Left-handed people are the unseen minority in a right-handed world, with one study estimating that they make up only around 10% of the population. They are more likely to be male than female, and left-handedness occurs at a greater rate in twins than in the general population.

Lefties do some things better …

It’s challenging to be a lefty in a right-handed world, especially when it comes to the tools and gadgets we use to make life easier, not to mention some important everyday tasks.

But that’s not to say that left-handed people are always at a disadvantage. Many of the great sportspeople are left-handed, where their unique techniques give them an advantage over opponents. Tennis, cricket, boxing and other team sports boast some talented left-handed players who have made their mark on the world.

Left-handed people often have better problem-solving skills, too. Whether this is a finely-honed skill in response to living in a right-handed world or an innate advantage is up for debate, but lefties are often good at spatial awareness tasks, logic, and mathematics.

If you have a left-handed child, you will appreciate the uniqueness they bring to family life, but there are also challenges, especially when it comes to teaching your lefty some essential life skills.

Check out my tips below to help your lefty child learn to navigate a right-handed world.

Win the shoelace war

Teaching a left-handed child to tie shoelaces is a major challenge for many right-handed parents because there is just no way a left-handed child will be able to do it the same way.

The best option is to sit opposite your child and have them mirror everything you do. Therefore, if your right hand is making a loop, their left hand will be making the loop. If this is unsuccessful, you can check out this handy blog by Ian, the founder of Ian’s Knot. This type of shoelace knot is symmetrical and no matter your handedness preference, it is the same for everyone. Once mastered, it is fast and easy, and probably the best way to save your sanity! Ian has kindly placed detailed visual instructions and even a video tutorial on his page, so it’s worth learning the knot yourself so you can teach it to your child.

It may take longer for your lefty to learn the intricacies of shoelaces … so be patient!

Paper, scissors … cut!

Teaching a left-handed child to use scissors designed for a right-handed person is well-nigh impossible and will likely only result in frustration for both of you. They are simply not designed to function from a left-handed position, and the best thing you can do is to ensure that your child has left-handed scissors at school and home.

Just for fun, try holding a pair of right-handed scissors in your left hand. Feel how awkward and uncomfortable it is? Do you think you’d be very effective with them? Now, imagine trying to learn how to use them in that position. You can picture the frustration a left-handed child might feel with a tool that is only intended for use by right-handed people.

The mouse trap

Yes, using a computer mouse intended for right-handed people is frustrating and awkward for a left-handed child. Fortunately, there are some simple fixes.

The easiest way is to buy your child a designated left-hand mouse that’s for their use only and separate from what everyone else in the family uses.

But if you want a budget-friendly option, it’s easy to program your mouse to switch buttons so that it becomes user-friendly for lefties. You can find instructions for Windows here, and Mac users can go here to find out how.

Pencil particulars

Learning to write is a very different experience for a left-handed person and can be quite a challenge for parents and teachers. Check out my tips below for helping your lefty learn to write.

· A left-handed child needs to tilt the top of their page to the right, so it is parallel with their left forearm

· Elbow-bumps might be a Covid-appropriate greeting, but it’s not fun when students are bumping elbows as they work. Have your lefty sit at the end of the row or to the left of another student so they have plenty of elbow room.

· Always allow plenty of elbow room on the left of the child while they are writing

· Make sure the child is keeping their wrist straight for the correct writing position. Many left-handed people fall into the habit of using a “hook” grip because they position their hand above their writing so they can see. The result is that their wrist curves around in a “hook” shape as they hold the pencil. This type of grip will lead to pain and fatigue over time.

· The best way to avoid the hook grip is to teach the child to position their hand below their work so they can still see, and maintain a straight wrist.

· Left-handed children have difficulty using a finger for spacing between words. Instead, teach your left to imagine a round ball shape between the words for spacing.

· It’s easy for a left-handed child to smear their work when using a pen, so choose a pen that has quick-drying ink.

At the dinner table

Many left-handed people use their cutlery in the same way as right-handed people, although this can change according to circumstances. Most prefer to hold a spoon in their left hand, and many prefer to hold a fork in their dominant hand, with the knife hand being the less dominant one.

Regardless of your child’s preferences for using cutlery, it’s important to allow them to do what feels best. To this day, some places discourage the natural use of the left hand, such as this school in the UK.

But it’s important to recognize – and celebrate – the diversity in our world, and this includes those whose preference for handedness is in the minority.

To support your child learning to use cutlery at the dinner table, encourage them to use whatever feels best and then work on growing their skills. Also, allow them plenty of elbow space at the table so they aren’t cramped or bumping elbows with a right-handed person.

Appreciate their uniqueness

There’s no doubt that lefties add variety and diversity to our world with their quirky ways of solving problems and the way they think and do things. If you have a lefty in your family, celebrate their uniqueness, and enjoy helping them to become the best version of themselves that they can be.

Technology anxiety is real amongst children and young people who face returning to the classroom after time spent in home learning during the lockdowns.

During this time, most children have been learning online or through an increased amount of screen time rather than face-to-face. For children with anxiety or worries about the problems in the world, this has often been less stressful than engaging in activities in the real world.

But what about when they return to face-to-face learning? And what is technology anxiety, anyway?

Fear of being separated from technology

Technology anxiety or digital anxiety can occur in a couple of different ways. It can be caused by separation from a digital device, or it can be caused by fear of technology.

In kids with technology anxiety, it occurs when they are separated from a favourite device.

Just as a stuffed toy or blanket might provide a sense of comfort and security for young children, digital devices can help an older child or young person feel secure.

But at what cost?

The negative effects of technology on mental health

According to the International Journal of Mental Health and Addiction, attachment to technology can lead to low levels of self-motivation, emotional intelligence, and empathy among young people. It is also a factor in ADHD, depression, and the inability to form stable friendships.

Mental health concerns in the digital age have only increased during a pandemic when children are spending far more time in front of screens than they have in the past, and hospitals in Canada have reported a 100% increase in mental health admissions for young people as a direct result of the pandemic.

