Maslow Before Bloom: Educating the Whole Child

I’ve seen quite a few visuals around the phrase “Maslow before we Bloom.” But what does that even mean?

Simply Psychology

Before I began my teaching practice, I studied Psychology and was introduced to Maslow’s Hierarchy of Needs. This theory outlines that before individuals can achieve, they must have their basic needs met - such as food, safety, and emotional security. Like many educators, this understanding shaped my approach to teaching. I realised that in order for children to engage in learning, their foundational needs must be addressed first.

Simply Psychology

Bloom’s Taxonomy, meanwhile, offers a framework for structuring lesson objectives based on cognitive development. The simpler cognitive processes are towards the bottom of the pyramid and the more complex processes at the top. Again, this framework is useful for tailoring objectives to where the children are developmentally.

Both Maslow and Bloom remind us that we must meet children where they are - emotionally, socially, and academically - and use the right tools to help them reach their full potential.

This also highlights the importance of viewing our children holistically. It’s not just about assessing academic progress, but also understanding where they are socially, emotionally, and mentally.

The Impact of Social and Emotional Learning

As educators, we need a toolkit of strategies to truly support our children. During my time working in a school for children with social and emotional mental health needs, one particular student deepened my understanding of the phrase: “You have to Maslow before you Bloom.” Before engaging in any learning, he often needed to talk through events from the previous evening or morning - processing emotions before tackling academics.

That insight led to a small but powerful change: we moved tutor groups to the start of the day, creating space for every student to connect with their key worker, share concerns or highlights, and engage in Social and Emotional Learning (SEL) activities. It was a subtle shift, but the emotional check-in transformed how students approached the rest of the day.

Rethinking Education

But let's be honest...the advantage we had was the small size of our school community. In a traditional mainstream setting, where is the time in the curriculum to identify the social and emotional needs of our children and then provide them with the skills to facilitate their development? Better yet, let's start with the question, What is education? Society’s expectations often seep into the curriculum, blurring the lines between community and classroom. Should we as educators be delving into social and emotional development? But is education not part of the community? If we’re committed to educating the whole child, then when we identify a need - whether emotional, social, or psychological - don’t we have a duty to respond?

Maybe schools can’t meet every need directly, but we can connect with community resources that can. Because children need to Maslow before they Bloom.

Furthermore, we know that anxiety and depression are on the rise among children - and not only them, but also among adults. The report by Hope Therapy and Counselling Services outlines that mental health conditions are rising. If this is something that’s infecting society, what are we doing to bring about the cure? As we prepare young people for adulthood, are we equipping them not just with academic knowledge, but with the emotional tools to navigate an unpredictable world?

Embedding SEL: Practical Strategies That Work

Research consistently highlights the importance of carving out space within the school day to build children’s social and emotional repertoire. As a strong advocate for cross-curricular integration (a topic I’ll explore in a future blog), I believe this doesn’t always require a discrete lesson. It’s about embedding these skills creatively and intentionally across the curriculum.

When addressing behaviour in the classroom, for example, are we making time to reflect on positive choices? Are we consistently praising children for prosocial actions? Another example - can we weave strands of SEL into lessons that explore character development in English?

In my Year 3 classroom, I made it a point to celebrate when students used effective strategies to regulate their emotions. And when they didn’t, I treated those moments as opportunities for reflection — discussing what could have been done differently. These conversations were just as formative as any academic lesson.

The Education Endowment Foundation underscores the strong link between SEL and positive life outcomes, noting that well-implemented SEL approaches can lead to an average of three months’ additional academic progress. Their toolkit also offers practical strategies for schools seeking to embed SEL meaningfully and sustainably.

Final Thoughts: Educating for Life

If we truly believe in educating the whole child, then we must recognise that emotional well-being is foundational to academic success. Maslow before Bloom isn’t just a catchy phrase - it’s something that we should be putting into action!

Let’s continue to ask ourselves:

• Are we creating environments where every child feels safe, valued, and supported?

• Are we preparing them not just for tests, but for life?

  
  

  Because when we Maslow first, we give our children the chance to truly Bloom.