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Caring for the Carer: Why Teacher Wellness Matters

Mon, 15 Jun 2026 05:17:02 GMT

Why Teacher Wellness Matters

Teachers are often described as the heart of a school. They nurture, inspire, guide, encourage, support, and advocate for learners every day. Yet, in the midst of meeting the diverse academic, emotional, behavioural, and social needs of students, teachers frequently place their own wellbeing at the bottom of the priority list.

The concept of "caring for the carer" acknowledges a simple but powerful truth: those who dedicate their days to supporting, guiding, and caring for others must also be afforded the time, space, and support to care for themselves. Teacher wellbeing is not a luxury or an optional extra. It is a fundamental component of a healthy educational environment. Research consistently demonstrates that teacher wellbeing is associated with increased job satisfaction, reduced burnout, greater occupational commitment, improved classroom effectiveness, and positive student outcomes. When educators feel emotionally supported, connected, and valued, they are better equipped to meet the daily demands of the profession and create positive learning environments for their learners. Conversely, chronic stress and emotional exhaustion contribute significantly to teacher burnout, absenteeism, and staff turnover (Zhou, Slemp & Vella-Brodrick, 2024).

Wellness as Prevention Rather than Intervention. Historically, many approaches to teacher wellbeing have focused on managing stress once difficulties arise. However, contemporary research highlights the value of proactive and preventative wellbeing initiatives that strengthen resilience, foster connection, and promote positive workplace cultures before burnout develops (Vo & Allen, 2022; Cann et al., 2024).

Wellness initiatives are particularly effective when they create opportunities for social connection, reflection, gratitude, and positive emotional experiences. These experiences help satisfy fundamental psychological needs for belonging, competence, and autonomy, all of which are closely linked to wellbeing, engagement, and job satisfaction (Wang et al., 2025).

During our school's Wellness Month, we intentionally created opportunities for teachers to reconnect with themselves, with one another, and with the qualities that make them such valuable members of our school community. Seeing Ourselves Through the Eyes of Others

One of the most meaningful activities involved a reflective art exercise focused on self-perception and identity.

Each teacher received a blank page and was asked to draw an image representing how they perceive themselves. For some, this took the form of a self-portrait; for others, an abstract representation captured aspects of their personality, strengths, challenges, and experiences. Alongside their drawing, they wrote words describing how they believed others saw them. Teachers then exchanged their pages with a colleague. On the reverse side, the colleague created a drawing representing how they perceived that person and wrote words describing their strengths, qualities, and contributions.

The reflections that followed were powerful.

Many teachers noticed significant differences between how they viewed themselves and how others experienced them. Individuals who described themselves as "not good enough" were seen by colleagues as resilient, compassionate, creative, patient, or inspiring. Others recognised strengths they had never consciously acknowledged.

This activity reflects principles from positive psychology, which emphasises identifying and building upon strengths rather than focusing solely on deficits. Research shows that strengths-based approaches can improve wellbeing, foster positive emotions, strengthen workplace relationships, and enhance resilience (Vo & Allen, 2022).

The exercise also encouraged self-awareness and self-compassion. Teachers reflected on questions such as:

How do I see myself?
How do others experience me?
What strengths do I underestimate?
What qualities would I like others to see more clearly?
How would I like to be perceived?

Creating space for these conversations fostered vulnerability, authenticity, and meaningful connection among colleagues—qualities that are often overlooked in busy educational environments. The Power of Positive Affirmation Another initiative involved creating individual affirmation canvases for every teacher. Each staff member received a canvas on which colleagues wrote positive affirmations, messages of appreciation, and reflections about the unique qualities they brought to the school community. Throughout the process, teachers shared words of gratitude, encouragement, and recognition. While the activity appeared simple, its impact was profound.

Research consistently highlights the importance of workplace belonging and social support as protective factors against stress and burnout. Positive workplace relationships contribute significantly to overall wellbeing, resilience, and professional satisfaction (Zhou et al., 2024). Teachers spend much of their day encouraging, motivating, and affirming learners. Yet they rarely pause to recognise the value they bring to those around them. The affirmation wall created an opportunity to shift this narrative. Many teachers reported feeling genuinely seen, appreciated, and valued. For some, the words written by colleagues served as a reminder of strengths they had forgotten or qualities they had never recognised in themselves.

Gratitude and affirmation practices have been shown to increase positive emotions, strengthen social bonds, and improve psychological wellbeing. These positive emotional experiences build what researchers refer to as emotional resources, helping individuals better navigate future challenges and stressors (Vo & Allen, 2022; Cann et al., 2024).

Reconnecting with the Inner Child Through Play Perhaps one of the most joyful initiatives was our therapeutic play drive.

Teachers were invited to participate in a 20-minute play-based session facilitated by Occupational Therapists and Speech Therapists. The purpose was simple: to reconnect with their inner child. Through games, creative activities, movement, laughter, imagination, and shared experiences, teachers stepped away from lesson plans, deadlines, assessments, meetings, and administrative responsibilities. For a brief period, they were simply allowed to play. As adults, play is often viewed as a luxury rather than a necessity. Yet research increasingly demonstrates that play remains important throughout the lifespan. Play supports creativity, emotional regulation, problem-solving, social connection, flexibility, and stress reduction.

Engaging in enjoyable and intrinsically motivating activities activates positive emotional states and can help counteract the physiological effects of chronic stress. Research suggests that interventions promoting positive emotions, social connection, and psychological wellbeing can significantly improve teachers' occupational wellbeing while reducing burnout symptoms (Beames et al., 2023; Agyapong et al., 2023).

The laughter heard during these sessions served as a reminder that joy itself can be therapeutic. In a profession that often prioritises productivity and performance, creating opportunities for fun, connection, and play can be a powerful act of self-care.

Why Wellness Initiatives Matter. Teacher wellness initiatives should not be viewed as once-off events or superficial morale boosters. They are meaningful investments in people. Evidence from systematic reviews and meta-analyses demonstrates that wellbeing interventions can improve teachers' overall wellbeing, reduce stress and burnout, strengthen workplace relationships, increase resilience, and enhance engagement within the profession (Wang et al., 2025; Beames et al., 2023).

When teachers feel valued, connected, and supported, the benefits extend far beyond the staff room. Teacher wellbeing positively influences classroom climate, learner engagement, educational quality, and school culture as a whole.

The success of our Wellness Month served as a powerful reminder that caring for teachers is not separate from caring for learners—it is an essential part of it.

By intentionally investing in the wellbeing of those who educate, nurture, inspire, and support our children, we strengthen the entire school community. After all, when teachers flourish, schools flourish too.

By Tashka Munisamy, Occupational Therapist

Mainstream vs Remedial vs Assisted Learning: Which School Is Right for My Child?

Fri, 12 Jun 2026 14:12:59 GMT

Key Takeaways

Remedial school vs assisted learning school: key differences are class size, curriculum pacing and depth of therapeutic integration
Mainstream, remedial and assisted learning schools serve different profiles — none is inherently better
Remedial schools suit learners with identified learning differences needing a different pace and approach
Assisted learning suits complex profiles requiring daily embedded therapeutic support
Persistent struggle, declining confidence and school-related anxiety can be signs that your child needs a different school environment
A professional assessment is the most reliable starting point
Visit schools and ask direct questions before deciding

Remedial school vs assisted learning school vs mainstream school. Which is the right choice for my child? If you are asking this question, you’ve likely spent months watching your child work harder than their peers for less reward. The guilt and love driving this search are valid. This isn’t about what’s gone wrong, it’s about finding the right environment and moving forward. This guide defines each school type, compares what matters and helps you move from confusion to clarity. A good place to start is by understanding learning differences first.

Understanding the Three School Types

Parents asking what types of schools support neurodiverse learners in South Africa will encounter three of learning environments: mainstream, remedial and assisted learning. What matters is what each offers in practice and not the label it uses.

What Is Mainstream Schooling?

Mainstream schools follow the national CAPS curriculum at a standardised pace in classes of 25 to 40 learners. Some of these schools offer learning support, but the structure rarely provides the depth children with significant learning differences need.

What Is a Remedial School?

In a remedial school in South Africa parents will encounter a specialist school for learners with difficulties such as dyslexia, dyspraxia or ADHD. Smaller classes, modified pacing and on-site therapeutic support are the defining features. Follow this link if you’d like to learn more about our remedial teaching approach .

What Is an Assisted Learning School?

An assisted learning school serves learners with complex profiles where learning differences are compounded by emotional, behavioural or sensory challenges. These are not special needs schools. They serve capable learners requiring intensive daily support to access the curriculum.

Key Differences: A Direct Comparison

Understanding what is the difference between a remedial school and an assisted learning school comes down to three factors.

Class Size and Individual Attention

Mainstream classes hold 25 to 40 learners. Remedial schools reduce this to 8 to 15. Assisted learning environments are smaller still — often 6 to 10 — with support staff embedded. Class size determines how much individual attention your child receives daily.

Curriculum Approach and Pacing

Mainstream schools follow CAPS at a fixed pace. Remedial schools adjust pacing and delivery to suit how learners process information. Assisted learning schools integrate sensory, emotional and cognitive development into academic delivery. This flexibility is what makes genuine progress possible.

Therapeutic and Specialist Support

What does an assisted learning school offer that mainstream school does not? Where mainstream may offer a part-time resource teacher, assisted learning schools embed occupational therapy, speech therapy, and specialist teaching into the timetable as a core component. Remedial schools sit between these two. Learn more about how we work at The Bridge .

Who Typically Thrives in Each Environment?

When considering neurodiverse school options, the comparison of remedial school vs assisted learning school is a useful starting point:

Mainstream suits learners who can access the curriculum at pace with mild adjustments
Is a remedial school right for my child with learning difficulties? If an assessment confirms a learning difference not being met in mainstream, the answer is likely yes
Assisted learning suits learners with complex profiles where difficulties are compounded by emotional, behavioural, or sensory challenges

Signs That Mainstream School May No Longer Be the Right Fit

Consistently falling behind despite genuine effort
A visible gap between ability and output
School-related anxiety, distress or refusal
Behaviour linked to school stress
Self-esteem and confidence declining
Teachers unable to meet your child's needs in the current structure

Read when mainstream schooling is not an option for further guidance.

How to Make the Right Decision for Your Child

If you’re asking yourself, how do I choose between mainstream, remedial and specialist schooling in South Africa, start with an assessment from an educational psychologist. This gives the clearest picture of your child's profile. Then, ask each school about class sizes, therapeutic staffing and curriculum pacing. The right school will tell you honestly whether they are a good fit or not.

Frequently Asked Questions

When should I move my child from mainstream to remedial school?

When effort is not producing progress and an assessment identifies an unmet need, it is time to explore a specialist environment.
Will my child fall behind academically?

No — specialist schools follow the national curriculum and help learners make progress that mainstream settings could not.
What qualifications are available in South Africa?

Learners access the same national assessments with appropriate concessions where a diagnosis supports them.
How do I know whether my child needs a remedial or assisted learning environment?

An assessment will clarify your child's profile and indicate which level of support is most appropriate.
Can a child transition back to mainstream schooling?

Yes — with the right support and sufficient progress this is possible, particularly where early intervention has been effective.

Dissecting Dyspraxia: A 2026 Parent's Guide to Signs & Support

Fri, 12 Jun 2026 12:38:00 GMT

Key Takeaways

Dyspraxia (DCD) is a recognised neurodevelopmental condition affecting motor planning, coordination, and organisation
Signs vary by age — early identification leads to better outcomes
Dyspraxia is not a measure of intelligence
Dyspraxia and dyslexia are distinct conditions that can co-occur
A formal diagnosis requires a multidisciplinary assessment
Occupational therapy is the primary therapeutic intervention
Consistent support at home and school makes a meaningful difference
If you are concerned, speak with your child's teacher or GP today

If you've noticed that your child struggles with coordination, seems clumsier than their peers or appears to be working twice as hard as other children just to keep up, it's natural to feel concerned. You may have come across the word dyspraxia in your research or perhaps a teacher has mentioned it.

Many parents find themselves wondering how do I know if my child has dyspraxia. The honest answer is that no single sign is definitive.

Dyspraxia in children is a recognised, well-understood neurodevelopmental condition and not a reflection of your child's intelligence, their effort or your parenting. With the right support in place, children with dyspraxia can and do thrive. Please note that the information in this article is educational only and a formal diagnosis requires assessment by a qualified professional.

What Is Dyspraxia?

Dyspraxia is a neurodevelopmental condition that affects a child's ability to plan, coordinate and execute physical movements. The brain sends messages to the body, but those messages are not reliably transmitted or sequenced. Beyond movement, children with dyspraxia commonly experience difficulties with organisation, memory, sensory processing and attention. Crucially, dyspraxia does not affect intelligence. Many children with the condition are bright, capable learners who simply process and move through the world differently.

Developmental Coordination Disorder — The Same Condition, a Different Name

Dyspraxia and Developmental Coordination Disorder (DCD) in children refer to the same condition. DCD is the current clinical term used by healthcare and educational professionals; dyspraxia remains the more widely used term among parents. When you encounter DCD in a professional report or school document, it means the same thing.

How Common Is Dyspraxia in Children?

Dyspraxia is more common than many parents realise. It is more frequently identified in boys than in girls, though girls are increasingly being recognised as they have historically been under identified. Greater awareness means more children are now being supported earlier than in previous generations.

Recognising the Signs: What to Watch For

One of the most common questions parents ask is what are the signs of dyspraxia in young children? Signs of dyspraxia vary by age and no single sign is definitive. A pattern of difficulties across movement, self-care, language and learning is typically what prompts referral for assessment.

Signs in Early Childhood (Ages 3–5)

Delayed motor milestones such as walking, jumping or using stairs

Difficulty with dressing, cutlery or fastening buttons

Poor balance and frequent tripping or bumping into things

Limited engagement with puzzles, drawing or construction play

Speech delays or difficulty being understood

Sensitivity to noise, touch or texture

Signs in Primary School (Ages 6–12)

As children enter formal schooling, dyspraxia signs in children often become more visible:

Persistent handwriting difficulties — slow, laboured or illegible written work
Avoidance of sport, PE or playground games
Poor organisation — losing equipment, forgetting tasks, struggling with sequences
Difficulty copying from a board or following written instructions
Social challenges stemming from coordination differences
Frustration or low self-esteem linked to academic or physical tasks

For more on our structured learning support approach, see how we support learners in primary school .

Dyspraxia vs Dyslexia — Understanding the Overlap

Dyspraxia and dyslexia are separate conditions that share overlapping features, particularly in working memory, processing speed and organisation. The key distinction: dyslexia primarily affects reading and written language; dyspraxia primarily affects motor planning and physical coordination. A child can have both simultaneously. This is known as co-occurrence. If you observe characteristics of both, raise this with the assessing professional.

How Dyspraxia Affects Learning and Daily Life

Dyspraxia in children extends well beyond motor skills. Children often struggle with concentration in busy classrooms, following sequences of instructions, organising information efficiently, managing transitions between tasks and regulating emotions in overwhelming environments. These challenges are frequently misread as laziness or carelessness. Therefore, understanding the neurological basis is essential. Read more about how visual processing affects a child's learning .

Getting a Diagnosis: What Parents Need to Know

A diagnosis is typically made by a multidisciplinary team including an occupational therapist and developmental paediatrician. There is no single test. The assessment involves observation, standardised motor assessments and a review of developmental history. Start by speaking with your child's teacher and GP, document specific behaviours and request a referral. Early diagnosis opens the door to targeted, meaningful support.

How to Support a Child with Dyspraxia

Support at Home

Break tasks into small, clearly sequenced steps
Allow extra time for routines and transitions
Use visual checklists and pictorial schedules
Celebrate effort over outcome
Maintain predictable daily structure

Support at School

Request appropriate desk setup and seating
Access to assistive technology for writing tasks
Additional time in assessments
Pre-teaching of instructions before activities begin
Open, ongoing communication between parents and teachers

The Role of Occupational and Speech Therapy

Can occupational therapy help children with dyspraxia? Yes, occupational therapy is the primary intervention for dyspraxia. It addresses motor planning, fine and gross motor skills, sensory processing and daily living skills. Speech and language therapy may also be recommended where communication difficulties are present. Therapy is goal-directed and involves the child, therapist, and family. To find out more, explore our occupational and speech therapy webinars .

Frequently Asked Questions

At what age is dyspraxia typically diagnosed, and can it be identified before a child starts school?

Dyspraxia can be identified in the pre-school years where motor milestones are delayed or coordination difficulties are observed. Formal diagnosis is more common from around age five or six, when school demands make difficulties more visible. If you have concerns before school age, raise them with your paediatrician or occupational therapist — early intervention is always beneficial.
Can a child grow out of dyspraxia, or is it a lifelong condition?

Dyspraxia is a lifelong condition, but its impact can be significantly reduced with the right support and therapy. Many children develop effective coping strategies over time and go on to manage their challenges well, particularly when identified and supported early.
How does dyspraxia affect a child's social development and friendships?

Coordination difficulties can create barriers to playground games and team sport, which are important social spaces for children. Children with dyspraxia may feel self-conscious in unstructured social settings. Supportive, nurturing environments where differences are understood make a meaningful difference to social confidence.
What is the difference between dyspraxia and other developmental conditions such as ADHD or autism?

Dyspraxia, ADHD, and autism are separate conditions that share some overlapping features. The key distinction: dyspraxia centres on motor planning and coordination; ADHD on attention and impulsivity; autism on social communication and repetitive behaviours. Co-occurrence is common, and a multidisciplinary assessment is the most reliable way to understand which conditions are present.
How can I advocate effectively for my child with dyspraxia in a mainstream school environment?

Share any professional assessment reports with the school and request a meeting with the teacher and learning support coordinator. Be specific about your child's challenges and what works at home. Keep a written record of all communications and agreements, and don't hesitate to escalate if your child's needs are not being met.

Raising cheetahs: How the right environment helps gifted children thrive

Wed, 10 Jun 2026 09:01:10 GMT

Raising cheetahs: How the right environment helps gifted children thrive

Some gifted children spend years feeling like there is something wrong with them when the real problem is that the environment around them was never built for the way they think.

