Abstract for: Integrating Systems Thinking Into PK-5TH Grade Elementary Curriculum

Few Pre-K–5th grade schools implement Systems Thinking, leaving a meaningful pedagogical approach largely untested in the years when its impact could be greatest. Early childhood is the right developmental entry point: children are capable, and the habits formed now compound over time. This presentation describes the design and first-year implementation of a school-wide ST integration model in a public charter school serving St. Louis City children. We integrated ST tools into academic and SEL instruction across all grade levels, drawing from a service-learning and positive youth development model. A university partnership supported planning, facilitation, and implementation. We focused on teacher development through a dedicated coordinator role and university practicum partnerships. A student-led Systems Thinker Circle pilot deepened understanding and supported ongoing curriculum development across grades and content areas. The school year is still in progress. As of March 2026, all grade levels have received documented ST instruction. Teachers identified SEL as the most accessible entry point. Younger students engaged naturally through story and conversation; upper grades applied ST tools to complex community problems. A pre/post assessment framework was piloted with 5th grade students, establishing what may be the field's first elementary ST baseline. Critical thinking, collaboration, and empathy are urgently needed, this model demonstrates that children are capable of systems-level thinking earlier than assumed. Elementary educators, SEL practitioners, SD curriculum designers looking to expand the use of ST will find value in our first year's work. ST Circles, combine service learning, SD tools, and student agency, are particularly transferable. Next steps, formalizing grade-level scope and sequence and validating assessment tools for pre-adolescent learners.