Signs of technology addiction

Technology anxiety is often related to technology addiction and parents and carers can often spot the signs when they know what to look for:

· A lack of interest in other activities, even things the child used to enjoy in the past

· A single-minded focus that claims all of their attention when they are using their devices

· Tantrums, aggression, meltdowns or bad behaviour when unable to access their devices

· Constant discussion of screen time and things they have seen or done online

· Withdrawal symptoms including distress or anxiety that are relieved once they can again access their devices

Screen time and anxiety: Returning to the classroom may be a trigger

As lockdowns in some parts of the world begin to lift, children are facing anxiety over returning to the classroom and leaving behind the perceived safety of home and favourite devices.

So what can parents do to help their kids manage their technology-related anxiety during these transition times?

How to help reduce anxiety and screen time?

It’s important to note that changes you make need to be gradual rather than all at once. Gradual changes will help kids to adjust over time rather than sudden changes which may increase anxiety. Check out these tips for managing anxiety and reducing screen time.

1. Set boundaries

If you haven’t put boundaries in place, it’s a good time to set some. They could include daily screen time limits or no-go zones (such as the bedroom or bathroom) with digital devices.

2. Create a list of priorities

Make a hierarchy of priorities when it comes to screen time. These are things that must be done before screen time happens, such as chores or music practice.

3. Segment screen time into priorities

Set a limit on individual screen time in favour of communal screen time where other members of the family are interacting. Communal screen time takes priority over individual screen time.

4. Adjust the content rather than restricting usage

Rather than placing strict time limits on screen use, you can allow educational content to take priority over games or entertainment.

5. Replace screen time with together time

Children and even teens crave connection and togetherness, even if they won’t admit it. Find some fun things to do with your kids. Get outdoors and plant a garden together. Go for a walk or a swim or a visit to a park. Volunteer at a charity or get involved in a sport you’ve always wanted to try.

Kids will remember the meaningful things you did together, not the hours they spent on their screens, so don’t be afraid to persist if they grumble at first. Whatever you do, stick at it until it becomes a regular part of your routine and in time, kids won’t even notice that it has taken the place of time they used to spend on their devices.

6. Be ready to listen & quick to offer encouragement

Kids will often use screen time as an escape from the real world and also as a way to validate their self-worth. Games with awards and trophies are popular, as are endless selfies and “likes” on social channels. The reward centre of the brain is gratified by these things, but when they don’t work out, it can be devastating.

A listening ear and encouragement from someone in the real world are so important for grounding and validation. Be ready to listen without judgment and quick to offer encouragement and praise for jobs well done.

7. Model good habits yourself

Kids see what we do and follow our example. If you want your kids to spend time getting outside or getting fit, lead the way. If you want to spend more time interacting as a family at dinner time, turn off the TV or put your phone aside and ask everyone else to do the same. They are small things, but by showing a good example, you can help your kids to see the beneficial alternatives to screen time.

Small changes make a big difference for kids with technology anxiety

It’s the small things that make the biggest difference. By making small changes over time, you’ll help your kids to become less dependent on technology and more resilient in a world that demands we pay a lot of attention to technology.

School closures have been frustrating and tedious for parents during the Covid lockdowns. They can happen with very little warning, creating family chaos, problems with work and other normal life activities, and causing anxiety for kids who don’t know what to expect.

The dreaded announcement … What should you do?

No one wants to hear that their child’s school has been closed because of positive Covid cases, and any parent who’s heard the dreaded announcement will be familiar with the sinking feeling that accompanies it.

First of all … breathe! You can get through this.

The other important thing to remember is that while Covid is serious for older people, children usually fare better if they do catch it and might only have mild symptoms and recover quickly. Just think of the best outcome, take a deep breath, and turn your attention to what you can do to get through this.

Be a sleuth

OK, sometimes it feels as if you need a degree in sleuthing to get to the bottom of government rules for school closures and other lockdowns! They can be confusing and change from one day to the next.

Read through the following checklist of questions you need to find answers for.

· What are the rules for isolation?

· Do I need to isolate along with my child?

· Does the whole family need to stay at home?

· Can my partner still go to work?

· Do I need to cancel or rearrange my work?

· Do I need to contact others we have been with to let them know?

Decide how to tell your child

Lots of kids suffer from anxiety with sudden changes of plan, so if this happens to your child, you’re not alone!

The best approach is to remain calm and be aware of your own anxiety levels. Take some time out to centre yourself if you need to. Then talk to your child about how plans change sometimes and this week will be a little different to usual.

Use a visual weekly planner

If your child is young, you can use a visual weekly planner to explain that there’s been a change of plan. Explain that school will be from home for at least one day, maybe more, and create a new plan for the week.

In your visual planner, you can paste pictures of what’s going to happen on each day of the week. If you don’t know yet, that’s OK. We have a strategy for that (see below). For older children, you might prefer to write in your planner instead of using pictures.

So, for example, if your isolation period begins on a Monday, get your child to choose a picture of a home to put in the planner. Now when anxiety strikes, your child can look at the planner and know that Monday will be spent at home.

For the next day, place a picture of a question mark on the planner with blu-tack. This means that you don’t know yet whether school is on. If you still don’t have information for the following day, move the question mark to the next day. This will help your child to understand that you are waiting for the information that will tell you whether school is back on.

Once you have a return date for school, place a picture of a school (or your child’s school) in the appropriate square.

This is a great strategy for anxious kids who can look at the planner to remind themselves about what is happening next.

Plan to succeed at home

Home isolation can be very trying with everyone falling over each other or experiencing negative feelings about being cooped up in the house.

But it doesn’t have to become a disaster, especially for a child experiencing anxiety.

One of the best ways to help your child feel secure is to create a plan for each day. Predictability and structure help children feel safe when the world around them is full of uncertainty.

So you can use the same strategies above for a daily planner. For younger children, use a visual daily planner that you can stick pictures in. With older children, you might prefer to write in the daily activities.

Your new home routine doesn’t have to be complex, and you need to allow some flexibility or it will become too difficult to stick with. But you should include the “milestones” or big events of the day such as bedtime, waking up, meal times, or the start and finish of school. You choose what’s important in your family.