These are often the children adults describe as “too much”, “too sensitive”, “easily distracted”, “argumentative” or “emotionally intense” long before anybody stops to ask why the child is carrying so much tension in the first place. The children asking enormous questions at eight years old. The children reading years ahead academically while still forgetting where they left their shoes. The children who can explain black holes, philosophy or human behaviour in extraordinary depth, then completely unravel because somebody changed the routine unexpectedly.

Gifted children do not always fit neatly into traditional classrooms, and many do not present in the polished, high-achieving way people expect.

Some are the children finishing everybody else’s sentences. Some are constantly correcting adults. Some are anxious wrecks by ten years old. Some have already learned that asking too many questions makes people uncomfortable.

Some are anxious. Some are autistic. Some have ADHD, OCD or learning differences alongside their giftedness. Many are what we call twice-exceptional, or 2E, meaning they are both gifted and neurodivergent.

That combination is often deeply misunderstood, particularly in school systems that are still built around sameness, compliance and standardisation.

Years ago, when I first started working with gifted children, I came across Stephanie S. Tolan’s remarkable essay, Is It a Cheetah? The metaphor stayed with me because it explained something I was already seeing in classrooms again and again.

Tolan compares gifted children to cheetahs: extraordinary creatures designed for speed, intensity and movement. A cheetah in the wild is powerful and instinctively built to run. But place that same cheetah in the wrong environment and suddenly the very traits that make it extraordinary begin creating problems instead.

The cheetah does not stop being a cheetah because it is trapped in a zoo enclosure.

It simply cannot do what it was built to do.

That metaphor feels painfully accurate for many gifted children.

A child can be highly intelligent and still struggle enormously in environments built around repetition, rigid pacing and keeping everybody moving together at the same speed. Some become disruptive because they are under-stimulated. Others disappear quietly into boredom, anxiety or the strange kind of learned invisibility some gifted children develop after realising life becomes easier when they stop showing how much they actually know. Some begin masking their abilities socially because standing out feels unsafe. Others become emotionally exhausted from constantly trying to adapt themselves to environments that never quite fit.

Too often, adults focus only on the visible struggles while missing the deeper picture entirely.

A child may be labelled lazy when they are profoundly disengaged. A child may appear inattentive when their brain is desperate for challenge or complexity. A child may be called dramatic when they are actually experiencing the world with unusual emotional intensity.

Gifted children are frequently uneven in their development too, and that unevenness confuses adults constantly.

A child may discuss politics or existential questions far beyond their years and still completely fall apart because their sock feels wrong or their routine changed unexpectedly.

That unevenness is real.

So is the emotional intensity many gifted children carry.

One of the biggest misconceptions about giftedness is that intelligence automatically makes life easier.

In reality, many gifted children spend years feeling:

misunderstood
emotionally overwhelmed
anxious
isolated
under-stimulated
frustrated
exhausted from masking or underperforming

Some become perfectionistic because they are terrified of failure.

Others disengage completely after years of boredom and repetition.

Some start underperforming deliberately because being the “smart kid” becomes socially exhausting.

Giftedness does not protect children from difficulty.

Sometimes it creates entirely different kinds of difficulty.

The answer is not to overload gifted children academically or treat them like tiny adults.

It is to understand them properly.

The right environment is not about pressure, endless achievement or producing perfect report cards.

It is about classrooms and homes where curiosity is not treated like a problem to manage.

Where deep thinking is allowed instead of constantly rushed.

Where emotional needs are not dismissed simply because the child is bright.

Gifted children still need emotional support, regulation, flexibility, understanding, connection and room to fail safely.

In some ways, they may need those things even more than people expect.

Sometimes they need those things more than people realise.

I often think about how many gifted children spend years trying to make themselves smaller so they fit more comfortably into spaces that were never really designed for them to begin with.

And how different some of those children look once somebody finally stops treating the child themselves as the problem.

Not fixed. Not “managed”. Understood.

If you have never read Stephanie S. Tolan’s Is It a Cheetah?, it remains one of the most powerful pieces ever written about gifted children and the importance of environment. Its message feels just as important today as it did when it was first written.

You can read the full essay here: https://www.stephanietolan.com/is-it-a-cheetah.htm

Environment before effort

Wed, 10 Jun 2026 08:49:56 GMT

A Bridge Hub resource on how environments can support or undermine learning

A practical Bridge Hub resource on how sensory, emotional, and physical conditions can either support learning or quietly work against it.

You can have a child at the table, book open, pencil in hand, snack eaten, instructions given, and still get absolutely nowhere.

From the outside, it can look baffling. They were fine five minutes ago. They know the work. They have done something similar before. The obvious distractions are gone. The television is off. The dog is outside. Everyone has, in theory, done what they are supposed to do. Then suddenly somebody is sighing, fidgeting, staring into space, reading the same sentence again and again, or bursting into tears over what looks like nothing.

It is very easy to assume the problem is focus, attitude, laziness, avoidance, or lack of self-discipline. Very often, it is none of those things. Very often, the environment got there first.

Learning does not happen in a vacuum. It happens in a body, in a room, at a certain time of day, under a particular set of sensory and emotional conditions. If those conditions are working against the learner, the brain is already using energy before the actual task has even begun.

For some children, that cost is small. For others, it changes everything.

What “environment” really means

When people hear the word environment, they often think of the physical room. That matters, but it is only part of the picture.

Environment also includes sound, light, clothing, hunger, timing, transitions, emotional tone, visual clutter, temperature, body comfort, and whether the child knows what is expected of them. It includes how long the task feels, whether an adult nearby is calm or tense, and whether the learner feels watched, rushed, criticised, or supported.

A room can be too noisy, obviously, but it can also be too quiet. A chair can be fine for one child and unbearable for another after ten minutes. A scratchy jersey, a flickering light, a sibling humming in the next room, the smell of supper cooking, the dread of not knowing how long homework will take — none of these things looks dramatic on its own. Put a few of them together and suddenly the child is not just doing homework anymore. They are trying to think while managing discomfort, distraction, and low-grade stress all at once.

That is why one child works best at a desk, another on the floor, another at the kitchen counter, and another wrapped in a blanket with headphones on and the dog nearby. It is not always about preference in the casual sense. It is often about regulation.

Why this gets misread so often

Adults tend to judge effort by appearance. If a child is sitting upright, looking compliant, and staying still, we feel reassured. If they are upside down on the couch, doodling while listening, fiddling with Blu Tack, pacing while they revise, or asking to wear headphones, it can look as though they are not taking the task seriously.

In reality, that child may be doing a much better job of protecting the conditions their brain needs in order to work.

That is one of the most important things to understand about neurodiversity and learning: the route into focus is not the same for everybody.

Some children need less sensory input. Some need more. Some need movement before they can think. Some need movement while they think. Some need another person nearby, not to help, not to talk, just to anchor the moment. Many families discover this long before they know the term body doubling. It is the child who somehow works better when someone is folding washing in the same room.

Once you understand this properly, the conversation changes. Instead of asking, Why is he being so difficult? or Why can’t she ever just focus? you start asking, What in this setup is making it harder for this brain to settle?

That is a much more useful question.

Did you know?

• Stillness is not the same as concentration. Many children think better while moving, stretching, rocking, doodling, fiddling, or changing position.

• Silence is not always calming. For some learners, a completely silent room makes every small sound feel enormous. Gentle background sound can sometimes help.

• Homework battles are often about setup, not content. A child may be fully capable of doing the work and still fall apart because the conditions around the work are draining them.

• A child who looks dreamy, avoidant, or lazy may already be working extremely hard just to screen out noise, sit with discomfort, hold onto instructions, and stop themselves from becoming overwhelmed.

Signs that the environment may be part of the problem

• A child who knows the content but falls apart when it is time to start.

• A learner who reads the same line repeatedly and still cannot take it in.

• Work that always seems harder at one time of day than another.

• A child who becomes much more settled when they are allowed to move, change position, chew something, or listen to background sound.

• Frequent tears, irritability, or shutdown during tasks that are well within the child’s actual ability.

• A child who can focus beautifully on something they love in the right conditions, but cannot seem to access that same focus for schoolwork.

Small changes that can make a big difference

You do not usually need a perfect study space, expensive equipment, or a colour-coded Pinterest setup. Often, the best changes are small, observant, and specific to the child in front of you.

Play with sound.

Some children need quiet. Others do better with low music, white noise, nature sounds, or the ordinary hum of household life. Some love noise-cancelling headphones. Others hate them. There is no universal rule here.

Rethink seating.

A desk is not compulsory. Some learners work better on the floor, on a beanbag, at the counter, standing up, kneeling on a chair, or using a lap desk. The goal is not traditional posture. The goal is access.

Build in movement.

Movement is not always a break from learning. Sometimes it is what makes learning possible. A child may do better after bouncing on a trampoline, walking around the garden, carrying laundry, doing star jumps, or pacing while they memorise.

Reduce visual overload.

Too much on the page or too much on the desk can quietly derail a child before they begin. Cover part of the worksheet. Clear the table. Use a reading strip. Show one step at a time.

Check body comfort.

Is the room too hot? Is the chair hard? Are the clothes irritating? Is there glare on the page? Have they eaten? Are they thirsty? These sound basic, but they matter more than adults often admit.

Make the task feel finite.

A lot of children resist work that feels endless. Break it into visible pieces. Say, First these three questions, then a break. Let them see what done looks like.

Use calm company.

Some learners work better when someone sits nearby without hovering. No constant reminders. No dramatic sighing. No five-minute speeches about effort. Just steady presence.

Practical ideas to try at home

Create a small focus menu with your child. This can include choices like headphones, chewing gum, a weighted item, a timer, background music, a movement break, working beside someone, sitting on the floor, or using a whiteboard. The point is to discover what helps.

Keep a simple pattern journal for a week. Note the time of day, where they were working, what the noise level was like, whether they had eaten, how the task went, and what helped. Patterns often appear quickly.

Try a regulation-first start. Instead of launching straight into homework, begin with settling. Snack, movement, toilet, outside air, quiet time, bouncing, or a few minutes with a pet can change the whole tone of what follows.

Let different subjects live in different conditions. Reading may work well on the couch. Maths may need a table. Oral revision might work best in the car. Spelling might be easier on a whiteboard in the kitchen than in an exercise book at a desk.

Use novelty when energy dips. Coloured pens, sticky notes, chalk outside, verbal games, scavenger hunts, or answer cards around the room can wake up a tired brain.

Lower the pressure of the blank page. Give a sentence starter. Offer a choice of which question to do first. Write down the first idea together. Sometimes initiation is the hardest part.

Protect recovery time after school. Some children have spent the whole day masking, coping, and holding it together. They may need to land before they can perform again.

What parents often notice once they start looking differently

They notice that the child who cannot focus can spend an hour building Lego, drawing, coding, baking, or researching dinosaurs in complete concentration when the sensory conditions are right and the task feels safe.

They notice that tears happen faster on noisy days, rushed days, hungry days, and days with too many transitions.

They notice that one small change, softer lighting, a snack first, sitting nearby without interfering, allowing movement, reducing clutter, can remove half the resistance.

They notice that what looked like defiance was often overload wearing a bad disguise.

And they notice, sometimes with a real pang, that when the environment becomes more workable, the child often looks more capable, more cooperative, and more emotionally available. The child did not suddenly become a different person. The conditions stopped tripping them up at every step.

Quick wins

• Offer snack, water, toilet, and movement before starting.

• Reduce visual clutter on the page and the desk.

• Use short chunks with visible breaks.

• Let the child choose from two or three workspace options.

• Sit nearby calmly instead of supervising intensely.

• Notice what happens on the good days, not only on the difficult ones.

A question worth coming back to

When a child is struggling to learn, it helps to ask:

What is this environment asking their brain and body to cope with before the actual learning has even started?

That question opens far more doors than, Why aren’t they trying?

It leads towards observation instead of blame, adjustment instead of pressure, and problem-solving instead of daily battles. It also leaves room for one of the most important truths in neurodiverse learning: a child can be bright, willing, and capable, and still be completely thrown by the wrong conditions.

The environment will not solve everything. Some tasks are still hard. Some days are still messy. Some learners still need more support, more breaks, different expectations, or deeper intervention. But once you stop treating the environment as neutral background and start seeing it as an active part of learning, things usually become easier to understand and easier to support.

And that helps far more than making homework look tidy.

When exam time breaks their brain

Wed, 10 Jun 2026 06:40:40 GMT

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This isn’t a tips-and-tricks conversation.

It’s more of a landing place — for that point in the evening where everything has already started to unravel.

You know the one. The books are open, but nothing is happening. There’s tension sitting just under the surface. You can feel it building, even before anything has actually gone wrong.

By 7pm, the day has already taken its toll. School, expectations, holding it together in environments that don’t always fit. And now we’re asking for focus, memory, output — often from a system that’s already running on empty.

It can look like avoidance.

It usually isn’t.

Some children can’t do the “just study” thing.

Not because they don’t care. Not because they’re lazy. But because the kind of pressure that exam time brings shuts their system down rather than switching it on.

You see it in small shifts.

The fidgeting that becomes restless. The silence that isn’t focus, but withdrawal. The “I can’t do this” that lands heavier than it should.

That’s usually the point where we try to push through.

And that’s often where it starts to go wrong.

What matters more than anything else is what’s happening underneath.

If the nervous system is already overloaded, nothing you say is going to land in the way you hope it will.

It’s not really a study problem at that point. It’s a regulation problem.

Which changes what helps — sometimes quite quickly.

In real terms, that often means stepping back before stepping in.

Not abandoning the work, but pausing long enough for things to settle.

A few minutes outside. Something physical. Something sensory. Enough of a reset to bring the body back to a place where thinking is possible again.

It can feel like you’re losing time.

Most of the time, you’re not.

Once things are calmer, the way in matters.

Starting at the beginning of a chapter, expecting them to work through it in order, often creates more resistance than progress.

It tends to work better to start with something concrete.

A question. A key idea. Something they can engage with straight away, rather than something they have to build up to.

From there, you work backwards.

Filling in gaps, making connections, building meaning once there’s something to attach it to.

For children who struggle with dense text, the format matters as much as the content.

Talking it through. Recording it. Using colour, shape, movement — anything that makes the information easier to hold onto.

It doesn’t always look like studying.

That doesn’t mean it isn’t.

Time needs handling differently as well.

Long stretches tend to overwhelm quickly. It’s easier to work in smaller, contained bursts, where the goal is clear and reachable.

One task. One outcome. Then a break.

Not because they can’t do more — but because this is what keeps them in it.

You’re not building endurance in that moment. You’re building access.

And through all of this, your role shifts slightly.

Less fixing. More holding.

The tone you bring matters more than the exact words.

Calm enough to steady things. Certain enough that they can borrow your belief when theirs isn’t there.

Because when a child starts to believe they can’t learn, they stop trying long before the work even begins.

None of this makes exam time easy.

It doesn’t remove the pressure, or the deadlines, or the reality of what’s being asked.

What it does is change how those moments are navigated.

And once you see how quickly things can shift when the starting point changes, it’s difficult to go back to pushing through in quite the same way.

TOOLKIT

Exam week — what actually helps

For ADHD, dyslexic, and differently wired learners

Start here, not with the work

If they’re already overwhelmed, studying isn’t going to land

Check:

Are they calm enough to think?
Or are you about to push into a moment that’s already tipping?

Quick resets that usually work:

movement (even a few minutes helps)
something cold or crunchy
stepping outside
deep pressure (a proper hug, something weighted)

Don’t wait until it’s already fallen apart. This part matters more than it looks.

Change how you start

This is where it often goes wrong.

“Start at the beginning” sounds logical. It rarely works.

Try:

start with a question
pull out key words
get them to explain it out loud first

Once something makes sense, even slightly, the rest becomes easier to build.

Make it small enough to begin

Overwhelm kills momentum.

Keep it contained:

one task
one outcome
then stop

Use whatever helps:

a timer
a whiteboard
a visible checklist

If it feels too big, it usually is.

Let them move while they learn

Stillness isn’t always helpful here.

Try:

walking and talking
building, drawing, mapping
saying it out loud
using colour to organise ideas

If it looks different, but it’s working, it counts.

Use language that steadies, not pressures

In the moment, tone matters more than content.

Instead of:

→ “Just focus”

Try:

“Let’s start small”
“We’ll find a way in”
“You’ve done hard things before”

You’re not fixing it. You’re holding the space while they find their way through.

When it tips

It will.

When it does:

lower the input
lower your voice
pause the task
stay nearby

Trying to recover the work rarely works here. Settle the system first.

Afterwards

Not immediately. Not while it’s still raw.

Later:

“What made that harder?”
“Where did it start to slip?”

You’re not analysing. You’re building awareness slowly.

For you

You don’t need all the answers.

You don’t need to know the content.

You don’t need to get it right every time.

What matters is that you stay.

Because when everything else feels unstable, you are the one thing that isn’t.

The hidden trauma of parenting a 2e child

Wed, 10 Jun 2026 06:33:19 GMT

The hidden trauma of parenting a 2e child

Two months from now, my son will walk out of school for the last time.

I should feel light. Relieved. Ready to exhale.

Instead, I am burnt out. Not in the usual way, but in the kind that comes from years of treading water. Never quite drowning. Never properly resting either.

This is the reality for many parents of twice-exceptional children.

Children whose brilliance and struggles sit side by side. They can ask questions that belong in a philosophy seminar and then unravel over something like handwriting.

From the outside, it looks like contradiction.

When you are living it, it doesn’t feel that way.

The assessment treadmill

If your child does not fit neatly into the idea of an “average learner”, the system keeps you moving.

One assessment leads to another. One specialist sends you to the next.

You gather reports. You repeat the same history. You sit in waiting rooms answering questions you have already answered somewhere else, hoping this time someone will see the whole child.

Most of the time, the focus is on what is wrong.

And slowly, almost without noticing, what is right starts to fade.

Imagine if it worked differently.

If instead of pages that read like a catalogue of deficits, you were handed something that actually helped you parent your child.

Here is what lights them up.
Here is how they learn when things are working.
Here is where they will need support, and how to give it without flattening everything else.

