In response to the growing mental-health needs of children (WHO, 2014, 2022),the roles and responsibilities of elementary teachers have expanded to include mental-health and well-being initiatives and mandated curriculum by international, state, and provincial governments (Cefani et al, 2018; Guyn Cooper 2013; Jomaa et al., 2023). While research shows that the most effective Social and Emotional Education (SEE) and/or Learning (SEL) programmes are community and school-wide (Cipriano et al, 2023; Durlak et al. 2011), and few music-based integrative SEL programmes are available (Edgar, 2017; Save the Music Foundation, 2025), music educators are often left reinterpret or “add-on” SEL to their curriculum. Emotional self-awareness is the first foundational competency listed consistently in SEE documents/literature. However, this competency is often assumed, and not developed as critical knowledge of emotion processes. Standard participatory (Turino, 2008) elementary music practices such as singing, moving, games, and playing instruments, reinforce prosocial behaviors (Rabinowitch & Meltzoff, 2017; Tarr et al, 2014; Schellenberg et al., 2015), and social bonding (Stupacher et al., 2022) that can lay the groundwork for experiential emotional education. Dimensional emotion theory (Russell, 1980) which intersects arousal and valence (positive and negative feelings) offers insights into emotions, which can be experienced through music. Standard teaching strategies such as imitation, call and response, and improvisation rely on mirror neurons, which provide emotional information of others, and shared emotions. Concurrently, shared emotions and the “floating intentionality” (Cross, 2008) of emotions, grants individual emotional responses while remaining in a group context. Such a rich emotional environment can promote belonging, and sow the seeds of empathy (Cross et al., 2012; Rabinowitch et al. 2012; 2013). This workshop offers an adaptable curricular model that applies dimensional emotion theory through experiential music activities. These activities are targeted to support and develop emotional awareness, recognition, and knowledge as a foundation of SEE. As music educators and musicians, we are distinctively positioned to offer an embodied practice of SEE through music, rather than embedding SEL into our programs. This workshop aims to empower music educators to use their unique skill sets for the promotion of mental health and wellbeing for school-aged children.