Newsletters

February 24th, 2021 - Women’s History Month & Students' belief that They Count!

Next week is the beginning of March marking Women's History Month and a great opportunity to discuss with your student(s) the strength and resilience of women throughout history and within themselves!


American women had to work diligently to own land in their name, obtain loans or open a line of credit without a husband or father, and to hold leadership positions in business and politics. Women just gained the right to vote a little over a century ago, and the first female secretary of state was only 24 years ago!


This year’s Women’s History Month is particularly special because of the newly elected Vice President of the United States, Kamala Harris, who is not only the first woman VP, but also the first African American and Asian American woman to hold the prestigious title. Madam Vice President is quoted as saying “while I may not be the first woman in this office, I will not be last” alluding to her ambition in paving the way for future generations of women to be accepted into more positions of leadership.


In recent years, research has shown that women in the United States earn the majority of higher education degrees (bachelor’s and master’s degrees) however, women are still underrepresented in leadership positions, constituting far less than half of the people in high power roles. Leadership positions for Black American women are even more scarce. In 2016 there were zero Black women leading Fortune 500 Companies, and it wasn’t until earlier this year (February, 2021) that a Black woman, Roz Brewer, was named to become the CEO of Walgreens, joining less than 40 other women leading Fortune 500 companies.


Why do girls in America not participate in more leadership positions?


Heart of Leadership.org cited a study reporting that 7 out of 10 girls do not think they are good enough in regards to their appearance, school performance, and relationships. So, how can parents and educators ensure our students recognize they have unconditional worth, and strive to become the very best versions of themselves, including becoming more involved in leadership roles?


  • HERE are more ideas about how to foster feelings of self-worth

  • HERE are great books to read with your student(s) to continue to support childrens’ belief in themself.

February 10th, 2021 - National Play Therapy Week!

This week is National Play Therapy Week! (February, 7-13)

Play is a child's first language and how children learn so many skills, such as positive communication, emotional regulation, social relationships and creative problem solving.


This winter break, take 30 minutes to intentionally play with your child. Find a safe space for them to fully express themselves and allow them to lead, enter their metaphors, provide encouragement, and only set limits if someone could get hurt.

February 3rd, 2021 - Talking to Your Kids About Race During BHM and Beyond

It’s National School Counseling Week! (February 1st-5th)

Click the link above to read stories, play games and learn more about school counselors’ role in supporting students’ social, emotional, academic and career success.


This week also kicks off Black History Month (BHM)!

Click the link to view a Black Lives Matter Reading Room you can explore and learn with your student(s) that includes music and stories to celebrate Black voices and leaders.


Talking to Your Kids About Race During BHM and Beyond


2021 marks the 45th year that the United States of America has acknowledged February as Black History Month. What started as a one week per year movement has grown into a month long celebration of Black communities. This year’s theme is The Black Family: Representation, Identity, and Diversity and is a wonderful opportunity to discuss the concept of race with students.


Many families have wondered if their child is too young to have a discussion about race, but the reality is that babies begin to recognize the differences in race as early as 3 months old, and use the concept of race created from their limited childhood experiences to make judgments and start to choose friends. Talking with students about race and celebrating differences is one way to bolster equity and decrease bullying behaviors.


So how do we talk to students about race in a developmentally appropriate way? Although the conversation can vary slightly, talking with children about something that they notice and discuss every day should be natural. Start by taking a look at your own biases and judgements. These, again, are rooted in our personal experiences, and as grown adults, we’ve had many different experiences that helped shape our world view.


Then, name it; race, racism, whiteness, white supremacy, etc. Just as we teach students to ‘name’ their feelings (as worry, sadness, or happiness), we should encourage the development of a ‘race vocabulary’ which can provide a shared language for students to begin to identify inequality and gain confidence to make changes. Be honest, use personal stories, listen, and allow children to ask questions. Silence only causes misinformation and misunderstanding. Happy Black History Month!


More resources for talking to your students about race

The Conscious Kid

January 25th, 2021 - How to Help Your Student Feel More Capable

The virtual learning time for students has placed unexpected demands on both children and parents. It can be difficult and exhausting to watch your child struggle through school work, and even more disheartening when they tantrum, want to give up, or say “I can’t do it”. If this sounds like your child, you are not alone.


When kids feel incapable and unsure of their abilities, they might act out in different ways. They might cry, throw objects, and say hurtful things, or give up and walk away, avoiding difficult tasks all together. As adults, seeing our students’ negative reactions and behaviors towards school might leave us feeling guilty or incompetent ourselves. We might even want to give up! When adults see this in our kids, it can be easy to always help them so they don’t have to struggle or feel down about their abilities. However, allowing children to help themselves is vital for their social, emotional, and academic development.


We all want our kids to succeed, but what will be even more effective for long term success is for them to believe they can succeed. Encouraging our children to feel more capable increases their self-confidence and self-efficacy, and they become more willing to engage in challenging tasks. So how do parents and teachers provide time and space for those learning curves when there is such limited time and space?! It is all about how we communicate with kids. Our language becomes their inner thoughts about themselves, so it is important to talk to children using the language we want them to have for themselves.


  • Ways to help your child feel capable:

    • Avoid doing things for your child that they can do themselves

    • Return responsibility: kids learn quickly that adults will do things for them if they push a little, so return the responsibility to them by acknowledging the challenge and providing space for them to complete tasks on their own.

      • Example: When a child asks you to do something for them that you know they can do themselves, say, “I see you working really hard, I wonder what else you need to solve this problem”.

    • Set developmentally appropriate expectations and limits

    • Focus on what your child has done well without conditions

    • Avoid using the word “but” when giving praise or encouragement

      • Example: When congratulating your child on a good grade, rather than questioning why they didn’t get a better grade, say instead “You worked hard, and you had success.”

    • Make sure your child has some successes:

      • Find activities they feel confident in doing

      • Find many areas of talent or interest by trying different activities with them at home and in the community

      • Encourage your child to continue to do things in which they have positive experiences doing

    • Model making mistakes for your child: show them that you believe YOU are capable even when you make a mistake

      • Example: if you accidentally burn dinner, do not criticize yourself. Say instead, “oops, I messed up and tomorrow will be better”.

    • Allow children to have their feelings. All feelings are acceptable and, although not all behavior is acceptable, allowing children to feel a range of emotions teaches them that they are capable of handling all types of feelings.


  • Activities to do with your child to help with capability:

    • Cook together

    • Cut out shapes, paperdolls, etc.

    • Write a gratitude journal with your students

    • Play balloon games such as keeping the balloon in the air or pitch and catch

    • Write encouraging notes in their book bags or under their pillow to convey your belief in them

    • Have your student do kind/helpful things for someone in your neighborhood

    • Fill a jar with positive statements about your child and have them draw one whenever they are feeling discouraged


  • Books that help children feel capable:

    • Sky Color by Peter Reynolds

    • Pout-Pout Fish Goes to School by Deborah Diesen

    • There’s an Alligator Under My Bed by Mercer Mayer

    • I Want Your Moo by Marcella Bakur Weiner

    • Cosmo Zooms by Arthur Howard

    • The Little Engine that Could by Watty Piper

    • Most Magnificent Thing by Ashley Spires

    • Incredible You! By Wayne Dyer

    • Tomorrow I’ll Be Brave By Jessica Hische

    • You are Awesome By Susan Hoffmann

    • Raise Your Hand By Alice Paul Tapper