It is not unrealistic.

It is just not how things are usually done.

The voices of parents

Over the past year, I have heard the same stories. Often quietly. Often after everything else has already been said.

“I feel like I have been in battle for a decade and my child is only twelve.”

“I have stopped reading the reports. They just feel like pages of everything my child is not.”

It is not dramatic. It builds.

The appointments. The feedback. The constant sense that you are having to explain your child to people who only ever see part of the picture.

That wears something down.

Language, environment, understanding

For 2e learners, a lot turns on three things. Language. Environment. Understanding.

The words adults use matter more than we realise.
Classrooms either open something up or quietly shut it down.
And when parents are supported properly, they become the steady point in the middle of all of it.

In practice, that often means holding two truths at once.

Seeing the struggle without letting it define the child.
Advocating when something is not working, even when you are tired of explaining.
Choosing which battles actually matter, because you cannot fight all of them at once.

None of that is written in a report.

But it is the part that carries things through.

Coming out the other side

I am not going to pretend it has been easy.

There is a particular kind of exhaustion that comes from navigating school when your child does not quite fit what it expects.

It feels like a long race on uneven ground. You keep going because you have to.

Now, standing this close to the end of my son’s school journey, I can see it more clearly.

He made it through.

We made it through.

And he has not had to leave the best parts of himself behind to do it.

If you are still in the middle of it, deep in reports and meetings, being told again what your child cannot do, it is easy to start doubting what you see.

Try not to.

Hold onto the parts of your child that do not always make it onto paper.

Keep asking questions, even when the answers are slow.

And pace yourself. This does not resolve all at once.

The strain is often hidden.

So is the progress.

When you look back, it is rarely one moment that stands out. It is the fact that you kept going.

Not neatly. Not consistently.

But enough that something important held.

Six ways to support sensory-seeking behaviour in children

Wed, 10 Jun 2026 06:27:21 GMT

Six ways to support sensory-seeking behaviour in children

Raising a child with sensory-seeking needs can feel a bit like living inside a moving target.

There are moments where it’s funny, moments where it’s exhausting, and quite a few where you’re not entirely sure what you’re supposed to be doing next.

When my son was seven, we went through what we called his Houdini phase. He could disappear in seconds. One minute he was next to me, the next he was in the frozen section, licking ice off the freezer door like it was completely reasonable behaviour. At school, he would slip into the therapy room and wedge himself between mattresses. During swimming lessons, he spent most of his time underwater, quite happily ignoring everything happening above the surface.

At the time, it felt chaotic.

Looking back, it makes a lot more sense. Not always in the moment, but enough that you start to see the pattern rather than just the behaviour.

What it actually looks like

Sensory-seeking behaviour often looks odd from the outside. That’s usually why it gets misunderstood.

You might see:

Constant movement — spinning, rocking, hand-flapping
Chewing on sleeves, pencils, anything within reach
Making noise, or actively seeking it out
Playing rougher than expected, or seeming unfazed by bumps and falls
Touching everything — surfaces, objects, people

It can look like impulsivity. Or defiance. Or just “too much”.

It usually isn’t.

These behaviours tend to be doing something. Regulating, organising, helping the body feel more settled or more alert — sometimes both at the same time. Once you start looking at it that way, the list doesn’t feel quite as random as it did five minutes ago.

What tends to make a difference

Not in a perfect, fix-it way. Just in a this helps things go more smoothly way.

Create a safer version of their world

Children who are constantly seeking input don’t always register risk in the way you’d expect.

That doesn’t mean wrapping everything in bubble wrap. It just means thinking a step ahead.

securing furniture that gets climbed
knowing which spaces need closer supervision
building in routines that make the environment more predictable

It’s less about control, more about reducing the number of things that can go wrong — especially the ones you can already see coming.

Give the input before it’s demanded

Trying to stop sensory-seeking behaviour rarely works for long.

Meeting it earlier usually does.

Movement, pressure, physical effort — these aren’t extras, they’re often the thing that makes the next task possible.

jumping, swinging, running
carrying or pushing something heavy
firm pressure, like a tight hug or a weighted item

When that input is there early enough, you tend to need less of it later. Leave it too late, and you’re usually trying to catch up.

Make space for it, instead of constantly redirecting it

A child who is always being told “don’t” tends to need it more, not less.

It helps to have a space where sensory input is expected rather than corrected.

a corner with textures, cushions, things to climb into
somewhere they can move without constant interruption
something they can return to when things start to wobble

It doesn’t have to be elaborate. It just has to exist — and be somewhere they’re actually allowed to use.

Let other people in on what’s actually happening

A lot of the stress comes from misunderstanding.

Teachers, family members, caregivers — if they’re only seeing behaviour, they’ll respond to behaviour.

A short explanation goes a long way.

Not a full theory. Just enough for someone to understand:

→ this isn’t random
→ this is doing something

That alone often shifts the tone, which is usually half the battle.

Notice what’s working, not just what isn’t

It’s easy to spend the day managing what’s going wrong.

But when a child:

asks for help instead of crashing into something
chooses a safer option
manages a transition that usually doesn’t go well

…it matters that someone notices.

Not in a big, performative way. Just enough that they know:
→ that worked

That tends to build over time, even if it doesn’t look like much in the moment.

Find people who get it

This part is easy to overlook.

Because a lot of this looks unusual from the outside, it can feel isolating quickly — especially when you’re constantly explaining behaviour that doesn’t quite fit other people’s expectations. Having even one space — a person, a group, a community — where you don’t have to explain everything makes a difference. Not because it fixes anything. Just because it steadies you enough to keep going on the days that don’t.

Supporting a sensory-seeking child isn’t about changing who they are. It’s about understanding what they’re trying to do, and making it easier for them to do it in a way that works. Once that clicks, the behaviour stops feeling random. Not always easier. But a lot less confusing than it was before.

Maths or Maths Lit? Making the Right Choice for Your Child

Wed, 10 Jun 2026 06:09:24 GMT

Making the Right Choice for Your Child

Choosing subjects at the end of Grade 9 can feel like standing at a crossroads with no clear signposts. Parents want to make the right decision, schools have their expectations, and students often feel caught in the middle. And when it comes to maths, the pressure can be overwhelming. But does every student really need to take pure maths?

There’s a long-standing belief that pure maths is the golden ticket to success, but that’s not always true. Professor Zak Nel , a well-respected counselling psychologist, offers some sound advice—if your child’s combined Grade 9 English and maths marks don’t add up to at least 120, it might be time to consider Maths Literacy instead. And no, it’s not a cop-out; it’s a smart move for many students.

Maths Literacy: A Smarter, Not Softer, Option

Sylvia Eppel, a maths and science tutor, has seen it all—students staring blankly at their textbooks, parents wringing their hands, and the sheer frustration of battling numbers daily. “So many kids push through pure maths because they think they have to, and it ends up being a constant source of stress,” she says. “A B in Maths Lit will open more doors than an F in Maths. Simple.”

Maths Literacy is often misunderstood. It’s not a shortcut; it’s practical maths for real life. Think budgeting, understanding interest rates, and problem-solving—skills that matter in everyday situations. For careers in business, marketing, or the arts, these are the maths skills that actually get used.

The Bigger Picture

Many parents worry that opting for Maths Literacy will somehow limit their child’s future. But let’s be honest—when was the last time anyone outside of engineering needed to calculate the surface area of a cone? Universities and employers are increasingly looking at the overall matric certificate, not just one subject. A solid pass in Maths Literacy, combined with good marks in other subjects, is far more valuable than scraping through pure maths and carrying the stress that comes with it.

Professor Nel puts it bluntly: “Your child’s self-esteem and overall performance are what count. Pushing them into subjects they aren’t wired for does more harm than good.”

Signs That Maths Literacy Might Be the Right Choice

How do you know if your child should consider Maths Literacy? Here are a few telltale signs:

They break into a cold sweat at the sight of an equation.
No matter how much extra help they get, their grades stay stuck in the danger zone.
They’re more likely to understand the maths behind their shopping budget than a quadratic function.
Their career dreams have nothing to do with engineering or finance.

Choosing Maths Literacy can ease the pressure and free up time and energy to focus on subjects they actually enjoy—and that might just lead to better results across the board.

Future-Proofing Without the Panic

It’s easy to fall into the trap of thinking pure maths is a must-have, but success isn’t a one-size-fits-all deal. If your child dreams of studying law, journalism, or hospitality, Maths Literacy is more than enough to get them there. The key is to focus on where they shine, rather than where they struggle.

Sylvia encourages parents to take a step back and look at the bigger picture. “Forcing a child to take pure maths when it’s not their strength only sets them up for frustration. Rather focus on their talents and build from there.”

Making the Decision Easier

Subject choices shouldn’t be made in a panic. Take the time to talk to teachers, tutors, and career guidance counsellors who can provide honest insights. Psychometric tests can help, but they’re just one piece of the puzzle. What really matters is finding a balance between what your child enjoys and what will set them up for success.

At the end of the day, the goal is to ensure your child finishes school feeling confident, capable, and ready for what’s next. So, before you insist on that pure maths path, consider whether it’s the best fit—or if there’s a smarter way forward.

Impulsivity and ADHD: Why it all happens before the thinking kicks in

Wed, 10 Jun 2026 06:02:33 GMT

Why it all happens before the thinking kicks in

It’s not always the big, obvious moments.

Sometimes it’s something small that shifts the whole tone of the day. A comment that lands slightly wrong. A message sent too quickly, late at night, that felt completely reasonable at the time and much less so the next morning.

And you’re left trying to piece it together afterwards, wondering how it moved that quickly.

If you’re parenting a teenager with ADHD, that pattern becomes familiar. Not dramatic every time. Just frequent enough that you stop being surprised by it, even if you still don’t quite get used to it.

From the outside, it can look careless. Talking over people. Saying things without filtering. Clicking “accept” without reading. Spending money that was meant to last.

Sometimes it edges into bigger risks, where the consequences land harder than anyone expected in the moment.

What tends to get missed is that when it goes wrong, they’re often just as surprised as you are.

That part doesn’t fit the narrative people prefer.

Impulsivity in ADHD isn’t about not knowing better.

It’s about not getting the chance to use what they know at the point where it matters.

The action gets there first. The thinking comes in afterwards, when there isn’t much left to adjust.

When you look at what’s happening underneath, it starts to make more sense.

ADHD brains move quickly, often faster than the systems that are meant to slow things down and create space to consider options. The part responsible for pausing, weighing things up, and holding consequences in mind is still developing, and it doesn’t always arrive in time to interrupt what’s already in motion.

So instead of a gap between thought and action, everything runs together.

A decision forms and lands almost in the same breath. A reaction comes out more strongly than intended. There isn’t always a clear sense of choosing it in the moment, which is part of why the regret afterwards can feel so out of proportion.

You see it in the way things unfold. Not gradually, not with warning, but all at once, as if something skipped a step that other people rely on without realising it’s there.

As children grow, the pattern doesn’t disappear. It changes shape.

When they’re younger, it looks chaotic but contained. Grabbing things, running without looking, saying exactly what they’re thinking in places that expect the opposite. It’s stressful, but the fallout is usually manageable, and there’s a sense that time will smooth some of it out.

By the time they’re teenagers, the same pattern carries more weight. A message sent too quickly can shift a friendship. A decision made in a few seconds can take much longer to work through. They are still learning how to pause, but the expectation that they already can is sitting there anyway.

That gap is where a lot of the friction comes from.

Not all impulsivity is a problem.

It’s part of what allows ADHD minds to be fast, responsive, able to move with ideas that other people might overthink. That same instinct can be useful in the right context.

The difficulty is when the same pattern starts to carry a cost.

You usually recognise that point not because of one big moment, but because of repetition. The same kind of situation keeps showing up. The same conversation comes back around.

Not because they aren’t listening.

Because the moment where it matters keeps moving too quickly.

What helps is rarely dramatic, and it doesn’t follow a straight line.

Part of it comes from creating space for the pause somewhere other than the moment itself. Asking someone to think before they act when everything is already moving quickly doesn’t land in the way you hope it will. But in quieter moments, with smaller decisions, there’s more room to notice the point where a different choice is possible.

Over time, that awareness starts to carry across. Not consistently. Not every time. But enough that you begin to see it.

It also helps to look at how many decisions are being asked for at once. When everything feels urgent, everything speeds up. Reducing the number of immediate choices, building in some predictability, and taking pressure off the points where things tend to tip can make it easier for the system to stay within range.

There is often a moment just before things go wrong. It’s easy to miss because it’s brief, but it’s there. A shift in tone. A spike in emotion. A sense of urgency that wasn’t there a second before.

That’s usually the only place where anything can be nudged.

After that, you’re dealing with what’s already happened.

In some areas, creating a bit of distance makes a difference. Money. Phones. Social media. Anything that allows an immediate decision with longer consequences.

A small delay helps. Not enough to feel restrictive. Just enough to slow things down slightly.

Sometimes that’s all it takes.

And then there’s what happens afterwards.

Not in the moment, when everything is still moving too quickly, but later, when things have settled enough to look at it without everything escalating again.

Not as a lecture. Not to pick it apart.

Just to notice what happened. What felt different. What came just before.

It doesn’t fix the next moment.

But it changes how the next one is recognised.

For parents, this can be one of the more draining parts of ADHD.

Not just the behaviour, but the cycle of it. The sense that they do understand, and then watching the same thing play out again anyway.

It’s easy to read it as carelessness.

It isn’t.

It’s a timing issue inside the brain.

It doesn’t resolve all at once.

What tends to happen, slowly, is that the gap between action and thinking begins to open, even if only slightly.

Sometimes there is a pause where there wasn’t one before.

Sometimes there isn’t.

And you only really notice the difference if you’re looking for it.

Guiding Your Child Through Exam Stress: Practical Strategies for Well-Being and Success

Wed, 10 Jun 2026 05:52:13 GMT

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They’re sitting there. The book is open. Nothing’s happening. You know that moment.

They’re at the table, everything looks right from the outside, and somehow nothing is happening. The book is open, the pen is there, they’ll tell you they’ve started, and you want to believe them because technically they probably have, but nothing is really moving in a way that gets them anywhere. You leave it for a bit because you don’t want to hover.

When you come back, there’s something on the page, but it doesn’t hold together. A few lines, something crossed out, a question that never quite gets finished. You suggest they keep going, because that’s what you would do.

That’s where it begins to slip.

It’s not a big reaction. It rarely is at first. Something just tightens. The answer you get back is shorter, or sharper, or it doesn’t come at all. Sometimes they go quiet in a way that feels like they’ve already checked out.

From where you’re standing, it can look like they’re refusing.

From where they’re sitting, it doesn’t feel like that.

It took me a while to realise it isn’t really about the work, at least not at that point. By the time they sit down, they’ve already used up a lot of what they normally rely on to get started. The whole day sits behind that moment.

The effort of keeping up, switching, adjusting, holding things together.

So when you ask for focus, you’re asking for something that isn’t fully there anymore.

And then we add pressure, because we have to. The work still needs to be done.

I used to push through that moment. Just keep going. Just do the next part. Just focus. It sounds reasonable.

It just makes everything smaller and tighter.

What I do now is close the book. Not as a reaction. Just to take it out of the situation for a minute. If I leave it open, we sit there circling the same point. So I’d rather interrupt it early than let it drag on. I’ll send him outside, or tell him to move, or get him to do something that has nothing to do with sitting still and thinking. Sometimes he resists it. Sometimes he doesn’t. Sometimes he comes back and it still feels stuck. But often there’s enough of a shift to try again. When he sits down again, I don’t go back to the start. That’s usually where it stalled.

I pick something small. “Tell me what this is about.” “What do you think they’re asking here?” “Start anywhere.”

Something that doesn’t require him to hold the whole thing in his head at once. Sometimes it turns into a conversation that wanders a bit. It doesn’t look tidy. It doesn’t look efficient. I have to stop myself from pulling it back too quickly. Because that’s usually where something clicks. And once there’s a way in, even a small one, he can keep going for a bit on his own.

I don’t aim for long stretches anymore. If he gets through something properly, we stop.

That’s the point where it still feels doable. If we keep pushing past that, it tends to fall apart again and we’re back at the beginning.

Some days that works. Other days it doesn’t go anywhere, and we’ve spent the time without getting much for it.

Those are the days that test you. Because everything in you wants to step in harder, say more, fix it. And that’s usually the point where it starts to go wrong again. If you watch closely, there’s a moment before it tips. It’s easy to miss if you’re focused on the task. The way they’re sitting changes. The rhythm goes. Something speeds up or shuts down. If I catch it there, I can usually shift things a bit.

If I don’t, we’re dealing with what comes after.

I don’t think exams create this. They just make it harder to ignore. And I still get it wrong a lot.

Emotional dysregulation and ADHD

Tue, 09 Jun 2026 14:06:13 GMT

Emotional dysregulation and ADHD

It often shows up without much warning. One minute everything is fine, the next it isn’t — and it’s hard to see what changed.

It’s not just that emotions are bigger. It’s the speed, the intensity, the way they arrive fully formed before there’s any chance to catch them.

Emotional dysregulation is one of the most misunderstood parts of ADHD. It’s often dismissed as sensitivity, or overreaction, or something a child will eventually grow out of. It rarely works like that.

When my son was younger, it was easier to explain. He was a little boy with big feelings. People gave it space. There was a sense that time would sort it out.

Fast forward a few years, and he’s twenty, six foot two, and those same emotional surges haven’t quietly disappeared in the background. They’ve just grown up with him.

And the world doesn’t always know what to do with that. To be honest, neither do I, some days. I have ADHD as well, which means I understand the feeling of being overtaken by something you didn’t see coming. That doesn’t mean I always respond perfectly. It just means I know it isn’t a choice in the way people often assume it is. Sometimes the best I can do is wait for it to pass, and then come back to it afterwards, when there’s actually space to think.

What’s actually going on

Emotional dysregulation isn’t just on the surface. It runs deeper than that.

The parts of the brain that help manage impulse, emotion, and mood don’t always work in a steady, predictable way. When something lands, it lands fully.

A small frustration doesn’t stay small. A moment of disappointment doesn’t fade quickly. It expands.

