Social Emotional Learning, Part 3: Tools for Regulation and Resiliency

A Brief Overview Behavior is a form of communication. So-called “bad” behavior might mean that a child doesn’t know how to cope with an overwhelming, confusing situation. Research shows that children who are taught self-regulation learn better at school. This article describes a few practical tools and techniques to help children manage their emotions and Read More

Social Emotional Learning, Part 2: Trauma-Informed Instruction

A Brief Overview Washington State has made trauma-informed instruction a priority. The Office of Superintendent of Public Instruction (OSPI) has a new online training program to equip school staff with Social Emotional Learning (SEL) techniques and tools. Adverse Childhood Experiences (ACEs) make children much more likely to struggle with troubling behaviors and school suspensions. Understanding Read More

Social Emotional Learning, Part 1: The Importance of Compassionate Schools

A Brief Overview: OSPI has introduced a five-segment training program for school staff focused on Social-Emotional Learning. This program is designed to help school staff understand their roles in promoting students’ self-awareness, self-management, social-awareness, relationships, and responsible decision-making. This program encourages staff to use trouble moments as opportunities to understand unmet needs – meeting these moments Read More

Learning Disability

The focus of this booklet is to provide basic information about learning disabilities (LD) and how they affect people—particularly children.  Having a learning disability is a life-long condition.  People do not outgrow LD.  They learn to cope with it and accommodate for it.  They learn what works and what does not work for them in Read More

Ideas and Resources to Support Your Child’s Behavior at School

A Brief Overview Behavior specialists generally agree that difficult behaviors arise from unmet needs. How adults respond is critical if a child is going to learn new ways to communicate. Humans spend about 80 percent of their brain energy trying to belong. This can explain a lot when a child with a disability feels isolated Read More