You can do your plan for the entire day, or you can divide it up into morning and afternoon – whatever works best.

Beware of too much screen time

Don’t worry, we’ve all done it! Screen time is a handy babysitter when you’re trying to work at home or even when you just want some peace.

But in the longer term, too much is harmful to kids’ wellbeing. It can make bedtimes more difficult and increase social anxiety, among other things.

So the best thing is to aim for a balanced routine that includes exercise, time outdoors if possible, and time spent doing interactive activities with other members of the family.

You can do this!

You’ve got this! As some of you who have already been through it know, this too shall pass. Nothing lasts forever, and it’s just a matter of doing the best you can until schools reopen and you can resume your normal life again.

You’re doing an amazing job of holding it together under difficult circumstances, so give yourself a pat on the back, take a deep breath, and make sure you’re caring for yourself, too. You’ve got this!

School anxiety after home learning is to be expected. For many students, it has been a long time since they were last in a classroom, and with the uncertainty of lockdowns and the world in general, many children and young people have anxiety about returning to the classroom.

This can be especially worrying for children whose siblings may be starting on a different date as schools stagger the return to school.

So, what does school anxiety look like, and how can you help your child to manage it?

Sometimes labelled as school refusal

Children who cannot face school because of their anxiety issues are sometimes labelled as school refusers, which is not helpful and doesn’t address the root cause of the problem. Authorities may also place pressure on parents to force kids to attend school, which adds to their stress and anxiety.

But blame and an authoritarian approach are not the best solutions to this problem. We’ll get to that. Let’s just take a moment to consider what school anxiety looks like.

• Internalising, becoming withdrawn
• Distress over normal events or morning chores
• Meltdowns
• Easily distracted, can’t focus
• Tearfulness
• Freezing at the door
• Quiet
• Mystery aches and pains
• Holding it together at school but negative behaviour at home
• Disruptive or destructive behaviour in the classroom
• Hiding
• Refusal to attend school no matter what

In the case of a student whose siblings are starting on a different date after a long period of home learning, school anxiety can be even worse, especially if they usually go to school together or see each other throughout the day. The student at school may feel more alone or vulnerable than usual, while the one still at home may have a lot of worries and fears for the sibling at school and for their own return to school on their allocated date.

So, how can parents ease the transition to school when students may be starting at different times?

Tips to help kids manage school anxiety when start dates are different

When one child is resuming face-to-face learning and others are still at home, it can be daunting and create anxiety. Try these tips to help with school anxiety and their worries around different starting dates.

Visual reminders of starting dates

Many families find it helpful to keep a calendar of the start dates for school or other important dates. You can have a calendar for the whole family to use and a separate one for each child. When your child starts to feel anxious about what’s going to happen, you can remind them to look at the calendar. Teach them to do this as a way of managing their anxiety.

Timetables

Another handy tool for anxious children left at home is knowing the timetable of a sibling who has returned to school. When they start to get anxious or worried about the sibling, you can show them the timetable and talk about what their sibling might be doing at that moment.

Focus on the known

Children often focus on the fear that the unknown brings. Will things still be the same at school? Will the classroom look the same? Will they still have the same desk and chair?

Rather than worrying about the unknown, help your child to focus on the things they do know. Look at the calendar with the start date on it and talk about returning to school on that date. Talk about the teacher if you’re sure it will be the same person. Help your child to remember the school routine, such as class time and playtime. Remind them that lots of the things that were familiar at school will be the same.

Look for the positives

Rather than getting caught in a cycle of worry and fear, look for the positives in returning to school. There is always something positive in any situation, and many things to be thankful for when you look for them.

Encourage your child to think of the things that are good about school. Will they be seeing a special friend again? Do they enjoy playing at recess? Is there a subject they like, such as art or music?

Help your child focus on the good things about school and enjoy the benefits of positive feelings instead of stress and worry.

Provide noise alleviation

Sometimes excessive noise causes school anxiety, especially for children with autism or sensory processing disorder.

If noise is the reason a child is anxious, you can send them to school with ear protection to minimise the noise. It’s best to discuss this with the teachers first so they can help your child manage while you’re not there.

Make home a calming experience

When a child comes home after a long day of school experiences, it’s essential to help them relax. Spend some time out in nature together. Take the dog for a walk or do some gardening. Go for a bike ride or a swim to get their muscles moving. Play with a pet, or listen to calming music together.

Creating calming experiences will look different for each family, but it’s important to have something in place so that your child can relax after school.

Set clear expectations of school boundaries and routines

Talk about school expectations before classes resume. Remind your child of the school routine and discuss school boundaries, if appropriate. Each school will have different rules, for example, no throwing sand at other children in the sandpit. No hitting, no swearing, or whatever other rules apply.

A reminder of the rules can be helpful because sometimes children break the rules without thinking. They then fear getting into trouble, so setting clear expectations around rules and behaviour can help alleviate anxiety.

Play games for distraction

Sometimes distractions are just what you need to prevent anxiety-induced meltdowns or tearfulness. Play an “I Spy” game on the way to school, or pick out favourite local landmarks. Try an imagination game about who might live in an unusual house, or think of something quirky such as what the animals in the zoo might say when they see all the people. Use your imagination and have some fun.

Get moving

Movement is so important for mood and wellbeing, and doing it with your child can make you both feel good. Set aside a regular time to get moving. You could put on a dance DVD and do all the moves together, go for a walk outside in the fresh air, play at the park, or ride your bikes.

Provide a safe place for your child to unload their worries and fears

One of the most important things you can do it provide a safe space where your child can unload their worries and fears without judgment, criciticism, or blame. Encourage your child to talk about their day and the things that went well and the things that didn’t. Talk about how they might be able to do things differently next time (it helps to build resilience), and think of ways to solve problems they might be facing.

School anxiety doesn’t have to control your life

School anxiety might be crippling, but it doesn’t have to control your life or your child’s. Try some of the strategies above, be understanding and encouraging, and help your child to thrive in spite of the challenges.