Add sensory load into that — noise, pressure, too much happening at once — and the system gets overwhelmed even faster.

From the outside, it can look like an overreaction.

From the inside, it doesn’t feel optional.

What it tends to look like in real life

It’s not occasional, and it’s rarely mild.

A sudden shift from fine to completely overwhelmed — often in the middle of something ordinary, like homework or getting ready to leave the house
Reactions that feel out of proportion to what just happened
Difficulty moving on once something has landed
Strong responses to transitions, criticism, or sensory overload

It can feel unpredictable if you’re only looking at the moment itself. It becomes more predictable when you start looking at what came before it.

What actually helps in the moment

Not in a perfect way, and not every time.

But enough to change how things unfold.

Don’t try to reason in the middle of it

When the emotional surge is happening, the thinking part of the brain isn’t fully online.

Trying to explain, correct, or “talk it through” in that moment usually makes things escalate, not settle — even if it feels like the right thing to do at the time.

What tends to work better is less language, a calmer tone, and staying close enough without crowding the moment.

Lower the demand, just for that moment

Everything in you wants to push through — finish the task, complete the moment, get things back on track.

But pushing at that point usually adds pressure to a system that’s already overloaded.

Sometimes the most effective move is to pause the task, delay the expectation slightly, and come back to it once things have settled enough to think again.

Watch what happens before the reaction

Most of these moments aren’t random.

They tend to follow transitions, sensory overload, perceived criticism, or just accumulated effort over time.

Once you start noticing that pattern, you can step in earlier — not to stop it entirely, but to soften what comes next.

Come back to it afterwards

Not to lecture, and not to overanalyze it. Just to reconnect, and gently build awareness over time.

“What was that like?”
“What made it harder?”
“What might help next time?”

Those conversations don’t land in the moment. They land later.

A note for parents

This is hard. Not in a vague way — in a very real, day-to-day, emotionally draining way.

Some days you’ll handle it well. Other days you won’t. That’s part of it. Emotional dysregulation doesn’t come with a clean timeline or a clear endpoint. It doesn’t quietly disappear just because someone gets older. What does change, slowly, is how it’s understood. And that tends to change how it’s handled.

It’s not about getting it right every time. It’s about recognising what’s actually happening, and responding in a way that doesn’t make it harder than it already is. And once that starts to click, even a little, it doesn’t fix everything — but it does tend to take some of the pressure out of those moments.

Change the lens, change the story

Tue, 09 Jun 2026 14:01:28 GMT

Change the story

It doesn’t usually start where you think it does. By the time you’re standing in the kitchen, asking (again) why something that should take ten minutes is now stretching into an hour, you’re already in the middle of it — even if it feels like it’s only just started.

Because most of what you’re reacting to has been building quietly all day. The effort of listening, tracking, adjusting, sitting still, holding things together in environments that don’t always fit. None of that is particularly visible, which is partly why it gets missed.

So when things fall apart, they seem to do it suddenly. A small request turns into resistance. A simple task becomes a stand-off. From the outside, it looks disproportionate. From the inside, it rarely feels that way.

That’s where the interpretation matters more than anything else.

It’s very easy to read what’s happening as refusal. Or attitude. Or a lack of effort, especially when you know the child is capable. It’s a neat narrative, and a convincing one. Once it settles in, everything else tends to arrange itself around it, whether it’s accurate or not.

As Nicola Killops from the NeuroParenting Hub often puts it, the more useful question is not “Why won’t they?” but “What’s getting in the way right now?”

It sounds obvious when you see it written down. It rarely feels obvious in the moment.

Because in the moment, things feel urgent. You want to get it done. You want to move things forward. You want to avoid the same pattern playing out again.

But if you sit with that question for even a few seconds, you start to notice different things. You notice how much has already been asked of them. You notice where it tends to go wrong — the starting, the switching, the point where it all just… stalls. And instead of pushing straight through that point, you find yourself adjusting around it.

In practice, that often looks like:

Not starting immediately
Giving things a few minutes to settle before expecting anything more. A snack, a change of space, a short reset. It can feel counterintuitive when you’re watching the clock, but starting too soon is often what derails it.

Reducing the entry point
Sitting alongside them for the first minute, opening the book, reading the first question out loud, or writing the first line together. Not doing it for them, just lowering that initial barrier so they’re not starting from nothing.

Adjusting what “done” means for that day
Deciding upfront what is realistically manageable and calling that enough for now. It doesn’t mean lowering expectations long-term, just recognising when pushing through the full version is what causes everything to collapse.

Watching for the usual breaking point
Noticing where it tends to go wrong — ten minutes in, at the first difficult question, when they have to switch tasks — and stepping in there, before it escalates, rather than trying to recover it afterwards.

Keeping language neutral when it starts to wobble
Less “just focus” or “you can do this”, more “let’s look at this part” or “we’ll just get this bit going”. Small shifts in tone can stop things from tipping.

None of that is particularly complicated. But it does require you to see the situation differently first.

Because when something is being misunderstood, the response is almost always slightly off. Not dramatically wrong, just misaligned enough that things keep escalating. And once that cycle starts, it tends to repeat itself, because everything that follows seems to confirm the original assumption.

Changing the lens doesn’t fix everything. It doesn’t suddenly make homework easy, or transitions smooth, or emotions predictable. What it does is shift where you’re starting from.

And that tends to change what happens next.

Not every time. Not perfectly. But often enough that things begin to feel less stuck. And once you’ve seen that difference a few times, it becomes much harder to go back to the simpler explanation.

Boosting Kids’ Critical Thinking: A Parent’s Guide to Promoting Independent Thought

Tue, 09 Jun 2026 13:57:35 GMT

A Parent’s Guide to Promoting Independent Thought

About two years ago, I left the classroom to embark on a new adventure as a writer and education consultant. While I love the new challenges that my new role brings, I will always be grateful for the treasured time I spent engaging with a roomful of kids who were all mine, all year long. I often stroll down memory lane, recalling the vibrant chatter and unexpected conversations. And it very often serves as food for thought. How can my new role add value, inspire teachers and parents and continue contributing to the big picture?

I recall a particular day with my grade 4 class that stands out. We had delved into a heated discussion on climate change, a topic that, even at their young age, seemed to elicit strong reactions from them. Each student had a lot to contribute, their little faces full of determination and conviction as they voiced their opinions.

On the surface, this was fantastic – kids who were engaged and wanted to share their perspectives. That should be a cause for celebration, right? But as I listened more closely, something started to bother me. It became apparent that much of what they were saying felt…recycled. The passion was theirs, yes, but the words and arguments? They seemed to echo what they’d heard elsewhere, perhaps from their parents, the media, or even other teachers. There was a sense of parroting rather than genuinely understanding or analysing the information they discussed.

It was then I realised the crucial role we play as educators. It’s not enough to just fill our students with facts, figures, and information, expecting them to accept it at face value. Yes, we need to provide them with knowledge, but we must also teach them how to engage with that knowledge.

Filtering through the chaos

Ever peek into the pandemonium of social media platforms or, worse, a family WhatsApp group? Misinformation is passed around like hot potatoes, often without a moment’s pause for scrutiny. Despite questionable sources, you’ve got uncles forwarding every conspiracy theory they find, treating Tweets and memes as gospel truth.

People mistrust their GPS suggesting an unfamiliar route, yet eagerly forward an article to the extended family about how rubbing an onion on your head will cure baldness.

We must arm the next generation with a reliable B.S. detector in this digital whirlwind. Teaching our kids critical thinking is crucial, helping them question, evaluate, and make sound judgments amidst the noise.

Understanding Critical Thinking

Critical thinking may seem like a vague, complicated educational buzzword, but it isn’t. It’s about assessing, analysing, interpreting, and drawing reasoned conclusions from daily information. It’s a life skill that extends beyond acing exams, influencing how our children perceive the world around them and engage with it.

Teaching children how to think critically, question everything, and evaluate the source is more crucial now than ever.

Parents, you are your child’s first and most influential teachers. The intellectual environment you create at home significantly influences your child’s cognitive development.

Fostering critical thinking at home might seem daunting, but here are some practical tools to help:

Encourage Curiosity

Spark their interest by asking thought-provoking questions. Encourage them to remain open-minded and explore different possibilities.

Promote Problem-Solving

Allow them the freedom to brainstorm solutions to their problems. This fosters creativity and a sense of independence.

Incorporate Reflective Thinking

Encourage post-activity reflections. Discuss what worked and what could have been done better.

Make Reading a Habit

Encourage a broad range of reading topics to help them explore different perspectives and broaden their horizons.

Cultivate Resilience

Teach them that it’s okay to make mistakes. What’s more important is what they learn from them.

Need some help?

This doesn’t have to sit on your shoulders alone.

A lot of this happens in small, everyday moments, but it helps when the environment around your child is working with you, not against you. If something isn’t clicking, it’s worth having the conversation with the school. Not in a big formal way, just in the sense of: this is what I’m seeing, this is what helps at home, how do we keep that consistent?

And then, when you need something practical to fall back on, these are the kinds of things that tend to work without turning it into another “lesson”.

Books (that don’t feel like schoolwork)

The Fallacy Detective: Thirty-Eight Lessons on How to Recognize Bad Reasoning
https://www.amazon.com/Fallacy-Detective-Thirty-Eight-Recognize-Reasoning/dp/097453157X

Mind Benders: Deductive Thinking Skills
https://www.criticalthinking.com/mind-benders-book-1.html

How to Think Critically: A Concise Guide
https://www.amazon.com/How-Think-Critically-Concise-Guide/dp/1119190888

Apps (that work because they don’t feel like “thinking practice”)

Thinkrolls: Kings & Queens
https://play.google.com/store/apps/details?id=com.avanquest.thinkrolls2

Brain It On!
https://play.google.com/store/apps/details?id=com.orbital.brainiton

Mystery Math Town
https://apps.apple.com/us/app/mystery-math-town/id495937874

Websites (use sparingly, not as “more work”)

Khan Academy
https://www.khanacademy.org

BrainPOP
https://www.brainpop.com

NASA Kids’ Club
https://www.nasa.gov/kidsclub

Games (this is where most of it actually happens)

Chess
https://www.chess.com

Rush Hour
https://www.thinkfun.com/products/rush-hour/

Clue
https://www.hasbro.com/en-us/product/clue-game

Settlers of Catan
https://www.catan.com

You don’t need to use all of this. Most of the time, it comes down to something much smaller anyway — letting them question things, letting them be wrong without shutting it down, and giving them enough space to work things out instead of stepping in too quickly.

That’s usually where the real thinking starts.

What Gifted Children Wish Their Teachers Knew

Mon, 08 Jun 2026 12:16:46 GMT

He was six when his Grade 1 teacher told me, “He’s just so arrogant.”

She didn’t say it to be cruel — in fact, I think she meant well. It was said with a kind of frustrated affection, like she couldn’t quite figure him out. He corrected her spelling, rolled his eyes when the class repeated the same sentence three times, and asked why they were doing “baby work.”

To her, it looked like defiance. Disrespect. Arrogance.

What she couldn’t see was that he’d read the textbook cover to cover in the first week. That he was deeply anxious about getting things “wrong.” That the eye-rolls were a form of protest — not because he didn’t respect her, but because he didn’t know how to cope with being so profoundly bored, so wildly out of sync, so alone in a room full of children.

This article isn’t a finger-point. It’s a bridge. A quiet request on behalf of the children who live at the edges of the bell curve — the ones who don’t always follow the script, but have stories that matter.

“I’m not being difficult — I’m overwhelmed.”

Gifted kids don’t come with a volume dial. Everything’s turned up — the feelings, the reactions, the questions, the fears.

The child who sobs when asked to redo a worksheet isn’t spoiled — she’s overloaded. The one who slams a book shut when you won’t answer his third question isn’t rude — he’s emotionally invested. Their brains fire fast, and their hearts often don’t know how to keep up.

Overwhelm doesn’t always look like chaos. Sometimes it looks like withdrawal. Silence. Compliance that turns to burnout. That child who always seems “fine” in class might cry in the car every day after school. You may never see the meltdown — but their parents will.

If you see big reactions in a small body, stop and ask: What’s happening underneath this?
Often, it’s not defiance. It’s a system running hot.

“I’m correcting you because I care.”

Gifted children can be… intense about accuracy. About fairness. About logic.
It’s not a personal attack.

The truth matters to them — often more than social niceties. If you say 2 + 2 is 5, they’ll tell you. If you round up 3.6 to 4 without clarifying, they’ll raise a hand. If you contradict yourself, they’ll remember. And yes — sometimes they’ll point it out in front of the entire class.

It’s mortifying. But it’s not malicious.

These kids aren’t trying to undermine you. They’re trying to make sense of the world. They’re trying to find security in precision — because uncertainty is their kryptonite.

What helps? Teach them how to express disagreement kindly. Show them there’s a difference between being right and being wise. And when you can, thank them for noticing. Let them know it’s okay to see more — it’s how they’re wired.

“I’m bored, not lazy.”

This one is tough — because it looks like laziness.

You’ve planned your lesson. The rest of the class is engaged. But this one child is staring out the window, drawing dragons on the margin of the page, or loudly asking, “Do we have to do all of it?”

It’s easy to label them unmotivated. But more often than not, they already understand the material. Gifted children crave challenge, not repetition. They want depth, not drills.

That doesn’t mean they’re entitled. It means they’re disengaged — and possibly disillusioned.

Offer an extra question that involves reasoning. Let them research something related. Invite them to teach part of the concept to a peer. Even small moments of autonomy can re-engage a gifted brain.

And if they still resist? Ask what they’d rather do. The answer might reveal everything.

“I think faster than I write.”

This is one of the greatest heartbreaks in gifted education — watching a child with brilliant ideas lose marks because they couldn’t get them down quickly enough.

Processing speed, fine motor issues, anxiety, perfectionism — all of these are common among gifted and twice-exceptional learners. The mind is ready, but the hand can’t keep up. Or the thoughts come so quickly they can’t hold onto them long enough to form a sentence.

If you measure intelligence by neatness or speed, you’ll miss them entirely.

Please allow alternatives. Let them type. Let them talk. Let them draw their answers or record a voice note if they need to. Give them time.

You’re not doing them a favour. You’re letting them show you what they know — and sometimes, it’s extraordinary.

“I need real connection.”

Gifted kids often think they’re the only ones who feel this way — too much, too fast, too deep. That loneliness can settle early, especially if they’re socially out of step with their peers.

A quiet child isn’t always shy. A talkative child isn’t always rude. A defiant child isn’t always challenging for the sake of it.

They’re searching. For safety. For resonance. For someone who gets that they’re different, but not broken.

The way you see them matters more than the way you teach them.

Connection doesn’t require hours. It can happen in a moment:

Noticing their drawing.
Remembering their interest in space.
Saying, “That’s a great question,” and meaning it.

You don’t have to be their best friend. But you can be the first adult who makes them feel like they make sense.

“I can tell when you don’t like me.”

This is the one that sticks in their bones.

Gifted kids are often emotionally intuitive. They read facial expressions, tone shifts, tension in the room. They’ll pick up on irritation — even if you think you’ve hidden it.

And when they feel disliked, they’ll either double down — more defiance, more withdrawal — or they’ll fold. Either way, it impacts their ability to learn.

You don’t have to love every child the same way. But if you can show even a flicker of willingness to understand them, they will notice.

And they will remember.

What You Can Do (That Doesn’t Require a Curriculum Overhaul)

We know you're stretched. You’re juggling deadlines, classroom dynamics, admin, outcomes, and expectations from all directions.

Supporting gifted kids isn’t about reinventing your practice — it’s about widening the lens a little.

Here’s what helps:

Offer choice. Can they show what they’ve learned in a way that suits them? Let them surprise you.
Build in depth, not just speed. Add “big picture” questions. Let them explore what matters to them.
Allow safe expression. Create room for disagreement, alternative perspectives, and original thought — even if it challenges the script.
Keep communication open. Trust that many parents have fought hard just to get their child to school. If they seem passionate, it’s probably because they’ve been dismissed before.
Believe them. Believe their boredom. Believe their overwhelm. Believe their brilliance, even when it doesn’t come packaged neatly.

Final Thoughts: Teaching the Ones Who See Differently

Teaching gifted kids isn’t about giving them more. It’s about giving them meaning.
It’s about recognising that learning isn’t one-size-fits-all — and neither is potential.

Some of these children will become academics. Others will become artists, engineers, entrepreneurs, or forest rangers. Some will never fit a mold. And that’s okay.

What matters is that you saw them.

That you didn’t mistake their struggle for disobedience, or their brilliance for arrogance.
That you gave them a moment of safety, a flicker of belief, a space to belong.

And if you did?

They will carry that with them — quietly, fiercely, forever.

About the Author

Nicola Killops is a writer, gifted education specialist, and neurodiversity advocate with a particular interest in twice-exceptional learners. As a mother to a profoundly neurodivergent son, her work blends lived experience with practical insight — helping parents and educators better understand the children who don’t fit the mould, but were never meant to.

Academic accommodations: What they really include and how to get them in place

Mon, 08 Jun 2026 09:55:57 GMT

Academic accommodations: What they really include and how to get them in place

Finding the right learning environment for children with unique educational needs can be daunting. The journey to securing the appropriate support and accommodations is crucial for their academic and personal growth. Let me share a story many parents might relate to: a journey filled with challenges and triumphs.

A Journey of Perseverance and Discovery

Imagine a bright, young mind bursting with ideas but constantly held back by an education system that doesn’t fit. This is the story of many children, including my son, who face challenges like severe dyslexia, high-functioning autism, and ADHD. Despite their high intellect, they struggle to find environments that recognise their giftedness and learning barriers.

My son’s journey has been one of perseverance, facing numerous obstacles in finding the right learning environment. Traditional school settings often couldn’t cater to his unique needs, leading to frustration and setbacks. However, he has made significant strides through determination and proper support.

The Concept of Equity in Education

Equity in education means providing each student with the specific resources and support they need to succeed rather than offering the same resources to all students. This approach ensures that every child can reach their full potential by addressing their needs.

