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‘Tis the season for sparkles, snowflakes and...squirmy students? As the holiday countdown begins, classrooms can quickly turn into winter wonderlands of distractions. While many kids are anticipating downtime and holiday fun with friends and family, some may harbor hidden worries about complex family dynamics, stretched budgets and other adversities. They may also have underlying anxieties about the disrupted routines that accompany school vacations.

While educators are undoubtedly looking forward to decompression time of their own, they also have to consider the impact the upcoming break from classes will have on students’ hard-won learning progress. The great news is that there are some easy strategies you can implement today to help keep your students involved while arming them with critical skills to manage holiday stress. Since we know the kids likely have their minds on the holidays, giving these exercises some holiday dazzle is sure to get their attention and interest. 

Here are four strengths you can focus on to maintain momentum in positive and engaging ways.

After many years of an arguably “hidden” status in schools, dyslexia has emerged as a critical concern in education thanks to parental advocacy and because of dyslexia’s far-reaching implications for a child’s well-being and educational success. However, while awareness and recognition have increased, dyslexia may still go unidentified or misidentified in elementary school classrooms.

As a speech-language pathologist (SLP), assessment professional, and parent, I’ve gained an acute appreciation for dyslexia and all the learning I’ve gathered over the decades from research, practice, and individuals/families. Yet, I continue to learn that many professionals still may not be comfortable identifying common symptoms which indicate the need for assessment and will open the door to effective support and growth.

As educators settle into their routines with the new school year well underway, I think daily about supporting teachers who often notice behaviors and student performance before anyone else. While I encourage all my fellow SLPs to step into the classroom and listen to teacher assessments often, I also want to encourage our classroom teacher colleagues (and the rest of the educational team). Here are some of the indicators that can help identify students who may have dyslexia so they can get the support they need to succeed in school and beyond.

Growing up in today’s digital era can be a pressure cooker for all kids, but it can be a particular strain for girls as they navigate societal expectations, media influences and peer dynamics — all under the relentless glare of the social media spotlight. Platforms like Instagram, TikTok, YouTube and Snapchat can often promote unrealistic beauty standards, and the barrage of messages can negatively impact girls’ sense of self-worth and identity. 

While advertising and social media can have a seemingly 24/7 presence, educators can create a safe place within their school community to help counteract these potentially harmful inputs and to support all students in feeling comfortable with being their authentic selves. 

For educators and many families, the “real” new year comes in September. The start of a fresh school year brings a mixture of emotions for students, caregivers and school staff alike — excitement, anticipation and, sometimes, stress. Setting a positive tone at the beginning can help ease the transition back to school.

In many ways, the kindergarten experience builds the foundation for a child’s future success in school and in life. Unfortunately, as we move beyond the pandemic, and our “pandemic babies” reach kindergarten age, we’re finding that the readiness for structured schooling of some of our youngest learners has been affected by limited social engagement in their earliest years of life. 

But kindergarten readiness comprises many different skills, and by working together, educators and caregivers can close gaps in children’s readiness. I had the chance to discuss this topic in-depth on the latest episode of Pearson’s podcast, “Building Bridges: Strengthening the Educator-Caregiver Relationship.”

As a speech-language pathologist (SLP), I work with children to overcome language and speech challenges, and I’ve been fortunate enough to watch many of them make important developmental advances. I know how crucial it is to work together with families and caregivers to understand those challenges and address them in a way that best benefits the child and their family. So, I was delighted to have the opportunity to share my experience on the latest episode of Pearson’s new podcast, “Building Bridges: Strengthening the Educator-Caregiver Relationship”.

We started the conversation by defining developmental expectations in language and speech. Language skills involve being able to listen to and understand others and to express oneself, while speech skills involve producing all sounds in words. There are many different manifestations of delays in both of these areas, and they can occur for various reasons, such as the child experiencing hearing loss or physical issues.

The wide variety of causes and different developmental paces that children experience makes it vital for SLPs and other diagnostic staff to conduct well-rounded assessments and work with caregivers to understand what they’re seeing and hearing at home.

We’ve heard a lot over the past few years about the ongoing mental health crises affecting students and young people. Educators and allied professionals are working tirelessly to address and improve this situation, yet these discussions typically involve older children, particularly in middle school and high school. What about our young kids still early in their educational journey? What can educators and caregivers do to ensure their mental health is considered and supported?

I recently joined an episode of Pearson’s new podcast, “Building Bridges: Strengthening the Educator-Caregiver Relationship”, to talk about how social-emotional learning (SEL) can be incorporated into early education classrooms and curricula, and why this is important for young children’s mental health. We covered a lot of important details about the benefits of SEL in education and the ways educators can engage caregivers to participate in this learning process.

We all know the rejuvenating effect of stepping into the warm sunshine and breathing deeply. There’s something about being outside that just makes us feel refreshed and inspired — and there’s no better time than spring for educators and students alike to take a welcome respite from the confines of the classroom (and the ubiquity of screens) to embrace outdoor education. 

The great news is that being outside doesn’t just feel good; it’s also good for us. That’s why spending time outside should be an integral part of a school’s or district’s comprehensive approach to holistic student health. 

Here are some tips for getting your class out of the classroom and taking advantage of nature’s nurturing power.