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 Returning to school can be a stressful experience for children at the best of times, but going back to school after extended lockdowns can cause extra anxiety. Although many children and parents are looking forward to the return of school, managing the anxiety that may result is also important.

After an extended period of doing school from home, stepping back into the school routine may be exciting for many, but children who struggle with transitions often take longer to process the changes. For children with an autism spectrum disorder or those who are generally anxious, this may be a challenging time for them and their parents. 

Let’s talk about 7 tips to prepare for a smooth transition after lockdowns:

Create a Visual Calendar

Whether your lockdown has been a few days, weeks or months, the re-entry transition to school can start as soon as you know the date. Communicating the passage of time and when school will be returning with your child is important. These tips and other coping exercises for anxiety will make your child’s return to school easier.

Create a whiteboard or calendar and place it in the house where everyone can see it. Mark today’s date and mark the date for back to school with a symbol, clipart image, or a photo of your child’s school on the date.

Kids love to see things visually and by helping them create a calendar of what’s coming up,
you can help them to feel calmer and less anxious.

Normal School Routines Help School Anxiety

As soon as you can, or at least a week before school starts, reinstate the “normal school routine”. This is especially important for waking and bedtimes. Recalibrating your child’s circadian rhythms is so important when it comes to having happier kids who can adjust to routines and changes.

During lockdowns, because we don’t have to get up at certain times, families often change their waking and bedtime routines. Think back to what bedtime and waking times worked for you for the school routine before lockdown, and gradually work your way back to those same routines, or go cold turkey… whatever works for you!

As always recommended, reduce the use of screen time and blue light for 2 hours before bedtime to encourage natural melatonin production, and create a regular and safe bedtime routine. Including a bath is helpful if you can, to assist their bodies to wind down.

Tips to Manage Your Own Mental Health

The lockdowns and Covid have placed a lot of mental stress on parents. It’s not surprising that so many people are suffering from anxiety and depression.

So it’s important to care for your own mental health, because whatever you’re going through also impacts the rest of the family.

Exercise

Exercise is a great way to get a dose of feel-good endorphins, especially if you can get out into the fresh air and sunshine. The benefits can last for hours and provide a mood lift when you’re feeling anxious or overwhelmed.

Practice Mindfulness

There are many ways to practice mindfulness, the art of relaxing your mind. You can simply sit and do nothing for ten minutes while you concentrate on slowing your mind down. Take deep breaths while you do this to get your body in sync and slow
down your heart rate. Pay attention to how you feel instead of noticing the outside world.

You can also listen to relaxing background music, spend some time at a hobby you find relaxing, or spend some quiet time out in nature. Your mind needs rest as much as your body does, and mindfulness helps to calm anxiety.

Avoid Unnecessary Stress

There are many stressors we can’t avoid, but we can also make deliberate choices to eliminate some of them. Social media can be stressful, so if you find that it increases your anxiety, limit the time you spend there. Likewise, some people cause stress, so limit your time with them. Look for ways you can reduce stress by limiting or eliminating its source.

Stay Calm and Reassuring

Going back to school and living with Covid is a new source of anxiety to navigate for both parents and children. As a parent, you might be quite anxious about the risk of your child contracting the virus. This is a natural response, so give yourself some grace. It’s to be expected.

Be mindful though, that children seem to be super aware of our anxieties. Monitor how much news you watch with and without your child. Keep up to date, yes, but avoid excessive exposure to news that may create feelings of depression or anxiety in yourself or your child. Instead, focus on your family’s needs and on self-care.

A child with school anxiety is usually extremely aware of others who are projecting anxiety whether or not they try to hide it, so it’s important to stay calm and be reassuring. It’s not easy to do when you’re anxious yourself, so taking care of yourself is crucial.

Understanding School Anxiety: Watch for the Signs

Be mindful of the ways that children reach out for help and might show their anxiety. There are many “negative behaviours” that children might show which are clues that they have anxiety about returning to school.  With Covid, children are aware of what’s happening and can get concerned that they or their parents might get sick and pass away. These are very real concerns and deserve attention and empathy.

It’s important to find out what’s worrying your child and reassure them that what they’re experiencing is normal. Give them your full attention and don’t allow your own emotions to affect the conversation. Make a regular “debriefing” time that they can come to you and talk to you about what’s on their mind. Bedtime often works well with older children or teens, while younger children might respond better earlier in the evening, at mealtimes, or at bath times.

Some signs of anxiety about returning to school might include children saying things such as “please don’t make me”, or “I don’t want to go to school”, “I want to stay home”, “I don’t want to, I’m tired”, “I feel sick”, or pulling their hair (twirling or pulling hair out).

School anxiety in teens may look slightly different from the signs children display but it can include excessive worry, difficulty sleeping, fear of facing new or unfamiliar situations, restlessness, fatigue, and aches and pains. See here for more information on signs of anxiety.

Afternoon Meltdowns: A Sign of School Anxiety

I know this is hard to hear, but afternoons are going to be tough as your child transitionsback to school. In normal times, many children keep their emotions in check while at school,holding it all together until they get home. Once in the safety of home, these underlyinganxious emotions come tumbling out, sometimes as a meltdown.

In a pandemic, this is going to be exacerbated. This is totally normal and OK.

Expect it … do some self-care for yourself during the day, even if it’s just taking 10 minutesto ground yourself with a quiet cup of tea or a stretch before they get home.

Be there for your children. Try and schedule your day so you can be available physically and emotionally for the evening routine.
Get outside in the sunshine and fresh air with your children. Walking and talking is a great
way to debrief after a day of transition back to school.

Focus on the Positives.

Even though the world can be a challenging place to live, one of the best things you can do to defeat fear and anxiety is to focus on the positives. Make it a habit to intentionally look for the positives in every situation and teach your kids to do the same.

Even the most reluctant student can usually find something positive about going to school.It might be friends, a teacher they like, or a subject they enjoy. Encourage them to focus on the things they like about school rather than the things that make them anxious. It might take some persistence to overcome negative or fearful assumptions about school but it will help your child build resilience.