Consider a talented runner who loses their legs. A wheelchair will assist them, but they will no longer thrive alongside their peers in their field. However, proper prosthetics can restore them to their true potential and level out the playing field again.

For my son, this means access to accommodations that allow him to overcome the barriers posed by his dyslexia and heightened sensory awareness. These accommodations include using technology within the classroom, such as speech-to-text tools, which enabled him to express his ideas more freely and confidently. This support was integrated seamlessly into his learning experience, helping him develop independence and confidence.

My son’s comprehension, vocabulary, and cognitive ability have always been way ahead of his peers, but at age 20, his reading age is still at a low primary school level. This has severely hindered his confidence. So, you can imagine my joy when I heard him reciting Ozymandias in the shower or when he presented me with a very good poem capturing the interesting political changes we are living through (he will always somehow bring it back to politics).

This prompted me to find information about the accommodations and concessions children like my son are constitutionally entitled to. It is not only something considered in remedial schools. They may involve a bit of red tape. Still, we have achieved a language exemption (he doesn’t need to do a second language), a reader, a scribe, additional time if required, a separate venue, and access to technology. Now that it is being properly implemented, he is as independent and capable as any of his peers and is finally showing us all what I never doubted for a second.

Understanding Accommodations and Concessions

Academic accommodations and concessions are essential for students with learning disabilities or barriers, ensuring they can demonstrate their true academic abilities without being hindered by their challenges. Concessions are not about giving students an unfair advantage but levelling the playing field.

Here are some common types of accommodations and concessions:

Additional Time: Extra minutes per hour of examination are granted to ensure students can complete their work without undue stress. For example, a student might receive an extra 10 minutes per hour of examination to accommodate slower reading or writing speeds.
Scribes and Readers: A scribe writes verbatim what the learner dictates, and a reader reads all text in an examination paper to the learner. This is useful for students with severe reading difficulties.
Amanuensis: An amanuensis reads to and writes for the learner, providing comprehensive support during exams.
Separate Venues: Quiet environments that minimise distractions are crucial for students with attention disorders like ADHD.
Rest Breaks: Periods during which the learner is not required to be at their desk but must remain in the examination venue. Rest breaks help manage fatigue and maintain concentration.
Computer Assistance: Use of a computer to present answers in a typed form, which can be crucial for students with handwriting difficulties.
Spelling and Handwriting Accommodations: Spelling errors are overlooked as long as the text is phonetically correct, and untidy handwriting is accommodated with a sticker alerting markers.
Braille or Enlarged Print: Examination papers can be offered in Braille or enlarged print for visually impaired learners.
Medication and Food Intake: Students may need to take medication or consume food and beverages during an exam to maintain their health and concentration.
Prompter: A prompter provides verbal or physical cues to refocus a learner who is easily distracted.
Exemptions: In some cases, students may be exempt from specific subjects that pose significant challenges due to their disabilities.

The Process of Obtaining Accommodations

Applying for accommodations typically involves several steps:

Psycho-Educational Assessment: Conducted by a qualified psychologist to identify learning barriers and recommend specific accommodations.
Medical Reports: If applicable, these reports provide evidence of any medical conditions affecting the student’s learning.
Teacher Comments: Insight from teachers on how the student’s difficulties impact their classroom performance.
School Reports and Work Samples: These documents support the need for accommodations by showcasing the student’s academic history and current challenges.

The application process can be lengthy, often taking several weeks to months, so starting as early as possible is essential. If an application is denied, there is usually an option to appeal the decision.

The Impact on Students

The right accommodations can significantly impact a student’s academic performance and overall well-being. Having access to technology supporting his learning has been transformative for my son. It has allowed him to express his ideas without the barrier of dyslexia, fostering his creativity and intellectual growth.

However, over and above this, his school’s mentorship and personal growth focus have helped my son develop emotional intelligence (EQ), executive functioning, self-reliance, accountability, ownership, and conflict-resolution skills, which are just as important as academic success. This holistic approach to education recognises that authentic learning encompasses more than just academic achievement; it includes personal development and the ability to navigate life’s challenges.

Understanding accommodations and concessions can be daunting, but ensuring that twice-exceptional children receive the education they deserve is crucial. By understanding and advocating for these supports, parents and educators can help unlock the full potential of students like my son, allowing them to thrive academically and personally.

My son’s journey has shown me the profound impact of the right educational environment and support on a child’s life. His school has given him the tools and confidence he needs to succeed, and I am passionate about sharing this experience with others. If you need more information or support, feel free to reach out —I am always here to help guide you through this journey.

Understanding Learning Differences: ADHD, Dyslexia, Autism, Dyspraxia & Dyscalculia Explained

Mon, 25 May 2026 11:49:39 GMT

Key Takeaways

Learning differences in children are neurological and not a reflection of intelligence.
The most common types of learning difficulties include ADHD, dyslexia, autism, dyspraxia and dyscalculia.
Co-occurring learning differences are common.
Early identification often improves confidence, outcomes, and long-term support.
Many learning barriers can be reduced through flexible teaching and tailored interventions.
With understanding, patience and the right environment, neurodiverse children can thrive.

Hearing that your child may have a learning difference can feel scary and overwhelming. Many parents don’t immediately understand what it means. They also wonder if they missed something and what comes next.

The most important thing to know is that learning differences in children is not a reflection of intelligence or even potential. They simply mean that the brain processes information differently. With the right understanding and support, neurodiverse children can thrive academically, socially and emotionally.

This guide explains the most common types of learning difficulties, the signs parents can watch for, and practical ways to respond with confidence.

What Are Learning Differences?

Learning differences are neurological variations that affect how a child processes, understands and responds to information.

Some people might refer to it as a “learning disability”. However, many families and educators prefer using the term “learning difference” because it reduces stigma and focuses on different ways of learning rather than deficits.

Across learning barriers South Africa, one thing remains consistently true: early identification often leads to better outcomes. When parents understand how their child learns, support becomes more targeted and effective.

The Five Most Common Learning Differences in Children

ADHD (Attention Deficit Hyperactivity Disorder)

Attention Deficit Hyperactivity Disorder affects attention regulation, impulse control and activity levels. It can present differently from one child to another.

Common signs include:

Difficulty sustaining attention
Forgetfulness and losing materials
Impulsivity or interrupting often
Trouble following multi-step instructions
Restlessness or needing frequent movement

In the classroom, ADHD can affect organisation, task completion and focus, even when a child is bright and capable.

Dyslexia

Dyslexia is a language-based learning difference that mainly affects reading, spelling and decoding.

Parents may notice:

Slow or laboured reading
Difficulty sounding out unfamiliar words
Letter reversals beyond the expected age
Weak phonics skills
Avoidance of reading aloud

Many parents worry that reading struggles reflect low ability. They don’t. Dyslexia affects literacy processing and not intelligence.

Autism Spectrum Disorder (ASD)

Autism Spectrum Disorder is a spectrum condition that affects communication, social interaction, and sensory processing.

Some common signs include:

Differences in social communication
Sensory sensitivities to sound, texture, or light
A strong preference for routine and predictability
Intense focus on particular interests

No two autistic children present in the same way. Some may need significant support, while others may appear highly independent but still struggle in certain environments.

Dyspraxia (Developmental Coordination Disorder)

If your child struggles with coordination, planning or sequencing, perhaps you should learn more about dyspraxia.

Possible signs include:

Poor handwriting
Difficulty using scissors, buttons, or shoelaces
Trouble organising steps in a task
Speech or articulation challenges

Dyspraxia often affects classroom confidence because so many daily school activities depend on motor planning.

Dyscalculia

Dyscalculia is a specific difficulty with numbers and mathematical reasoning.

A child may:

Struggle with number sequences
Find mental arithmetic unusually difficult
Battle to tell time or count money
Experience persistent maths-related learning-related anxiety despite regular practice

What Is Dyscalculia?

If you’ve ever wondered, what is dyscalculia and how does it affect learning, think of it as the mathematical equivalent of dyslexia. Children may understand concepts verbally, yet consistently struggle to make sense of numerical relationships. They may struggle with telling time, counting money and solving basic arithmetic, even with repeated practice.

How to Support a Child with a Learning Difference

Parents often ask, how do I know if my child has a learning difference ? Usually, it begins with noticing patterns that persist despite effort, support, and time.

Here are practical ways to help:

Create predictable daily routines
Break large tasks into smaller steps
Use visual reminders and checklists
Celebrate effort, not only outcomes
Keep communication calm and open
Notice strengths as much as struggles

Working closely with teachers can make a meaningful difference. Support might include extra time, adapted materials, movement breaks, multisensory learning or alternative assessment methods.

If you want more guidance, many parents find it useful to browse the school’s frequently asked questions when exploring support options.

Dyslexia Myths vs Facts: A 2026 Parent's Guide

Mon, 25 May 2026 11:49:30 GMT

Key Takeaways

Dyslexia myths and facts matter because misconceptions can delay support
Dyslexia is neurological and language-based. It isn’t a sign of low intelligence
Dyslexia is lifelong, but very manageable with the right strategies
It can affect reading, spelling, phonological processing, memory and writing fluency
Early signs of dyslexia can often be recognised before formal diagnosis
Parents who understand dyslexia are often their child’s strongest advocates

Dyslexia does not limit your child’s potential. With early identification, informed support and the right learning environment, dyslexic children can build confidence, develop strong strategies and thrive both academically and beyond.

If you suspect your child may be struggling with reading, spelling or language, it can be hard to know what is typical and what may need closer attention. There is still a lot of conflicting information around dyslexia, and that uncertainty can leave parents feeling overwhelmed.

Understanding the real dyslexia myths and facts is one of the most empowering things you can do. In 2026, awareness of dyslexia is stronger than ever. However, myths are still around and they can delay support for many children.

This guide unpacks the most common misconceptions, explains the signs of dyslexia and offers practical ways of supporting a dyslexic child . For a broader overview of dyslexia in South Africa, visit our dyslexia hub page to learn more.

What Is Dyslexia?

Dyslexia is a neurological, language-based learning difference. It primarily affects how the brain processes written language, especially the ability to connect letters to sounds, decode words accurately and read fluently.

Dyslexia can affect:

Reading fluency
Spelling
Phonological processing
Working memory
Rapid naming
Written expression

What dyslexia isn’t:

A sign of low intelligence
A vision problem
The result of laziness, poor teaching or lack of effort

These facts matters because many parents still ask whether their child is “just a slow reader.” Sometimes slower reading is developmental. But when reading remains difficult, inconsistent or stressful over time, it may point to something more specific.

The Most Common Dyslexia Myths – Debunked

Myth 1: Dyslexia is about seeing letters backwards
Fact: Dyslexia is a language-processing difference, not a visual problem.

Parents often ask, is dyslexia just seeing letters backwards?

Letter reversals can happen, especially in early primary school. But, they aren’t the defining feature of dyslexia. The core challenge usually lies in phonological awareness. This is about hearing, recognising and manipulating the sounds in language.

This is why phoneme-grapheme awareness matters so much and why understanding the role of phonics in supporting dyslexic learners can make a meaningful difference.

Myth 2: Dyslexia means low intelligence
Fact: Dyslexia has no connection to intelligence.

A common concern parents quietly carry is: can a child with dyslexia be intelligent? And the answer is absolutely.

Many highly capable people in science, business, design and the arts have dyslexia. Literacy difficulties may be visible, but a child’s creativity, reasoning and problem-solving strengths often are not immediately obvious in traditional classrooms.

Myth 3: Children will grow out of dyslexia
Fact: Dyslexia is lifelong.

Does dyslexia go away as children get older? Dyslexia doesn’t disappear with age. What does change is that children can develop stronger literacy foundations, effective coping strategies and greater confidence when they receive the right support.

Early identification remains one of the most important factors in better long-term outcomes.

Myth 4: Dyslexia only affects reading and spelling
Fact: Dyslexia can affect more than literacy.

Dyslexia may also affect:

Writing fluency
Sequencing
Working memory
Verbal recall
Processing speed

This often explains why a child may understand concepts well but still find reading-heavy or writing-heavy tasks exhausting.

Myth 5: Dyslexia is rare
Fact: Dyslexia is one of the most common .

Current estimates suggest dyslexia affects roughly 10–15% of people worldwide.

Part of what parents need to know about dyslexia in 2026 is that while awareness has improved, many children still go unidentified for years.

Recognising the Signs of Dyslexia in Your Child

Here are some of the early signs of how to tell if your child has dyslexia:

Difficulty hearing rhymes or breaking words into sounds
Trouble learning letter-sound relationships
Slow or laboured reading
Persistent spelling struggles despite effort
Letter reversals beyond the expected age
Difficulty following multi-step verbal instructions
Avoidance of reading aloud or reading tasks

These may be the early signs of dyslexia in primary school children and spotting them early isn’t a reason to panic. It simply helps you respond sooner.

Supporting Your Dyslexic Child: Practical Steps for Parents

At Home

If you are wondering how to support a child with dyslexia at home, small consistent adjustments can help:

Read aloud together regularly
Use audiobooks to reduce reading fatigue
Encourage stories, conversation and rich spoken language
Celebrate effort, persistence and strengths
Avoid high-pressure timed reading tasks

Many parents also find it useful to watch our dyslexia webinar for parents .

In Education

Working with teachers or learning providers can make a meaningful difference.

Helpful support structures may include:

Extra time in reading tasks, tests and exams
Adapted reading materials or alternative formats
Explicit phonics-based instruction
Specialist literacy intervention
Consistent teacher communication

Parents also increasingly ask, does online school help children with dyslexia?

For some learners, the answer is yes. A more flexible learning environment, individual pacing and reduced classroom pressure can be particularly beneficial.

Neurodiversity in the Classroom: How Alternative Schools Support ADHD, Dyslexia, and Learning Differences

Fri, 20 Mar 2026 12:32:57 GMT

Neurodiversity in the classroom acknowledges that differences in thinking, processing and learning are natural variations of the human brain. Conditions such as ADHD, dyslexia and other learning differences are not deficits. Instead, they are part of the diverse ways students experience and understand the world.

Traditional classroom settings often struggle to accommodate these differences. Rigid teaching structures, standardised assessments and large sized classes can make it very difficult for many neurodiverse students to succeed. On the other hand, alternative schools often provide more flexible and personalised environments that recognise individual strengths and learning styles.

Understanding Neurodiversity in Education

Neurodiversity refers to the idea that differences in how people think, learn and process information are part of natural human variation. In education, this includes learners with ADHD, dyslexia, sensory processing differences as well as other learning profiles. These differences are seen as learning differences in education, rather than limitations. Many neurodiverse learners possess unique strengths. Some of these strengths might include creativity, strong visual thinking, problem-solving abilities or innovative perspectives.

Recognising neurodiversity offers an opportunity to develop inclusive education strategies that adapt learning environments to meet diverse needs rather than expecting students to fit into a single model.

Challenges Neurodiverse Students May Face in Traditional Classrooms

Even though there is a growing awareness of neurodiversity, traditional classrooms might still present barriers for students with diverse learning profiles.

Common challenges include:

· Rigid teaching methods that favour one learning style

· Standardised testing that does not reflect different strengths

· Large class sizes that limit individual attention

· Limited flexibility in teaching pace or learning methods

· Expectations around sitting still or processing information quickly

These factors can affect a neurodiverse student’s confidence, participation in class as well as their academic progress.

ADHD in the classroom might present as difficulty sustaining attention or managing impulsivity, while dyslexia may affect reading fluency or written expression. Without appropriate support (and knowledge), these differences can sometimes be misunderstood.

What Makes Alternative Schools Different

Alternative education environments are specifically designed to support diverse learners through flexibility and individualised instruction.

Many alternative education models include:

· Smaller class sizes

· Flexible learning structures

· Personalised learning plans

· Student-centred teaching approaches

· Supportive and inclusive school cultures

These environments often prioritise relationships, creativity and adaptability. This allows teachers to respond to each learner’s strengths and needs.

How The Bridge Supports Students with ADHD

Flexible Learning Structures

Movement-friendly classrooms and adaptable schedules can make a significant difference for learners experiencing ADHD in the classroom. Students may benefit from opportunities to move, shift between tasks or even engage in hands-on learning rather than remaining seated for long periods of time.

Interactive and Hands-On Learning

Experiential learning encourages students to engage actively with the content they’re learning about. Projects, experiments and collaborative problem-solving activities can help maintain attention while supporting deeper understanding.

Individualised Support

Personalised instruction plays a major role for neurodiverse students as it allows educators to adapt pacing, provide additional guidance and offer strategies that help students manage focus and organisation. Approaches such as structured routines and visual planning tools are commonly used when managing ADHD in the classroom

Supporting Students with Dyslexia and Reading Differences

Multi-Sensory Teaching Methods

Effective dyslexia learning support often uses multi-sensory techniques that combine visual, auditory and tactile elements. In practise this means that learners might trace letters while sounding them out or use colour coding to understand spelling patterns.

Flexible Assessment Methods

Alternative schools might also move beyond traditional testing by offering project-based assessments, oral presentations or practical demonstrations. These methods allow learners to demonstrate understanding in ways that align with their strengths.

Technology-Assisted Learning

Technology can provide valuable learning support. Some tools include:

· Text-to-speech

· Audiobooks

· Digital reading platforms

· Speech-to-text writing

These tools help learners access content while reducing the frustration that is often associated with traditional reading and writing tasks.

Supporting a Wide Range of Learning Differences

Alternative learning environments are designed to adapt to diverse needs rather than forcing students to adapt to rigid systems.

Key features often include:

· Differentiated instruction tailored to individual learning styles

· Personalised pacing to allow students to learn at a comfortable speed

· Collaborative learning that encourages peer support

· Strong teacher-student relationships built on trust and understanding

These approaches support learning differences by creating environments where students can feel safe to explore their ideas, ask questions and develop confidence.

The Role of Teachers in Neurodiverse Learning Environments

Educators play an incredibly important role in creating inclusive learning spaces. Teachers who work effectively with neurodiverse students often adopt flexible teaching approaches that recognise individual strengths and encourage curiosity. Examples include:

· Recognising and nurturing student strengths

· Adjusting teaching strategies based on learning styles

· Encouraging creative thinking and exploration

· Building confidence through positive reinforcement

Educators who are able to develop empathy, adaptability and strong relationship-building skills are often the most successful when it comes to supporting diverse learners. These qualities are widely recognised as essential in neurodiverse education environments.

