liam, a preschooler on the autism spectrum, became increasingly distressed when the twinkling fairy lights were turned on, and the music volume went up. He would cover his ears, avoid the circle area, and stay close to the shelf near the exit. At the same time, Priya, whose family celebrates Diwali and doesn’t observe Christmas, seemed quieter than usual. During Christmas craft activities, she participated, but her usual sparkle was missing. When the class sang Christmas carols, she watched, but rarely joined in.

One afternoon, as Aaliya and her assistant teacher, Ms. Kiyara, were packing up, Kiyara gently asked:

“Do you think our celebration is truly joyful for all of the children… or just for some?”

That simple question led Aaliya to rethink her entire approach.

Rethinking holiday celebrations: From “Festive” to “Inclusive.”

Aaliya decided that in 2025, the focus of the classroom holiday celebration would be belonging. She asked herself:

• What would this celebration look like if every child, regardless of sensory needs, culture, language, or temperament, felt safe, seen, and included?
• How could holiday activities support social-emotional skills, not just be an add‑on?

From there, she made a few powerful shifts.

1. A Sensory-Smart Holiday Environment

Instead of going all-in with bright lights and loud music, Aaliya created celebration zones in the classroom:

• A “festive” area with gentle string lights and soft music playing quietly.
• A “calm corner” with warm, dim lighting, cozy cushions, and a small soft blanket where children could enjoy the atmosphere more peacefully.
• A “sensory exploration” table with holiday-themed materials such as cinnamon-scented playdough, pinecones, soft fabric, and jingle bells in small baskets.

The calm corner was turned into a simple, yet another way to celebrate – equally valid and equally valued.

Liam immediately gravitated to the calm corner. With headphones available and a small basket of fidget toys, he started staying in the room during holiday songs instead of leaving. Over a few days, he even started humming along quietly. His mother later shared that, for the first time, he was talking at home about the “lights at school” without anxiety.

2. Celebrations Around the World – Centering Every Family

Next, Aaliya wanted to make sure the celebration reflected all the children and their families. She sent a note home that said:

“Our class is preparing for a ‘Celebrations Around the World’ display. We would love to learn about the special traditions, foods, or activities your family enjoys during this season – or at any time of the year.”

The responses were touching.

Priya’s family sent photos of Diwali lamps and wrote a short note about how they celebrate with lights and sweets. Sofia’s family talked about Hanukkah. Another family shared about the Winter Solstice. Some families celebrate Christmas; others celebrate the New Year or cultural harvest festivals.

Aaliya created a display board where each child’s family tradition had photos, short descriptions, and children’s drawings. During circle time, she read stories that matched the different celebrations and used her familiar “pause and question” technique:

“This family lights candles as part of their celebration. Does your family light candles or lamps? What do you think it feels like when they do this?”

When the class talked about Diwali, Priya’s face lit up. She proudly pointed to the photos of her family and said, “This is my house! We do lights like this.” Her sense of belonging grew, not because she was invited into one kind of holiday, but because her own tradition was honored.

3. Many Ways to Join the Celebration

Aaliya also remembered that not all children enjoy performing or large groups. So she offered multiple ways to participate:

• Some children helped decorate the room.
• Some chose to make cards for their families.
• Others helped prepare snack trays.
• A few children preferred to sit in the calm area and listen to a quiet story.

Theo, who is usually shy and hesitant to join big group activities, chose to be a “holiday helper.” He quietly handed out napkins, helped Kiyara arrange fruit on a plate, and proudly told his family at pick-up, “I helped with the party.”

Aaliya and Kiyara made a point of acknowledging each child’s contribution:

• “You chose to sing the song – that took courage.”
• “You helped set up the decorations – that was so caring.”
• “You listened from the calm corner – that was you taking care of your body.”

In doing so, they modeled that there is no one ‘right’ way to celebrate.

The Pyramid Model in Action

Even though Aaliya wasn’t lecturing children about social-emotional skills, she was deeply rooted in Pyramid Model practices:

• Nurturing relationships by honoring each child’s family and experiences.
• Supportive environments through sensory-aware spaces and flexibility.
• Teaching social-emotional skills by modeling respect for differences, empathy, and choice.
• Preventing challenging behaviour by anticipating stressors and planning for them proactively.

The holiday became a living example of inclusion, woven into every decision.

What Tanya and Tanmay Saw at Home

At home, Tanya and Tanmay, parents of Sophie and Ryan, began to see the ripple effect.

Ryan talked about Priya’s festival of lights and Liam’s “quiet corner.” Sophie reflected, “I like that everyone’s celebrations are important in our class.”

These might sound like small comments, but they point to something powerful: children are learning that community means making space for everyone.

A Gentle Invitation to Educators

This holiday season, before pulling out the usual decorations and playlists, it might be helpful to pause and ask:

• Who might feel left out or overwhelmed by this celebration?
• What changes could help children experience more safety and belonging?
• How can we use holiday moments as teaching moments for empathy, respect, and inclusion?

Belonging is one of the most meaningful gifts we can offer children. The decorations will come down, but the memory of feeling accepted just as they are will stay with them long after.