How can teachers balance early curricular demands and expectations while addressing the social and emotional needs of young children during times of crisis and stress? The author suggests that teachers need to redirect and engage children in learning activities that give them a feeling of control, competence, and empowerment in their own lives and in the world, while promoting academic skills in a meaningful context. She relates the stories of three teachers who use authentic experiences to address children's distress. A sidebar lists relevant read-aloud and shared reading books for preschool through grade 3.