Benefits of The Bridge for Neurodiverse Students

Supportive learning environments can lead to meaningful improvements for many learners. Students who are in inclusive, flexible settings often experience increased engagement in learning, improved self-confidence, stronger academic progress as well as greater independence and motivation.

When classrooms embrace neurodiversity, students feel seen and understood. This can significantly influence their willingness to participate and take academic risks.

How Parents Can Identify the Right Learning Environment

Parents exploring alternative schooling options can take a thoughtful approach when evaluating different environments.

Step 1: Understand your child’s learning profile

Observe how your child learns best and what environments help them feel confident.

Step 2: Explore different teaching philosophies

Look for schools that prioritise flexibility, creativity and individual learning paths.

Step 3: Consider class size and support structures

Smaller classes often allow for more personalised attention.

Step 4: Ask about learning flexibility

Find out how schools support ADHD, dyslexia and other learning differences.

Step 5: Prioritise emotional well-being

A supportive environment should nurture academic growth and confidence.

Families sometimes discover that alternative learning environments better align with their child’s needs when traditional schooling becomes overwhelming.

The Future of Inclusive Education

As the years have progressed, education systems around the world are increasingly recognising the importance of diversity in learning. Greater awareness of learning differences is encouraging schools to adopt more flexible teaching methods and inclusive environments.

As awareness grows, more and more institutions are exploring inclusive education strategies that support diverse learners through personalised instruction, flexible assessment methods and technology-assisted learning. These developments suggest that the future of education may move beyond traditional models toward more adaptable and student-centred approaches.

Final Thoughts: Celebrating Different Ways of Learning

Understanding neurodiversity in the classroom encourages educators and parents to view learning differences as valuable perspectives rather than limitations. With the right support, neurodiverse students can develop confidence, creativity and strong problem-solving abilities.

Through thoughtful, inclusive education strategies, flexible education models and effective dyslexia support, learning environments can become places where every student feels comfortable and has the opportunity to thrive. Education continues to evolve, and as schools increasingly recognise diverse ways of learning, more children will have access to environments that celebrate their strengths and support their growth.

Fostering Social Skills in Neurodiverse Kids: Group Activities and Role-Playing Ideas

Fri, 20 Mar 2026 12:25:51 GMT

When children develop strong social skills, they can build friendships, communicate their needs, and feel confident in different environments. For neurodiverse learners, social development may follow a different path. When they receive the right support, children can develop meaningful connections and communication skills. By focusing on structured activities and positive reinforcement, parents and educators can nurture social skills for neurodiverse kids in ways that are engaging, supportive and practical.

Every child interacts with the world in different ways. Some might prefer quieter interactions. Others might need a bit more time to process conversations or social cues. Through structured social learning activities, children are given safe opportunities to practise communication, cooperation and problem-solving in predictable environments.

Understanding Social Skill Development in Neurodiverse Children

Neurodiverse children often experience social interaction differently from their peers. This doesn’t mean that they lack social interest or empathy. It simply means that they might communicate and process social cues in unique ways.

Key characteristics may include:

· Different communication styles

· Processing social cues more slowly

· Preferring structured interactions

· Needing extra time to build confidence in group settings

Effective social development for neurodiverse children focuses on strengths, encouragement and opportunities to practise interaction skills in supportive environments.

Educators who understand neurodiversity often prioritise patience, empathy and flexibility in their teaching approach. These qualities can make a major difference in helping learners feel comfortable participating socially as well as academically.

Why Group Activities Help Build Social Skills

There are valuable opportunities for practising everyday interactions in group settings. When these activities are structured and guided by an educator, children are given the opportunity to focus on learning specific skills without feeling overwhelmed.

Group activities for neurodiverse kids help learners practise taking turns, listening while others speak, cooperation and understanding different perspectives. Predictable activities allow communication skills for children to be developed in a supportive and encouraging setting.

Engaging Group Activities to Encourage Social Interaction

Cooperative Games

Simple cooperative tasks can encourage teamwork and communication. Some examples include team puzzle challenges and building projects where blocks or craft materials must be used. Through these games, children develop teamwork, communication and problem-solving skills. These activities provide a natural and engaging way of teaching social interaction skills.

Story-Building Circles

In this activity, children sit in a circle and take turns adding a sentence to create a group story.

Benefits include:

· Encouraging creativity

· Practising listening

· Learning turn-taking

Story-building is a gentle introduction to social learning activities because it removes the pressure from direct conversation but it still encourages participation.

Emotion Matching Games

Understanding emotions is an important part of social interaction. Some activities include:

· Matching facial expressions to emotions

· Identifying feelings in stories or pictures

The skills developed through these activities include:

· Emotional awareness

· Empathy

· Perspective-taking

These autism social skills activities help children recognise emotional cues in a very structured way.

Group Problem-Solving Activities

Collaborative challenges encourage teamwork and communication. From scavenger hunts to building challenges and team-based puzzles, children develop their cooperation and decision-making skills. Activities like these also help strengthen communication skills for children while making social interaction enjoyable rather than stressful.

Using Role-Playing to Practise Real-Life Social Situations

Role-playing allows children to practise social interactions in a safe and supportive environment. By acting out common scenarios, children can rehearse responses and gain confidence before encountering similar situations in real life.

Some of the benefits include:

· Rehearsing everyday interactions

· Building confidence

· Improving communication

Role-playing is especially effective when teaching social skills for neurodiverse kids, as it creates predictable situations where expectations are clear.

Role-Playing Scenarios for Social Skill Development

Practising Greetings and Introductions

Children can role-play meeting a new classmate or neighbour. Through these interactions, children learn to greet others, start conversations and be comfortable with eye contact.

Taking Turns in Conversations

Practice short conversations where children ask questions and respond. By doing this, children learn to listen carefully, respond appropriately and maintain a flow of conversation. These exercises help strengthen communication skills in everyday situations.

Problem-Solving Social Conflicts

From sharing toys, resolving misunderstandings and asking for help, children can act out scenarios to assist them with conflict resolution, emotional awareness and problem-solving.

Role-playing conflict scenarios is an effective way of teaching social interaction skills while maintaining a supportive atmosphere.

Navigating Everyday Situations

Practise common situations such as:

· Ordering food

· Asking a teacher for help

· Joining a group activity

Through this practise, children build their confidence, develop independence and enhance their communication skills.

Tips for Making Social Skill Activities Successful

To help children feel comfortable participating in these types of activities, consider the following:

· Keep activities structured and predictable

· Provide clear instructions and demonstrations

· Encourage participation without pressure

· Celebrate effort and progress

Positive reinforcement builds confidence and helps children associate social interaction with positive experiences.

Educators who combine these strategies with empathy and strong relationship-building skills often create classrooms where neurodiverse learners feel valued and supported. Developing these qualities in educators is an important part of building inclusive learning environments.

Step-by-Step Tips for Parents

Parents can support the social development of their neurodiverse children by practising simple social skills at home.

Step 1: Start with familiar situations

Practise greetings or conversations with family members first.

Step 2: Use role-play regularly

Act out everyday situations such as meeting a new friend or asking for help.

Step 3: Encourage small group interactions

Playdates or small group activities can provide comfortable social practice.

Step 4: Model communication skills

Children learn by observing how adults interact respectfully.

Step 5: Celebrate small successes

Positive reinforcement helps build confidence over time.

Supporting Social Skills at Home and School

Consistency across home and school environments helps children reinforce what they learn. Some helpful strategies include:

· Practising conversations during daily routines

· Creating opportunities for cooperative play

· Collaborating with teachers or facilitators

· Modelling respectful communication

In some cases, children may benefit from specialised learning environments that provide smaller classes and additional social support when traditional school settings become overwhelming.

Creating Inclusive Spaces for Social Development

Inclusive environments are key to helping children feel safe as well as valued. This means recognising that social interaction may look different for each learner.

Supportive environments encourage:

· Respect for different communication styles

· Peer empathy and understanding

· Strength-based development rather than focusing on limitations

When children feel accepted, they tend to be more willing to practise new social skills and build meaningful relationships.

Final Thoughts: Helping Neurodiverse Kids Build Confidence and Connection

Developing social skills for neurodiverse kids takes time, patience and a lot of encouragement. Through engaging, structured group activities and consistent social learning activities, children can practise communication and interaction skills in supportive environments.

Every child progresses at their own pace, and small steps often lead to meaningful growth. With thoughtful guidance, understanding and inclusive support, children can develop confidence, strengthen their communication skills and build lasting connections with the people around them.

Leveraging AI and Tech Tools in Neurodiverse Education: A Beginner’s Guide

Fri, 27 Feb 2026 11:14:31 GMT

Technology is changing the way in which educators are able to support diverse learning needs. When it comes to neurodiverse learners, the right digital tools can be highly impactful. They can reduce barriers, increase independence and create more personalised learning experiences. As awareness grows, schools are increasingly exploring how AI in neurodiverse education can support inclusion in practical as well as meaningful ways.

Artificial intelligence (AI) and educational technology are not about replacing teachers. Instead, they assist educators in adapting learning to individual needs, automating repetitive tasks and creating new pathways for engagement. When AI and tech are introduced thoughtfully, they become a powerful ally in inclusive education.

Understanding Neurodiversity in the Learning Environment

Neurodiversity recognises that neurological differences such as autism, ADHD, dyslexia and dyspraxia are natural variations of the human brain. In traditional learning environments, these differences can create barriers to participation, communication and assessment. Neurodiverse learners may experience:

Sensory processing differences
Executive functioning challenges
Communication and language processing differences
Variations in attention, focus and working memory

Effective assistive technology for special education helps bridge these gaps by offering alternative ways to access information and demonstrate understanding.

Educators who combine strong human-centred teaching with technology often see the greatest success. Many schools are recognising that inclusive education works best when educators prioritise empathy, flexibility and strengths-based approaches .

Why AI and EdTech Matter in Inclusive Education

Technology supports inclusive learning by offering personalised content pacing, alternative communication methods and automated reading and writing support. It also assists in focus and organisation support as well as reduced cognitive load during learning tasks.

AI tools for autism learning support can help learners practise social scenarios, break down complex tasks or translate written content into visual formats. Educational technology for ADHD often focuses on structure, reminders, timers and task management support.

Modern inclusive learning platforms give educators the opportunity to customise lesson delivery. This helps to ensure that there are multiple pathways for engagement and understanding.

Key Categories of Tech Tools for Neurodiverse Learners

Understanding the main categories makes it easier to choose tools that match learner needs.

Speech and Language Support

· Text-to-speech readers

· Speech-to-text tools in SEN classrooms for writing support

Visual Learning and Organisation

· Mind-mapping tools

· Visual schedule apps

AI Learning Support

· AI tutoring assistants

· Task breakdown tools

Focus and Time Management

· Visual timers

· Pomodoro-style focus apps

Social and Emotional Learning

· AR/VR social skills simulations

These customisable learning tools for neurodiverse students allow learners to personalise how they interact with content.

Beginner-Friendly Tools to Get Started With

Here are accessible tools educators and families can trial:

1. Google Read&Write

Supports reading, writing and comprehension. It is best for learners with dyslexia and reading processing differences.

2. Microsoft Immersive Reader

Built into many Microsoft products, this helps with reading focus and comprehension. It’s best for general reading support across neurodiverse profiles.

3. Goblin Tools

This is an AI task breakdown tool that helps students plan and sequence tasks. It’s best for executive functioning and ADHD support.

4. Khanmigo (AI learning assistant)

Khanmigo supports guided learning and explanations. It’s best for independent learning and revision.

5. Time Timer (visual timer app)

This app was created to help students understand time visually. It’s best for ADHD focus and transition support.

6. Voice Dream Reader

Advanced text-to-speech reading tool that’s best for dyslexia and reading fatigue.

These tools represent practical entry points into AI in neurodiverse education without requiring advanced technical skills.

Practical Tips for Integrating Tech in SEN Learning Settings

Technology works best when it is introduced with intention. Some helpful strategies include:

Starting small — introducing one tool at a time
Involving learners in choosing tools
Combining digital and hands-on learning
Building consistent routines around tech use
Checking sensory comfort (brightness, sound, interface complexity)

When mainstream learning remains overwhelming despite supports, families sometimes explore alternative schooling pathways that better match their child’s needs and strengths ( https://www.thebridgeschool.co.za/blog/moving-forward-when-mainstream-schooling-is-not-an-option ).

Step-by-Step Tips for Parents Introducing Learning Technology

Step 1: Identify learning barriers first

Choose tools based on needs and not on what is trending.

Step 2: Trial tools during calm periods

Avoid introducing new tech during stressful homework sessions.

Step 3: Create predictable tech routines

Consistency helps learners trust and use tools effectively.

Step 4: Monitor engagement and fatigue

Watch out for any signs of overload or frustration.

Step 5: Partner with teachers

Shared strategies improve consistency between home and school.

Addressing Concerns: Screen Time, Privacy and Overwhelm

Many families and educators worry about screen exposure and digital fatigue, particularly when technology becomes a central part of learning. The key here is a balanced approach. This can include scheduling regular tech breaks to reduce strain, using technology as a support tool rather than a replacement for human interaction, prioritising platforms with strong privacy protections and choosing tools with simple, low-stimulation interfaces to prevent overwhelm.

Encouragingly, most modern inclusive learning platforms now include built-in accessibility settings that help reduce cognitive and sensory load. This makes digital learning more manageable and supportive for neurodiverse students.

Looking Ahead: The Future of AI in Inclusive Education

Emerging developments include:

Generative AI for personalised learning materials
Emotion recognition research (still ethically complex)
Real-time adaptive learning pathways
AI-powered communication supports

As AI tools and technology evolves, ethical, student-centred design will remain essential.

Final Thoughts

The growth of AI in neurodiverse education represents a powerful shift toward more personalised, accessible learning. Technology isn’t a replacement for human connection. However, it can significantly strengthen learning when used thoughtfully.

Through the use of customisable learning tools for neurodiverse students, effective speech-to-text tools and well-designed inclusive learning platforms, educators are in a strong position to create more flexible and responsive learning environments.

The future of education is not about standardisation; it is about meeting learners where they are. When technology is introduced with care, collaboration and purpose, it can help unlock confidence, independence and long-term success for neurodiverse learners.

Mindfulness Practices for Neurodiverse Children: Reducing Anxiety and Building Resilience

Fri, 27 Feb 2026 11:13:38 GMT

Mindfulness is increasingly becoming a powerful tool for supporting emotional wellbeing in children. For learners who are neurodiverse, it can help reduce overwhelm, strengthen emotional awareness and support everyday coping skills. When introduced in flexible, accessible ways, mindfulness practices for neurodiverse children can play an important role in reducing stress while building long-term confidence and independence.

Neurodiverse children often experience the world more intensely. This can be through sensory input, emotional processing or attention differences. Supporting anxiety reduction in children early can help build strong foundations for learning, relationships as well as self-esteem.

Understanding Neurodiversity and Anxiety in Children

Neurodiversity is the natural differences in how brains process information. This can include autism, ADHD and sensory processing differences.

Anxiety in neurodiverse children can appear as the avoidance of certain environments, emotional shutdown or meltdowns, increased sensory sensitivity and physical symptoms like stomach aches or headaches.

To build resilience in neurodiverse kids, children must be taught to develop coping tools that they can use independently over time.

What Is Mindfulness and How Does It Help?

Mindfulness is the practice of paying attention to the present moment in a calm, non-judgemental way. For children, this is about noticing breathing, body sensations or surroundings. Research suggests that mindfulness can reduce stress hormone levels, improve attention and focus, support emotional regulation, improve sleep and mood.

These benefits make mindfulness very valuable for emotional regulation for neurodivergent children, who may experience stronger emotional responses or slower recovery from stress.

Educators who prioritise emotional safety, predictability and connection often see the strongest outcomes when combining mindfulness with inclusive teaching approaches.

Adapting Mindfulness for Neurodiverse Children

Mindfulness is not one-size-fits-all. What works with some children may not work with others. Effective inclusive mindfulness strategies should be adapted to individual needs.

Consider:

Sensory sensitivities — use soft sounds, low lighting, or tactile tools
Short attention spans — keep activities brief and repeatable
Communication differences — use visuals, gestures or modelling
Predictability — explain exactly what will happen during the activity

Creating sensory-friendly mindfulness environments might include quiet corners, comfortable seating or weighted items that are calming.

Practical Mindfulness Techniques for Daily Life

Here are practical, adaptable techniques that support mindfulness for autism and ADHD mindfulness techniques.

Breathing Buddies

Place a soft toy on the child’s stomach while lying down and let them watch it rise and fall.

This provides visual and tactile breathing feedback.

Adaptation:
- For children who dislike lying still, try seated breathing with hands on chest or belly
- For children who seek deep pressure, use a weighted cushion instead of a toy
- For children with interoception challenges, pair breathing with counting or visual breathing cards

Glitter Jars

Shake a glitter jar and watch it settle while breathing slowly. This is an effective mindfulness technique because the visual focus helps calm racing thoughts.

Adaptation:
- For visual sensory sensitivity, use slower-moving objects (beads, water droplets)
- For high movement seekers, shake jar while standing, then transition to stillness
- For children who struggle with abstract concepts, link it to simple language like “body slowing down”

Safe Space Visualisation

Guide children to imagine a safe, happy place. This will help build emotional regulation and calming imagery skills.

Adaptation:
- For literal thinkers, use real photos of familiar safe places
- For children with low imagery ability, focus on sensory description instead (warm, quiet, soft)
- For non-verbal children, use symbol boards or choice cards

Sensory Nature Walks

Focus on sounds, textures, and smells during walks.
Why it works: Grounds children in present sensory experiences.

Adaptation:
- For auditory sensitivity, allow ear defenders while still engaging visually
- For attention regulation, give a “sensory mission” (find 3 smooth things, 2 bird sounds)
- For motor regulation needs, build in movement bursts between focus tasks

Body Scan with Plush Toys

Move a toy slowly along arms or legs while focusing on body awareness.
Why it works: Builds connection between body and emotional state.