You’ve got this. Trust your parent instinct, choose one of these suggestions to start with, and be there for your child during this challenging yet rewarding time. Together you can manage back-to-school anxiety after the end of the lockdown.

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That’s right! What are your plans for self care and smart action this year? Check this out!

This week we have a vlog!  Feel free to watch above or read below.

Hey, how are you? It’s the beginning of the year. It’s the first week of term here in New South Wales where we are. I know that teachers are getting ready to go back to school or at school already. I just wanted to touch base about how we are planning to look after ourselves personally, health-wise, professionally in the next few months and for the rest of the year. So, I’m not talking about having new year’s resolutions because they often don’t stick but I want us to think about how are we planning to look after ourselves and what can we action right now to make sure that we meet those goals?

Before we start to figure that out, I want to just think who were you last year when you did really well, who was showing up, how were you showing up. When you showed up and did things that went really well, how did that make you feel, and what were you really committed to? So, that can be thought about in both the positive ways and also in a constructive way. When we committed to looking after ourselves and eating healthfully, going for walks or exercise or going to the gym, I guess you might have been showing up for yourself to be healthier and to be more positive which roles over all areas of life. When we are fit and healthy, then everything else seems to go better but on the flip side of that, those weeks, those months when we might be tired, when we might be unwell or when we just are a bit lazy perhaps, how do we go …

Who was showing up and what were we being committed to when things didn’t go so well?

For example, those morning when we’re lying in bed and we feel too tired and it feels way too much just to hit the snooze and to skip that walk or to skip the gym, what are we really committed to? Sometimes this can be really confronting to think about. Are we in those moments when we make those perhaps not so positive decisions. Are we really being committed to the best for ourselves or do we really need to stand up to ourselves and decide no, I’m really committed to being there for my health and just getting up and doing it.

So, we’ve talked a bit about fitness. What about our professional development and our personal development?

Personal development could be professional but it could also be learning a new hobby or doing some research with your child about a new activity or going with them to try something new. We need to commit to our financial goals as well. If we are teachers, what are committing to? Are we committing to our students, which I know you guys all do but seeing as sometimes we go through energy lags where it’s harder to do that, it’s harder to show up, sometimes it’s harder to do that preparation time. Life happens. Life throws us events that we’re not expecting and it’s really hard just to get through the basics but we really need to think about what are we committed to, how can we keep going with the most important things and how can we protect ourselves from the future.

With all the clinicians out there, same thing.  Are we showing up with planning efficiently and effectively? Do we timetable enough preparation time? Do we timetable enough buffer time between clients for preparation or for doing those extra phone calls? Because it can be really tempting, especially when you’re working for yourself or in private practice, to have those key performer indicators that we need to have because we are a business and we need to be able to meet our financial targets but we also need to look after ourselves and not try and put too many clients in, which means that we might have to work at night and lose some sleep and not look after ourselves quite as much. Whether you are a teacher or a clinician, it’s really important to have a plan and to get that locked in as soon as you can so that you can make sure that you’re supported, especially professionally because when we support it professionally, then our personal lives can go a lot easier because we’re not taking that baggage, that thinking through from … taking it home from work and just mulling over it or worrying about things.

So, yes. Whether you’re a teacher and you have those structures inside your school, that you have supervisors or mentors that you can catch up with regularly or a trusted teacher to offload to and work through things that might come up or different difficult students that might be tricky, make sure you got that structure in place and book it in your diary straight away. And if you’re an OT or a speech or other health professional, same thing. Make sure you got someone on your team, especially if you are in your own business on your own and/or if you are in a rural area where you have less support.

If you would like to connect with me, I also offer supervisor mentoring mainly for occupational therapists but also for some teachers who would really like to get their skills up in setting up their classrooms from a sensory safe perspective. But yes, so I mainly do that supervisor and mentoring for occupational therapists and I do that remotely right around Australia, so it doesn’t matter where you are. I have clinicians who are in the cities and I have clinicians who are in rural areas.  When we’re working on our own, no matter where we are, there’s very common issues and I’m very happy to talk over clinical issues, self-care issues and also a bit about business management and some tips of where to go to for help or how to make things easier.
Anyway,  I have three or four spots left for this year. If you’d like to book in for a free 15 minute chat, you’re most welcome to but no matter what type of professional you are, make sure you have a plan for both personal, healthy fitness and fun time, but also for that professional mentoring and backup. And on a regular basis, I have some clinicians who are catching up weekly, some who are monthly and some who are once a term.

If you would like to connect with me for a free 15 minute chat, just click here on the link below and we will be in contact with you to arrange a time. Okay, have a great day. Bye!

Link to : Free 15-minute chat with Deb Hopper
Written by Deb Hopper, Occupational Therapist

Written By Deb Hopper, Occupational Therapist

Planning for Back to School Success

Summer holidays are ending here in Australia in the next few days. As parents’ ideas for how to fill in time start to dwindle, and we finish off the back to school shopping, it’s really important to talk to and plan with our kids a successful transition back to school.
The first couple of weeks of school are often highly stressful at home as we all transition back to waking up earlier, getting back into the morning routine of things and getting started faster in the morning.

Back to school can also be anxiety producing for many children (of all ages).
What are the triggers for potential school anxiety which can affect you and your kids?

Causes of Back To School Anxiety in Children & Parents

• feeling rushed
• disorganised
• morning routine is hard to get back into
• difficulties in getting out of bed/out of the house on time
• parents are anxious about the kids being ok
• kids can be anxious about:
  • What will my new teacher be like?
  • Will my new classmates like me?
  • Will I be able to sit with my friends?
  • Who will I sit with at lunch?
  • What if I miss the school bus?
  • Are my clothes ok?
  • Will people laugh at me?
  • What if I don’t understand the lessons?
  • Will I look stupid?

How, as parents can we reduce anxiety in our children to a minimum and facilitate a smooth transition back to school?
If your young person has autism, check out this article too.

