Many of us attempt to implement mindfulness throughout the year, but like preparing for an upcoming test we may need to increase and incorporate more practice during these times. We know the schedule for school between the middle of November to January is filled with long weekends or breaks.

As I was scrolling through Facebook, I came across a post that did a wonderful job describing the IEP meeting. It’s important for parents to be mentally prepared for how it will feel, including the many adults who will be present that will tell you all about your child. The group will explain all the ways your child is behind their peers and will feel focused on all the negative parts of your child. It may even feel as if it is your fault as a parent.

This conference is for you and about your child. Go in and seek out information. Utilize your time with the teacher and don’t allow it to be a task that needs to be checked off for the school year.

I can tell you that “giving” a student a 504 plan is a lot easier on a school than evaluating to see if a student actually qualifies for an IEP. The school doesn’t need to evaluate the student to see if they qualify.

We are 18 months and counting into the pandemic and as parents, we continue to balance mandates and unknowns for our children, sometimes day by day. Keeping up with communication coming from school and other places has become a job in and of itself.

You know what...it is exhausting!

You know what else...it is ok to recognize your exhaustion.

We can’t assume we know what each one of our students encounters on a daily basis. For example, we know through statistics and observation that some students may not have access to food at home.

If you are concerned about their educational success, then push forward and do not settle for a “let’s wait and see” mentality. If you are not happy with the response you receive from the school, then seek out the services of an educational consultant or advocate, even if to ask questions and/or get another set of eyes on the situation.

In working with teachers and parents, the topic of ADD (attention deficit disorder) and ADHD (attention deficit hyperactivity disorder) comes up often, revolving around the belief that a student has ADD due to a child’s inability to focus in school. Some parents become worried because in their experience these conversations immediately turn to medicating their child.

The subject of my last few blogs have dug into emotional support for our children. Please remember, our children will be tired both physically and emotionally! We need to give our children grace as they transition. Going back to school should not just be a relief for caregivers but an opportunity for our children to grow.

Back to school 2021 is quickly approaching, bringing conflicting emotions for each one of us. Putting aside the unknown about whether or not our children will be in-person, hybrid, remote or even focusing on masked or unmasked, what do you want to see out of this year?

How do we prepare?

Anxiety that begins to interfere with everyday functioning can happen to our children as well. For example, children may consistently blurt out in class or constantly talk. More often than not, the adults misread this behavior. This could lead to the belief that the student is a behavior problem, is being disrespectful, lacks focus, or more seriously showing signs of A.D.D. (Attention Deficit Disorder) or A.D.H.D. (Attention Deficit Hyperactivity Disorder).

Have you sat in a parent-teacher conference and became lost as to what was being shared with you? It’s ok if you do not understand. School is not the same as it was when we attended. You may want to know more about your child’s continued struggles with reading or math, or your child’s inability to focus after lunch.

When a significant event occurs such as divorce, the death of a parent, or physical and/or mental abuse we tell ourselves that the “children are resilient and will pull through.” Children are resilient, but they still need tools that will help them cope with the trauma. Often what we believe are children being resilient is really a child packing away what happened and not addressing their feelings.

We’re not meant to keep our emotions in check 100% of the time. We need to find some balance or outlet, understanding how to express our feelings appropriately in a safe environment. How do we monitor our own emotions while helping our children understand their own?

The year begins promising and you believe this is it and things are going to start clicking for your child. Then as predicted the concerns arise like a load of bricks falling from the sky.