Adaptation:
- For tactile sensitivity, allow child to control pressure or object choice
- For movement seekers, do standing body scan with wall push or resistance bands
- For children with anxiety, narrate steps before touch happens

Story-Based Meditation

Use guided stories designed for relaxation. This supports children who engage better through narrative.

Adaptation:

- For ADHD, keep stories under 3–5 minutes
- For autism, use repeated story structure for familiarity
- For sensory sensitivity, allow child to adjust volume or pace

Integrating Mindfulness in School and Home Settings

Consistency is key when building mindfulness habits. Some helpful approaches include:

Embedding mindfulness into daily routines
Practising during calm moments, not only during stress
Allowing choice and control
Working collaboratively between home and school

If traditional school settings consistently increase stress despite support, families can explore alternative learning pathways that better support wellbeing and emotional growth.

Step-by-Step Tips for Parents

Step 1: Start small

Introduce mindfulness for 1–2 minutes at a time.

Step 2: Pair mindfulness with existing routines

Try after bath time or before bedtime.

Step 3: Follow your child’s interests

Use animals, stories or favourite characters.

Step 4: Model calm behaviour

Children learn emotional regulation through observation.

Step 5: Celebrate participation, not perfection

Consistency matters more than technique.

Building Long-Term Resilience Through Mindfulness

Regular mindfulness supports emotional awareness, helping children recognise and understand their feelings, while strengthening stress recovery skills so they can return to a calm state more easily after challenges. It also builds problem-solving confidence by encouraging thoughtful responses rather than reactive ones, and supports self-advocacy by helping children identify and communicate their needs.

Over time, these combined skills strengthen resilience in neurodiverse kids and improve independence across both school and home environments.

Resources and Tools for Support

Helpful tools include:

Apps:

Headspace for Kids
Smiling Mind
Calm Kids

Platforms:

GoNoodle (movement and mindfulness videos)

Books:

Mindfulness storybooks for children like ‘I am peace’ by Susan Verde or ‘Zen shorts’ by Jon J. Muth.
Sensory-friendly relaxation guides

Many digital resources now incorporate sensory-friendly mindfulness features like adjustable sound, pace and visual simplicity.

Final Thoughts

Effective mindfulness practices for neurodiverse children are not about forcing stillness or silence. They are about helping children feel safe in their bodies, understand their emotions and develop tools to manage the stress they might be feeling.

Through thoughtful mindfulness, practical techniques and truly inclusive strategies, families and educators can help reduce anxiety in children while strengthening emotional regulation.

Mindfulness works best when it is flexible, child-led and integrated into everyday life. With patience, consistency and compassion, these practices can become lifelong tools for wellbeing, resilience and confidence.

Managing ADHD in the Classroom: Practical Strategies for Focus and Engagement

Mon, 09 Feb 2026 14:25:33 GMT

Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most commonly diagnosed neurodevelopmental conditions in school-aged children. In classroom settings, it can affect attention, impulse control, emotional regulation and organisation. Without the right support, learners with ADHD may struggle to demonstrate their true abilities, often being misunderstood as disruptive, careless or unmotivated.

Managing ADHD in the classroom begins with understanding that ADHD is not a behaviour choice. It is a neurological difference. With consistent support, clear structure and targeted strategies, educators can create environments where learners with ADHD feel capable, understood and motivated to succeed.

Understanding ADHD in Educational Contexts

In learning environments, ADHD typically presents through three core areas:

Inattention (difficulty sustaining focus, forgetfulness, losing materials)
Hyperactivity (restlessness, excessive movement, difficulty staying seated)
Impulsivity (interrupting, acting without thinking, difficulty waiting turns)

ADHD exists on a spectrum. This means that no two learners will present in exactly the same way. Inclusive teaching of ADHD learners means that schools and teachers need to focus on adapting the environment and teaching methods rather than trying to force students into rigid systems.

Educators who develop strong empathy, flexibility and curiosity often see the greatest progress in neurodivergent learners. Many schools are seeing the benefits of prioritising educator mindsets and support approaches that truly help diverse learners thrive.

Common Challenges Faced by Students with ADHD

Students with ADHD often work harder than their peers just to keep up with everyday classroom expectations.

Common challenges include:

Difficulty starting or completing tasks
Poor time awareness and organisation
Forgetting instructions or losing materials
Impulsive speaking or actions
Difficulty maintaining friendships due to impulsivity or emotional regulation challenges

Over time, repeated correction or misunderstanding can impact self-esteem. This is why strong ADHD behaviour management in schools focuses on skill-building, not punishment.

Creating a Supportive Classroom Environment

Small environmental changes can dramatically improve focus and behaviour. Practical classroom adjustments include:

Visual schedules displayed clearly
Clearly labelled storage and materials
Low-distraction work zones
Seating near the front or close to teacher guidance
Predictable daily routines and transitions

These approaches support teaching neurodivergent students by reducing cognitive overload and increasing predictability. Consistency is especially important. When expectations, rules and consequences are predictable, learners with ADHD feel safer and more able to regulate behaviour.

Effective Teaching Strategies for Focus and Participation

Strong ADHD support strategies for teachers often centre around clarity, structure and movement.

Key classroom focus techniques for ADHD students include:

Giving clear, concise, one-step instructions
Breaking tasks into smaller, manageable chunks
Allowing movement breaks between learning segments
Using timers, visual countdowns, or colour-coded task systems
Offering immediate, specific praise for effort and progress

Movement is not the enemy of learning for ADHD students. Purposeful movement can improve focus, working memory and emotional regulation.

Behaviour Management without Shame

Positive behaviour approaches are far more effective than punitive systems. Some helpful strategies include non-verbal redirection signals, calm, private check-ins, pre-correcting expectations before activities, offering choices to increase buy-in and teaching replacement skills rather than only correcting behaviour. Teachers should try to avoid public reprimands, sarcasm and the removing of all movement opportunities as punishment.

Effective ADHD behaviour management builds dignity and long-term self-regulation skills.

Collaborating with Parents and Support Teams

Strong communication between school and home strengthens outcomes. Many students benefit from:

· Individualised Education Plans (IEPs)

· School-Based Support Plans

· Occupational therapy or psychology input

· Regular progress check-ins

When mainstream schooling becomes consistently overwhelming despite support, families sometimes need to explore alternative pathways that better support long-term wellbeing and learning success.

Step-by-Step Tips for Parents Supporting Classroom Success

Step 1: Build consistent routines at home

Predictable mornings and homework times support classroom readiness.

Step 2: Use visual planning tools

Visual schedules and planners help reinforce school structures.

Step 3: Support emotional regulation skills

Practice calming strategies outside of stressful moments.

Step 4: Maintain open communication with teachers

Share insights about triggers, motivators and successful strategies.

Step 5: Celebrate effort, not just outcomes

Confidence is a powerful academic tool for ADHD learners.

Tools and Resources for Teachers

Many practical tools support managing ADHD in the classroom effectively.

Commonly used supports include:

Fidget aids and movement bands
Visual timers and task planners
Digital classroom apps for task tracking
Professional development courses on SEN and ADHD support

Globally accessible teacher training platforms and SEN resource hubs continue to expand, making it easier for educators to access evidence-informed ADHD support strategies.

Final Thoughts

Every learner with ADHD is different, but one thing remains consistent: when environments are structured, predictable and supportive, learners are more likely to succeed. Effectively managing ADHD in the classroom is not about eliminating challenges. It is about building systems that allow students to work with their brains, not against them. Strong inclusive teaching of ADHD benefits all learners by creating clearer instruction, more engaging classrooms and more supportive school cultures.

Through practical classroom focus techniques, thoughtful ADHD behaviour management and an ongoing commitment to teaching neurodivergent students effectively, educators can create learning environments where attention differences are supported and not stigmatised.

Small, consistent changes such as clearer instructions, predictable routines and movement-friendly classrooms can transform learning experiences. When students feel understood, they are far more likely to engage, persist and believe in their own ability to succeed.

Creating Sensory-Friendly Environments for Autistic Learners: Home and School Tips

Mon, 09 Feb 2026 14:18:06 GMT

Creating the right learning environment can shape how a child feels, learns and connects with the world around them. For autistic learners, the sensory environment is not just background noise. It is a central part of how they experience safety, comfort and focus. Classrooms and homes that are noisy, bright or unpredictable can quickly become overwhelming. On the other hand, thoughtfully designed spaces can unlock confidence and learning potential.

Understanding sensory processing differences helps families and educators create sensory-friendly environments for autistic learners that support both wellbeing and academic growth. When sensory needs are respected and planned for, children are better able to regulate emotions, engage in learning and build independence.

What Is a Sensory-Friendly Environment?

A sensory-friendly environment is a space that’s been intentionally designed to reduce overwhelm while still providing the right level of stimulation for engagement and learning.

Autistic learners experience sensory input differently. Some may be highly sensitive to sound or light, while others may seek extra sensory input through movement or touch. Effective autism sensory support recognises that there is no single “correct” sensory profile.

Instead, the goal is to achieve a balance by:

Reducing triggers that cause distress
Providing tools that help self-regulation
Creating spaces where learners feel safe and understood.

Common Sensory Challenges Autistic Learners Face

Many autistic learners experience challenges across one or more sensory areas. These challenges can look very different from child to child.

Common examples include:

Bright fluorescent lights causing headaches or anxiety
Background noise making it difficult to focus on instructions
Certain fabrics or textures causing physical discomfort
Strong smells triggering nausea or distress
Busy visual environments making it hard to concentrate

Sensory overload in school can present as withdrawal, meltdowns, fatigue or difficulty processing instructions. At home, it might appear as resistance to certain rooms, clothing or daily routines.

Recognising these signs early allows parents and caregivers to introduce sensory adjustments for neurodivergent learners before stress escalates.

Key Principles for Sensory-Friendly Design

Effective sensory design is built on a few foundational principles:

1. Predictability and routine: Consistent routines reduce anxiety and help learners prepare for transitions.

2. Choice and control: Allowing learners to choose seating, tools or break spaces supports autonomy and regulation.

3. Low-arousal environments: Neutral colours, reduced clutter and controlled noise create calmer spaces.

4. Multi-sensory regulation options: Providing different sensory tools allows learners to self-regulate based on their needs in the moment.

Educators who build these principles into daily practice often see stronger engagement. Many families and teachers find that understanding the qualities that help neurodiverse students thrive makes a meaningful difference.

Creating Sensory-Friendly Spaces at Home

Home is often the first place sensory support begins. Small adjustments can make daily life significantly easier.

Here are some step-by-step tips for parents

Step 1: Observe sensory triggers

Notice when your child becomes overwhelmed. Does this occur during noise, bright light, transitions or crowded spaces?

Step 2: Create dedicated calming spaces for autistic children

Choose a quiet corner and include comforting items like cushions, weighted blankets or favourite sensory tools.

Step 3: Adjust lighting and sound

Use lamps instead of overhead lights. Consider curtains, rugs or white noise machines for sound control.

Step 4: Introduce visual structure

Visual schedules help reduce anxiety and improve independence.

Step 5: Offer sensory regulation tools

Fidget tools, chewable items or movement breaks can support focus and emotional regulation.

Parents navigating complex schooling journeys often benefit from understanding alternative pathways and support options when traditional settings aren’t working.

Designing Autism-Friendly Classrooms

An effective autism-friendly classroom setup supports all learners while making sensory needs visible and normalised.

Practical classroom adjustments include:

· Visual timetables and clear daily routines

· Access to noise-cancelling headphones

· Flexible seating, such as wobble stools or floor cushions

· Scheduled movement breaks

· Quiet sensory retreat areas

These supports reduce sensory overload in school and allow learners to re-engage more quickly after stress. Inclusive classrooms also rely on teacher awareness, consistent communication and staff training in autism sensory support strategies.

Tools and Resources That Support Sensory Needs

The right tools can help learners regulate without drawing unnecessary attention.

Commonly helpful tools include:

Sensory bins and tactile play materials
Wobble cushions and therapy bands for chairs
Chewable jewellery
Visual timers or sand timers
Occupational therapy-recommended sensory kits

Across South Africa, more suppliers and therapy centres are making sensory tools accessible to families and schools, helping normalise sensory adjustments for neurodivergent learners in everyday settings.

Working with Occupational Therapists and Support Staff

Collaboration is essential when designing effective sensory environments.

Occupational therapists can:

Conduct sensory assessments
Recommend personalised tools
Help design classroom or home adjustments
Support staff and parent training

Regular reviews are important because sensory needs can change as children grow or as learning demands shift.

Final Thoughts

Creating sensory-friendly environments for autistic learners is not about special treatment; it is about equitable access to learning and wellbeing.

When homes and schools invest in autism sensory support, they create environments where learners can regulate emotions, engage with confidence and build independence. Reducing sensory overload, designing thoughtful autism-friendly classroom setups and building intentional calming spaces for autistic children, all contribute to stronger educational outcomes.

Most importantly, consistent sensory adjustments for neurodivergent learners send a powerful message: you belong here, exactly as you are.

Small changes like softer lighting, quieter corners and predictable routines can transform how a child experiences the world. And when environments are designed with intention, learning becomes more accessible, more meaningful and more human for everyone.

Neurodiversity Summit: The Bridge Morningside

Mon, 25 Aug 2025 05:27:17 GMT

Neurodiversity is a concept that recognises and respects neurological differences—such as autism, ADHD, dyslexia, and other cognitive variations—as natural forms of human diversity. Rather than viewing these differences as deficits, the neurodiversity paradigm promotes inclusion, understanding, and tailored support to help each learner thrive. In a school context, this means shifting from a “one-size-fits-all” model to a flexible, responsive approach that honours individual learning styles, communication needs, and emotional development.

At The Bridge School, we believe in embracing the diversity of every learner’s potential through a neurodiverse educational philosophy. Our approach includes customised learning paths that adapt teaching methods to suit individual strengths and challenges. We foster a safe, nurturing environment where students feel valued and supported, ensuring their academic, emotional, and social growth. Our dedicated team of experienced teachers and therapists works collaboratively to meet each student’s unique needs. With a multidisciplinary team—including specialist teachers, speech and occupational therapists, and educational psychologists—we offer integrated classroom support and holistic development.

We are proud to launch our very first Neurodiversity Summit—a pioneering initiative aimed at equipping educators with practical, sustainable strategies for supporting neurodiverse learners. This event served as a platform for experts in the neurodiversity space to share insights, tools, and approaches to managing emotional and behavioural challenges in inclusive classroom settings. Our goal is to create greater awareness of neurodiverse learners and highlight the innovative work happening at The Bridge School.

The summit featured four dynamic presentations:
DIR Floortime South Africa unpacked the DIR model, sensory processing needs, and practical ways to support transitions using relationship-based interventions.

A Parent Perspective will provide a heartfelt account of the importance of communication and collaboration between parents and educators in supporting neurodiverse learners.

Tash Munisamy, Lead Occupational Therapist at The Bridge School, shared practical tips on emotional and behavioural management from a regulation-based perspective—including strategies for educators to enhance their own self-regulation.

Katlego Mantsho & Tandzile Makobe, Speech Therapists at The Bridge School, provided hands-on behavioural management strategies grounded in communication development.

With a vision to build a vibrant, supportive community, this summit delivered in it’s promise to be colourful, engaging, and deeply practical—knowledge was shared, collaboration was fostered, and inclusion was celebrated.

Key Features of The Bridge School:
- Personalised Learning Plans
- Continuous Evaluation
- Inclusive Culture

Building Bridges: Creating Classrooms That Support Neurodiversity

Wed, 21 May 2025 11:20:59 GMT

How inclusive environments empower unique minds

As awareness around neurodiversity grows, South African schools are being called to rethink the traditional “one-size-fits-all” classroom model and instead design learning environments that celebrate and accommodate the vast spectrum of human brains.

“Neurodiversity includes a range of neurological differences such as autism, ADHD, dyslexia, dyspraxia, and more. These are not deficits, but natural variations in the human mind,” says Renie Sutherland, Principal: The Bridge Assisted Learning School Morningside.

“Creating inclusive classrooms means understanding these differences, removing systemic barriers, and adopting a culture where all students can thrive, not in spite of their differences, but because of them,” she says.

At its core, the neurodiversity movement reframes conditions like autism or ADHD from being disorders to being part of a broader neurological spectrum. It challenges the deficit-focused model and invites teachers to focus on strengths, interests, and capabilities.

“It therefore becomes our job as educators to create environments that do not just accommodate these students, but truly empower them,” says Sutherland.

However an inclusive classroom does not rely solely on differentiated worksheets or extra time on tests. It begins with creating a framework that anticipates flexibility and adaptability from the start and provides multiple means of engagement, representation, and expression.

This might include:

Flexible seating and sensory-friendly spaces , allowing students to choose where and how they focus best.
Visual schedules and clear routines , which support students who struggle with executive functioning or anxiety.
Multi-modal instruction , where content is delivered through visuals, audio, movement, and hands-on experiences.
Alternative assessment methods , like oral presentations, portfolios, or creative projects that tap into a student’s strengths.

“Teachers are the hubs of inclusion. Beyond lesson plans and classroom layouts, inclusive education begins with mindset. Teachers who cultivate curiosity, empathy, and high expectations for all students make the greatest impact,” notes Sutherland.

She says schools must prioritise, where possible, professional development in neurodiversity and inclusive pedagogy to equip teachers with the tools they need. Equally important is collaborating with families, therapists, and learning support teams to build a comprehensive understanding of each student’s needs.

“Neurodiverse students often bring exceptional talents in areas like art, music, technology, storytelling, or pattern recognition. When these strengths are nurtured, students feel a sense of belonging and purpose.

“For example, in one inclusive classroom, a student with dyslexia who struggled with written expression was given the role of creating a podcast to reflect learning. The result? Increased engagement, confidence, and a new skill set that stretched beyond the curriculum.”

Sutherland says true inclusion should not be considered within the framework of a set of strategies. Rather, it should become a school culture.