Strategies For Planning for Success and Reducing Back To School Anxiety In Children

All of us, parents and children alike, thrive on routine and this holds especially true when, as a family, we are faced with the prospect of going back to school.
It is important to look at ways of reducing anxiety around that date and finding a way to make the return to school an exciting, planned and positive experience.

#1. Timeline/Calendar

• Make a timeline together or go shopping and choose a big calendar that you both like.
• Calendars are often available for the academic year and these can be perfect to prepare all of the family for getting back into the swing of school life.
• A timeline can be a great tool in helping all of the household reduce any school anxiety that they might have.
• All kids like to be involved in decisions that effect them and their families.
• Make a timeline that covers the last 2 weeks before school begins and the following 2 weeks when school has started.
• For the last 2 weeks of the holidays, plan in treats and rewards for all of the family AND also plan in challenges which you all must achieve to get the treat or reward.  For example, all of the family must get up 10 minutes earlier each day for the first week of your timeline to be able to enjoy the daily treats that are planned.
• Plan these joint challenges so that they help your kids (and you!) to cope and get used to the morning routine again or getting out of the house on time each day.
• For the first 2 weeks of school, plan in after school activities, activities at the weekend and decide in advance who will pick your kids up from school each day.
• This visual structure, which you can display somewhere for you all to see, will provide a more gentle re-introduction of the back to school routine than if you suddenly panic on the night before school and try to sort yourself and your kids out!
• If you leave everything to the last minute you are creating anxiety in children and yourselves – which is a recipe for disaster on the first day back and will take days or even weeks to pull back.

#2. Make A Morning Schedule

• A visual timetable can be priceless for reducing anxiety and enabling your kids to smoothly transition from holiday to school time.
• Visual timetables are often used in school, so before the end of the school year, find out from them what sort of symbols, words, pictures they use on a daily basis.
• Using familiar visual cues at home can increase confidence in your kids and this will also spill over into reducing any school anxiety they may have.
• If it’s possible, this is a great activity to include your kids in well before the stressors of imminent school, you can design and create a morning schedule together.  You can make this activity fun by using timers to find out how long it takes to get on a school uniform or make a packed lunch or pack a swimming bag.
• When you have worked out the timings of activities that you need to include in your morning schedule, then you can add those timings into it and find out what time you will all have to get up to be ready to leave the house at a set time.
• Allowing kids to take ownership of their morning schedule by working it out with you is a great way to increase their feeling of responsibility, whilst reducing anxiety at the same time.

#3. Parent/ Child Check-in Time

• We ALL like to feel special and have quality, one-to-one time with the people we love.  Add into your calendar a daily Golden Check-In Time at home with your child.  (You could have two of these if it works, one in the morning and one in the evening).
• Plan a 10-30 minute time with your young person and add it to the calendar.
• Make this time special and choose together what you want to do during this time, examples could be:
  • make and share hot chocolate with marshmallows and chill out on the sofa together (NO mobile phones, NO interruptions!)
  • share a game of footie, take your dog for a walk, go outside and build a den/go to beach
  • have a pamper session – a manicure, pedicure, facial – whatever you both fancy!
  • build a model together, paint together
• The possibilities are endless!
• The most IMPORTANT thing to remember is that while you are enjoying each others’ company, you also chat about how your child is feeling, making sure they are ok, that school is ok and they are emotionally in a good place.

#4. Meet your child’s teacher

• Your child’s teacher will be only too happy to meet up with you to discuss and help with reducing anxiety for your kids.
• Every teacher strives for a happy, productive classroom environment where school anxiety is at a minimum.

#5. Remind your child that it’s normal to feel a little uneasy and teach them strategies for keeping calm

Transitions and change all bring a little uncertainty.
Talk with your child about how everyone feels uneasy as they adjust back into normal work routines. If you work, talk about how it’s always hard to go back to work after a holiday.
Talk about what strategies you use to feel more in control, such as planning out the day/ week and how you feel better when you go for a walk, to the gym etc. If you can, invite your child to come for a walk or to the gym with you.
Overall, with some planning and forward thinking, the trauma of returning to school can be dealt with effectively and in a positive way.  Taking a bit of time to put some strategies in place can reap dividends for not only your kids but for the whole family too.

How to use a calendar to help transition back to school?

Here’s how!
Summer holidays can be the carefree, fun-packed time of experience and shared experiences which neither kids nor mums and dads want to end. It can be very appealing (and rightly so!) to make the most of every day of the school vacation, especially the days which directly precede the back to school date on your calendar.
Keep in mind however, to also do some preparation so that the shift back to school can be a smooth, confident one for both you and your kids.
What are the triggers that can potentially cause challenges for your kids when they are faced with returning to school?

How can the transition back to school be difficult for you and your kids?

• Feeling rushed – you’ve had a great summer and then suddenly the holidays are over and it’s time to return to school
• Disorganised – those last few days go SO quickly!
• Morning routine is difficult to return into
• Difficulty in getting out of bed/out of your home on time
• Mums and dads are nervous about the kids being okay
• Kids can be distressed about:
  • What will my new teacher be like?
  • Will my new schoolmates like me?
  • Will I be able to sit with my friends?
  • Who will I sit with at lunch?
  • What if I miss the school bus?
  • Will people make fun of me?
  • What if I don’t understand the lessons?
  • Will I look foolish?

How, as mums and dads, can we minimize these triggers for our kids and facilitate a smooth shift back to school?

Using a Calendar to Help Transition Back to School

Everybody, parents and children alike, prosper on routine and this holds specifically true when, as a household, we are confronted with the prospect of going back to school.
It is very important to take a look at methods of decreasing stress and anxiety around that date and finding a way to make going back to school an exciting, organised and positive experience.

