Educators highlighted how computer science classes can be structured to support social-emotional learning rather than focusing only on coding outcomes. Speakers described using digital mood meters to help students identify emotions and track classroom well-being, even in device-rich lessons. The approach treats frustration during debugging as teachable moments—students learn strategies for managing emotions when they encounter errors. Teachers also emphasized built-in movement and brain breaks to help students reset attention and processing during rigorous problem-solving. Higher-ed relevance: as universities expand CS education initiatives and teacher-prep pipelines, classroom models that connect STEM practices to wellness and SEL can strengthen student persistence and reduce burnout signals in early STEM pathways.