Using a Timeline/Calendar

• Make a timeline together or go shopping and choose a big calendar that you both like.
• Calendars are often offered for the scholastic year and these can be perfect to prepare all of the household for getting back into the swing of school life.
• A timeline can be a great tool in helping all of the household lower any school stress and anxiety that they may have.
• All kids like to be involved in choices that effect them and their households.
• Make a timeline that covers the last 2 weeks prior to school starts and the following 2 weeks when school has started.
• For the last 2 weeks of the holidays, factor in treats and rewards as well as challenges which the household will need to attain to receive the treat or reward. For example, all of the household should get up 10 minutes earlier every day for the first week of your timeline to be able to enjoy the daily rewards that have been planned.
• Plan these joint challenges so that they assist your kids (and you!) to cope and get used to the early morning regimen once again or leaving your house on time each day.
• For the first 2 weeks of school, factor in after school activities, activities at the weekend and decide in advance who will choose your kids up from school each day.
• This visual structure, which you can display somewhere for you all to see, will provide a more mild re-introduction of the back to school regimen than if you all of a sudden panic on the night before school and try to arrange yourself and your kids out!
• If you leave tasks to the eleventh hour you are producing stress and anxiety in children and yourselves – which is a dish for disaster on the first day back and will take days or perhaps weeks to pull back.

Agree on a Morning Routine to Help Transition Back to School

• A visual timetable can be invaluable for lowering anxiety and enabling your kids to efficiently shift from vacation to school time.
• Visual timetables are typically utilized in school, so prior to completion of the academic year, find out from them what sort of symbols, words, images they use daily.
• Utilizing familiar visual hints in your home can increase self-confidence in your kids and this will likewise spill over into minimizing any school anxiety they might have.
• If it’s possible, this is an excellent activity to include your kids in well prior to the stressors of imminent school, you can develop and create an early morning schedule together.
• You can make this activity enjoyable by utilizing timers to find out how long it requires to get on a school uniform or make a jam-packed lunch or pack a swimming bag.
• When you have actually exercised the timings of activities that you require to consist of in your early morning schedule, then you can add those timings into it and find out what time you will all need to get up to be ready to leave your house at a set time.
• Enabling kids to take ownership of their early morning schedule by working it out with you is an excellent method to increase their feeling of responsibility, whilst lowering anxiety at the exact same time.

Have family ‘Golden Time’ to Help Transition Back to School

Your kids may well be familiar with ‘Golden Time’, which often happens in schools on a Friday afternoon. The offer at school is if the kids have actually got their stickers/rewards for the week, then during Golden Time they get to choose their preferred activity.
All of us like to feel special and have quality, one-to-one time with the people we like. Add into your calendar a daily Golden Check-In Time at home with your kid. (You could have two of these if it works, one in the early morning and one in the evening).
Plan a 10-30 minute time with your young person and include it in the calendar.
Make this time unique and pick together what you want to do throughout this time, examples could be:

• Make and share hot chocolate with marshmallows and relax on the couch together (NO smart phones, NO disturbances!).
• Share a video game, take your pet dog for a walk, go outdoors and construct a cubby house / go to beach.
• Have a pamper session – a manicure, pedicure, facial – whatever you both enjoy!
• Construct a design together, paint together.
• The possibilities are unlimited!
• The most IMPORTANT thing to remember is that while you are taking pleasure in each others’ company, you also chat about how your child is feeling, ensuring they are okay, that school is okay and they are mentally in an ok place.

In general, with some thoughts and early preparation, the trauma of going back to school can be handled efficiently and in a positive way. Taking a little bit of time to put some strategies into practice can positively affect your child and your whole family too.

Written By Deb Hopper, Occupational Therapist
Let’s take a closer look at what SPD is and find out ways to identify it in the classroom environment.
As professional educators, it is important to know about any sensory issues that may challenge our pupils.  SPD (Sensory Processing Disorder) is one of the issues that could prevent kids from learning and being successful during their school years.
For more information about SPD, check out my post What is SPD?

Why challenges in sensory integration affect learning

Our Five Senses play an important role in being able to understand our surroundings and our environment.  As I’ve already mentioned in the post I linked to above, difficulties can occur with any of the senses:

• Touch
• Taste
• Vision
• Hearing
• Olfactory (smell)

Other senses that may not be thought of commonly also include:

• Muscle/Body Awareness (proprioception)
• Spatial Orientation (Vestibular)

In each of these systems, a child or adult may have different responses to different stimuli or in different environments.  These can be summarised as:

• Over sensitive/sensory defensive (Hypersensitive)
• Sensory Seeking (Hyposensitive)

SPD difficulties can stand on their own or as part of a diagnosis.
In the case of Sensory Processing Disorder, it is hypothesised that the brain does not compile the sensory impulses in a way that gives the child specific information for the appropriate response. As a result, learning can be difficult and children may feel uncomfortable, or have difficulty coping with the stress of daily organisational demands.

What is SPD and how to identify in the classroom?

SPD in kids can manifest itself in many forms, just in the way that people are unique, so each child’s specific sensory issues will be individual.  Pupils with Sensory Processing Disorder may express sensations either, or in a combination of, hypersensitivity (sensory avoidance) or hyposensitivity (sensory seeker).
There are a few tests professionals can use to identify sensory processing issues. These include Sensory Integration and Praxis Tests (SIPT) and the Sensory Processing Measure (SPM) checklist.
While all children can be particular about their individual likes and dislikes, children with SPD will be so severely affected by their sensory preferences that it interferes with their normal, everyday functioning.
Common signs of SPD:
Hypersensitivities to sensory input may include:

• Extreme response to or fear of sudden, high-pitched, loud, or metallic noises which seem inoffensive to others

• Background noises that others don’t seem to hear may be extremely distracting to them

• Fearful of surprise touch, avoids hugs and cuddling even with familiar adults

• Can be fearful

• Doesn’t enjoy a game of tag and/or is overly fearful of swings and playground equipment
• Extremely fearful of climbing or falling, even when there is no real danger i.e. doesn’t like his or her feet to be off the ground
• Hates messy play / painting / getting hands dirty
• Dislikes new tactile sensations
• Has poor balance, may fall often

Hyposensitivities to sensory input may include:

• A constant need to touch people or textures, even when it’s inappropriate to do so

• Doesn’t understand personal space even when same-age peers are old enough to understand it

• Clumsy and uncoordinated movements

• An extremely high tolerance for or indifference to pain

• Often harms other children and/or pets when playing, i.e. doesn’t understand his or her own strength

• May be very fidgety and unable to sit still, enjoys movement-based play like spinning, jumping, etc.

• Seems to be a “thrill seeker” and can be dangerous at times

If you work in a school where you are lucky enough to have access to an Occupational Therapist (OT), they will be able to help you assess whether a child in your class is having sensory processing issues or SPD.  An OT evaluation will include assessment of a child’s gross motor and fine motor skills, as well as sensory processing issues.
In my article on Identifying Kids with Sensory Issues in class, I have outlined the Top 5 signs that might indicate a child is struggling with sensory issues.  Here’s what to look out for:

1. The fidgeter: these kids can’t keep their fingers still or their hands to themselves.
2. The wiggler and rocker: these kids are always on the move.
3. Visual signs: the child with visual sensory difficulties may find it hard to copy from the board, or may struggle with sitting side on to the board and having to turn around to look and copy.
4. Auditory anxiousness: noise in classrooms can be distracting, or even anxiety-producing for some children.
5. Postural strength: often the kids we see with sensory issues also have low muscle tone and poor core stability, so sitting on the floor or at a desk for a prolonged period is very tiring.

Further Information on SPD

I am passionate about working with kids with SPD and using my experience and expertise I have written several articles to help you further with SPD.  SPD can be a part of a child with ADHD or Autism, but that is not always the case and it can present on its own.
Many children who suffer with SPD are prone to meltdowns as they struggle to cope with their daily life and what happens within it.  It is also likely that an SPD child will display signs of anxiety and potentially have problems with self-regulation.
I have brought together some useful articles for you to find out more about sensory issues.
From Our Site:

• What is SPD?
• Making your school day easier
• How can we help you?
• Identifying sensory issues that impact learning in the classroom
• Whole class approach to implementing sensory-safe strategies

From Other Sites:

• Sensory Processing Issues Factsheet 
• A Day in the life of a child with sensory processing issues

 

This is the second part in the self regulation in classroom management program that I was discussing in June, see part one here.
As I mentioned in part one, I’ve been asked to implement a whole class and whole school approach to teaching self regulation.  The school I am working with is a small local school, with a total of 3 classes.
Let’s look in more depth at the process we are currently following to put in place self regulation strategies in classroom management

What’s happened so far?

Rapport Building

I have been consulting with the staff at the school and ensuring that I find out about teaching styles of the teachers I am working with, I have also spent this time building a good rapport with all the staff within the school.
This rapport building process has taken some time, as it is really important to know that I have a good relationship with the staff.  The teachers and teaching assistants have been very positive about my techniques and I have been modelling some of my strategies, so that the teachers can see me ‘in action’ with the pupils.

Identifying Training Needs

As I have been working with the classes, I have also spent some time identifying any specific training needs within each of the 3 classes.  I have discussed these needs with the Principal and, from this, we have outlined a series of training workshops to enable the school staff to understand and implement the self regulation program I have identified for the school.
Remember, I am using a combination of three programs to provide a unique self regulation program which is tailor made for the needs of this school.  The three programs I am drawing from are: The Alert Program, The Zones of Regulation Program and The Just Right Kids Model (which I developed after extensive research and field trials).

My Bespoke Training

Who am I Training?

Initially, the Principal and myself, have agreed upon a series of 6 twilight training sessions for all staff. We have decided that within this, ‘all staff’ will include midday supervisors, school admin staff and regular visiting professionals.
In essence, we are determined that we are inclusive and that our self regulation program will indeed be adopted by the ‘whole school’.

My Training Outline

1. Introduction to Theory of a self regulation program in classroom management

• It is important for staff to understand the ‘Why’ of the self regulation program
• In this session, I will also be showing video examples of the self regulation program in action and explaining the theory behind it
• I will invite discussion from all practitioners as to experiences of how we have worked together so far
• What has been especially successful within each class?

2. An Interactive Discussion of self regulation visuals

• It is important to decide upon what visuals we will use as a whole school
• This session will be interactive and about working in groups to see what visuals we can use
• My intended outcome from this will be that, as a whole school, we agree a set of visuals that everyone feels will work both in their classroom and also in the wider school environment

3. What Resources do we need?

• I know from working with teachers, that they are very busy and time to plan, implement and execute whole school programs is hard to find
• My intention for this session will be to make any resources that are needed to make the self regulation program a school-wide success
• So, in our previous session we will have identified what we need and in this session we will be making visuals for each class, the playground, the dinner hall, the office and any individualised ones we want too
• By the end of the session, each class and school area will have all the visual resources that they need to follow the self regulation program

4. How will we implement the program and measure success?

• This will involve a discussion and agreement of how and when we begin to implement the self regulation program
• What criteria will we use to measure success of the program?
• How can we make this an easy process which fits seamlessly into whole school values?

** After session 4, there will be a three week training break.  During this time, the whole school will trial our self regulation program and find out what works and what doesn’t. **

5. A celebration of experiences so far

• What’s working well?
• What needs tweaking to make it even better?
• Do we need to devise additional self regulation strategies to ensure the success of this initiative?
• Each class to bring a video of the self regulation program in classroom management in action and allow colleagues to reflect on it

6. Evaluation and moving forwards

• The final session will seek to answer any questions that the school staff may have and find out the best ways to ensuring it is a success
• Is the self regulation program something we want to adopt on a long-term basis?
• How can we get parents involved with our whole school initiative?
• How can we encourage other local schools to adopt a self regulation program?

My experience with this school has been very positive so far, most of the staff are gaining an understanding of our self regulation in classroom management initiative and are jumping on board with enthusiasm.  I have completed training session 1 and some of the success stories that have already been reported are creating a positive buzz within school, both with the staff and children.
We have also already had some comments from parents who are interested in what their children are telling them about feeling ‘just right’!  This augurs well for the success of the self regulation program and I’m excited to continue to build the necessary foundations to embed our program in the culture of the school.
Watch this space for exciting further developments in my new school!