“It is in the language we use, the assumptions we challenge, and the communities we build. It is when students see themselves represented in the curriculum, when neurodiverse students are not pulled out but pulled in, and when difference is not merely tolerated but celebrated.”

Schools that embrace inclusion report benefits for all students—not just those who are neurodiverse. Peer empathy, collaboration, and creativity flourish in environments where diversity is normalised and supported.

“Creating inclusive classrooms for neurodiverse students is not just a trend, it is a necessary evolution. It calls on teachers and schools to be flexible, reflective, and innovative. Most importantly, it calls on us to believe in the potential of every student.

“Inclusion starts with understanding, and it grows when we teach with heart, design with intention, and lead with hope.”

Building a Strong Support Network for Your Neurodiverse Child

Wed, 11 Dec 2024 05:39:57 GMT

Raising a neurodiverse child is a journey filled with unique joys and challenges. From learning the best ways to support their development to advocating for them in social, educational, and community settings, the experience can be profoundly rewarding but also at times, isolating.

The truth is, no parent can—or should—navigate this journey alone. And building a strong support network is essential to ensuring the best outcomes for your neurodiverse child, says Renie Sutherland, Principal at The Bridge Assisted Learning School Morningside.

BUILDING THE VILLAGE

FAMILY AND FRIENDS

Your closest support network often begins with family and friends. These are the people who care deeply about you and your child, and many will want to help, even if they don’t fully understand your child’s needs at first.

Educate and share : Share information about your child’s neurodiversity in simple, clear terms. Help them understand how they can support your child and why certain rules and regulations are necessary.

Set boundaries as needed : While family members may mean well, they might unintentionally say or do things that do not align with your child’s needs. Communicate openly about what is helpful and what is not.

Ask for specific help : Don’t hesitate to ask for concrete assistance—like babysitting during appointments, attending school meetings, or simply being there to talk. People are often willing to help when they know exactly how.

SCHOOL TEACHERS AND STAFF

A child’s school plays a significant role in their development, and building strong relationships with teachers and staff is essential for creating an inclusive learning environment. Communication and collaboration with school staff can ensure your child’s needs are met in the classroom.

Attend meetings regularly : Parent meetings to discuss your child’s goals and needs are the first steps to building community and aligning expectations. Bring a clear list of concerns and desired supports to discuss with your child’s teacher.

Stay in touch : Regular updates between parents and teachers can provide insights into your child’s progress, strengths, and areas for improvement. Parents do not have to wait for formal parent meetings.

Collaborate on solutions : Approach teachers as partners. Ask them about strategies that have worked with other students and be open to suggestions. An ongoing, cooperative relationship benefits everyone involved.

THERAPISTS AND SPECIALISTS

Therapists and specialists play an invaluable role in your child’s growth. Occupational therapists, speech therapists and others bring professional expertise that can help your child thrive. Establishing a good relationship with therapists can lead to more effective support strategies. But be mindful that therapy is not a magic cure; it is a process that builds skills over time.

Share your goals : Let therapists know what you hope your child will achieve. Being transparent about your family’s priorities can help guide their approach.

Ask for practical exercises : Many therapists can suggest activities and strategies to use at home, which can reinforce the progress made in sessions.

Encourage collaboration : Ask therapists to communicate with teachers and other professionals to ensure that everyone involved is on the same page about your child’s needs and progress.

PEER MENTORING

Peer mentoring programmes are excellent ways for neurodiverse children and parents to learn from older peers who share similar experiences.

Neurodiversity support groups : These groups focus on empowering neurodiverse individuals. One such group is Autism South Africa, whose aim is to have all autistic people reach their potential throughout their lives. Another is SADAG, which has more than 160 free support groups.

Parent-led support initiatives : Connecting with other parents of neurodiverse children can be a lifeline. These parents understand the highs and lows, and they can offer empathy, practical advice, and resources that are difficult to find elsewhere.

SELF-CARE AND SUPPORT

Parenting a neurodiverse child is rewarding, but it can also be physically and emotionally demanding. Prioritising self-care ensures you are able to show up fully for your child.

Schedule personal time : Even small amounts of time for activities you enjoy can refresh your mind and lift your spirits.

Seek out your own support group : Whether it is friends, family, or a parent group, talking with others who understand can reduce stress and provide fresh perspectives.

Find counselling if needed : A therapist can help you process the emotional aspects of parenting a neurodiverse child and provide strategies for maintaining balance.

“Raising a neurodiverse child is a journey that is most successful when shared with a network of family, friends, teachers, therapists, and community,” says Sutherland.

“The most powerful thing you can do for your child is to surround them—and yourself—with people who offer support, understanding, and encouragement. Building this village takes time and effort, but it can be life-changing for both you and your child, creating a foundation of love and resilience that will help them grow into their unique strengths and abilities. Remember, you don’t have to do it all alone—your village is out there, ready to support you every step of the way.”

The Power of Fun in Learning for a Brighter Future

Tue, 19 Nov 2024 13:59:10 GMT

Schools have increasingly recognised the importance of fostering well-rounded development in learners. Academic achievement is no longer viewed as the sole marker of success; instead, there is growing emphasis on the mental, emotional, and social wellbeing of learners. Fun days - often seen as simple recreational events - offer vital opportunities for this balanced growth, an education expert says.

“At our school, fun days have become integral to our educational model, providing meaningful experiences that go beyond play. Every Friday, our school transforms into a hub of creativity and excitement with our Fun Fridays! These themed days range from dress-up events to community-driven projects, such as wearing sunglasses in support of the South African Guide-Dogs Association,” says Renie Sutherland, Principal at The Bridge Assisted Learning School Morningside, which supports students facing challenges unrelated to cognitive ability.

She says pupils engage in a variety of enjoyable activities like art projects, dancing, and even hosting MasterChef-themed cook-offs.

“Fun Fridays also offer a wonderful opportunity to celebrate our rich cultural backgrounds, creating a vibrant and inclusive space where learning meets joy. It’s a day everyone looks forward to,” she says.

Play theory and child development

Jean Piaget and Lev Vygotsky, two of the most prominent figures in child development theory, stressed the role of play in learning.

“Piaget proposed that play provides a mechanism through which children experiment, learn, and understand the world around them. Vygotsky highlighted how play enables children to develop critical social skills, such as cooperation, negotiation, and problem-solving. These theories align with the inclusion of fun days, which provide structured play environments conducive to skill development and social learning,” notes Sutherland.

Social-Emotional Learning

Social-Emotional Learning focuses on teaching children how to manage emotions, establish positive relationships, and make responsible decisions, says Sutherland.

“Fun days act as a natural extension of these principles by providing learners with opportunities to collaborate and build empathy through group activities and shared experiences.”

Sutherland says she has observed a number of ways in which fun days positively impacted on the school’s learning and culture. These include:

Improved Social Interaction and Peer Relationships: Fun days allow learners to interact with one another in a non-academic setting, which fosters the development of healthy peer relationships. These interactions contribute to the development of teamwork, communication, and conflict resolution skills. For learners in assisted learning environments, where social skills may need additional support, fun days offer structured opportunities to engage with peers and practice these essential life skills.

Emotional Well-being and Stress Relief: With rising academic pressures, learners are increasingly vulnerable to stress and anxiety. Fun days offer a reprieve from these pressures, allowing learners to relax and enjoy themselves in a safe, supportive environment.

Physical Health and Cognitive Benefits: Physical activities, such as our Friday Dance days, are often a major component of fun days. These activities not only promote physical health but also have cognitive benefits.

Building School Spirit and Community Fun days foster a sense of belonging and unity within the school community. Participating in shared experiences helps build school pride and strengthens the relationships between learners, staff, and teachers. These events help create a positive school climate where learners feel connected, valued, and supported.

“At The Bridge Assisted Learning School Morningside, fun days are strategically designed to integrate educational goals with playful activities to create a well-rounded experience for learners,” says Sutherland.

“Our fun days have led to increased student engagement, both during the events themselves and in the classroom afterward. Teachers report that learners return to class feeling energised, motivated, and more focused on their schoolwork. This is particularly significant for learners who typically struggle with maintaining attention in a traditional academic setting.”

The collaborative nature of our fun days has also allowed learners to develop stronger peer relationships.

“Learners who previously found it difficult to communicate or interact with others have shown marked improvement in their social skills. Fun days have contributed significantly to the development of a positive school culture. The shared joy and collaborative spirit cultivated during fun days have had lasting effects, strengthening relationships throughout the school and contributing to a more inclusive and supportive environment.”

Key Teaching Qualities That Empower Neurodiverse Students

Fri, 18 Oct 2024 06:30:26 GMT

In an inclusive and diverse educational environment, the responsibilities of a teacher go beyond the conventional pedagogy. When teaching at schools that support neurodiversity, where students have challenges such as dyslexia, autism, ADHD, and other neurodivergent profiles, it is particularly important to have a broader view of one’s responsibility. In this setting, the ideal teacher is not only an instructor, but also a mentor, a guide, and an advocate for the individual potential of every student.

Patience and understanding are essential when working with neurodivergent students. Some students may frequently take longer to understand topics, and they may behave very differently from their neurotypical peers. A teacher who embodies empathy for these distinctions creates a classroom where each student feels encouraged and respected.

Personalised instruction greatly benefits neurodivergent students. A great teacher can adapt their teaching methods to fit the needs of students with different learning styles. We are particularly passionate about this aspect at The Bridge School. Through the use of technology, interactive exercises, or visual assistance, teachers can adapt their approaches to better meet the individual needs of each student. This flexibility extends to classroom management, where educators must come up with innovative and practical ways to deal with the dynamic and frequently unpredictable responses of some neurodivergent students.

Communication must be clear, consistent and concise in a neurodiverse classroom. Teachers must give directions in a way that all students can understand. It is equally crucial to listen actively to make sure that students feel valued and heard. Active listening guides the teacher’s instruction. Effective communication extends outside the classroom, and it requires regular and honest communication with parents, caregivers, and other professionals to provide every student with a comprehensive support system.

To enhance their confidence and sense of self, neurodivergent benefit greatly from a positive and encouraging attitude . It is crucial to provide students with encouragement and positive reinforcement so they can acknowledge and appreciate their accomplishments. The teacher’s belief in each student’s potential is paramount to fostering a nurturing environment which inspires students to achieve their best.

It takes specific expertise to comprehend the intricacies of neurodivergent challenges. A degree or further degree in Psychology serves as an excellent foundation, as a deeper understanding of the human mind is essential. This should of course be accompanied by a solid foundation of the subject being taught. For teachers to effectively assist their students, they must stay current on research, tactics, and resources through ongoing professional development.

Innovative and creative teaching strategies are frequently needed to engage neurodivergent students. Teachers should create lessons that appeal to a variety of learning styles and pique students' interests. This ingenuity improves memory and comprehension of the subject matter and provides a more appealing learning experience. Creative problem-solving abilities enable the teacher to handle particular challenges, guaranteeing a seamless and efficient learning process.

Neurodivergent students commonly present with an increased sensitivity to stimuli. Being knowledgeable and mindful of these sensitivities and adjusting the classroom atmosphere appropriately are essential qualities of an excellent teacher.

Finally, teachers at a school for neurodivergent students should possess a high level of understanding and controlling their own emotions, as well as those of their students. This requires a high level of emotional intelligence . An excellent teacher demonstrates emotional control and self-regulation while teaching students self-management techniques. Facilitating the growth of social skills and peer relationships is crucial in assisting neurodivergent adolescents in managing social difficulties and forming significant relationships.

Frequently Asked Questions

What are the most important teacher qualities for neurodiverse students?
The most essential teacher qualities for neurodiverse students include patience, understanding, empathy, and the ability to provide personalised instruction. Teachers must adapt their methods to fit different learning styles and create supportive environments where students with dyslexia, autism, ADHD, and other neurodivergent profiles feel respected and encouraged to reach their potential.

How should teachers communicate with neurodiverse learners?
Teachers should use clear, consistent, and concise communication when working with neurodiverse students. Instructions must be given in ways all students can understand, and active listening is crucial to ensure students feel valued and heard. Effective communication also extends to regular collaboration with parents, caregivers, and other professionals.

Why is personalised instruction important for neurodivergent students?
Personalised instruction is vital because neurodivergent students have diverse learning styles and needs. Great teachers adapt their methods using technology, interactive exercises, or visual aids to meet individual requirements. This flexibility extends to classroom management, where educators must develop innovative approaches to handle dynamic and sometimes unpredictable student responses.

What educational background is best for teachers of neurodiverse students?
A degree in Psychology provides an excellent foundation for understanding neurodivergent challenges, as deeper knowledge of the human mind is essential. This should be combined with solid subject expertise and ongoing professional development. Teachers must stay current on research, tactics, and resources to effectively support their students' unique needs.

How can teachers create a positive learning environment for neurodivergent students?
Teachers should maintain a positive, encouraging attitude and provide regular positive reinforcement to help students acknowledge their accomplishments. The teacher's belief in each student's potential is paramount to fostering a nurturing environment. Additionally, being mindful of sensory sensitivities and adjusting the classroom atmosphere accordingly creates optimal learning conditions.

What creative teaching strategies work best for neurodiverse learners?
Innovative teaching strategies that appeal to various learning styles are essential for engaging neurodivergent students. Teachers should create lessons that pique students' interests and improve memory and comprehension. Creative problem-solving abilities enable teachers to handle specific challenges, ensuring a seamless and efficient learning process that accommodates different neurological profiles.

Why is emotional intelligence crucial for teachers of neurodiverse students?
High emotional intelligence is essential because teachers must understand and control their own emotions while managing those of their students. Excellent teachers demonstrate emotional control and self-regulation while teaching students self-management techniques. This skill is crucial for facilitating social skills development and helping neurodivergent adolescents navigate social difficulties.

How do teachers support social development in neurodiverse students?
Teachers support social development by facilitating peer relationships and teaching social skills explicitly. They help neurodivergent adolescents manage social difficulties and form meaningful relationships through structured activities and guidance. This involves creating opportunities for positive peer interactions while providing coaching on social communication and relationship-building skills within the classroom environment.

Helping Your Child Develop a Love for Reading

Wed, 16 Oct 2024 05:19:03 GMT

In South Africa, the ability to read for meaning is a critical skill that remains elusive for many children. According to the Reading Panel 2030 report, a staggering 78% of Grade 4 learners cannot read for meaning in any language. This alarming statistic underscores the urgent need to foster a love of reading among students to ensure their academic success and personal development.

“Reading is foundational to learning and personal growth. It enhances vocabulary, improves comprehension, and stimulates imagination. Moreover, reading is linked to better academic performance across all subjects. For South Africa, where educational disparities are significant, promoting reading can be a powerful tool to bridge the gap and empower future generations,” says Kassandra Strydom, Academic Advisor: Foundation Phase at ADvTECH , Africa’s leading private education provider.

Strydom emphasises that in a world dominated by social media and mobile devices, keeping a child's interest in reading can be challenging. However, she underscores that this is a vital responsibility for parents.

“By integrating reading into daily life from a young age, and making it an enjoyable activity, parents can help their children develop a lifelong love for reading, thereby improving their prospects of personal and academic achievement,” she says.

Strydom notes that the findings of the Reading Panel 2030 report highlight the critical need for efforts to ensure that all children in South Africa can read for meaning by 2030. And while the Department of Education committed to addressing challenges identified in the report at a recent session where Basic Education Minister Siviwe Gwarube delivered the keynote address, the mammoth task could not be left to educators alone, she said.

“Schools and teachers play an important role in teaching students how to read, but few are equipped to instil a genuine love for reading by the time children begin formal education. This essential passion must be nurtured at home to create a supportive environment where students can thrive once they master their ABCs.”

Strydom says parents play a pivotal role in nurturing a child’s love for reading, and says it can be done by:

CREATING A READING-FRIENDLY ENVIRONMENT & LEADING BY EXAMPLE

Second-hand books are often very affordable, and libraries are free, making it easy for families to fill their homes with a diverse selection that caters to their child's interests and reading level. Choosing books together can be a fun and exciting activity, providing valuable parent-child bonding time. Once the books have been selected, engaging in paired or shared reading experiences can enhance this connection. Creating opportunities to read together in a relaxed and intimate setting—whether snuggled on the couch or curled up in bed—makes reading feel special. This not only fosters a love for reading but also connects the activity to positive emotions and quality time spent together.

By modelling positive reading habits and setting aside dedicated reading time each day, parents can help cultivate a lifelong passion for books in their children.

USING TECHNOLOGY WISELY

Excessive screen time can negatively impact children’s development, prompting many schools to limit mobile phone usage to create more focused learning environments. To balance screen time at home, families can implement "reading timeouts" that benefit both child and parent.

While there are numerous reading apps and platforms that can make reading engaging, it’s important to choose those that offer personal learning pathways, allowing children to explore content beyond just reading.

These apps can foster deeper engagement with reading material by connecting it to real-world situations and encouraging critical thinking. However, it’s essential to also incorporate non-screen reading to ensure children develop a well-rounded love for literature alongside their digital experiences.

MAKING READING AN INTERACTIVE EXPERIENCE

When fostering a love for reading, it's important to ensure that the experience is interactive.

Encourage children to engage with books before diving into the text by taking time for ‘picture walks’, where they can flip through pages and explore the illustrations. This approach helps minimise distractions and prepares them for a more focused reading experience.

Consider using the "5 W" principle—asking who, what, when, where, and why questions about the book—to spark discussion and curiosity. Before reading, ask children what they think the story might be about, and always include the follow-up question, "How do you know that?" This encourages them to articulate their thoughts and develops metacognition—thinking about their thinking—making the reading experience richer and more meaningful.

Is It Time to Change Schools? What Parents Should Consider

Thu, 22 Aug 2024 09:41:15 GMT

School choice is not a straightforward ticking-of-the-boxes exercise. As all parents know, there are many factors that influence the decision-making process. Even when exhaustive investigations have been done, questions may still remain whether the right choice was made.

At this time of year, following the mid-term exams, and looking forward to a new school year, parents may be considering moving schools due to various factors – academic, social and emotional. The decision to move schools is a significant one that can come with major upsides but also unforeseen downsides, and therefore warrants careful consideration.

Education experts from ADvTECH Schools say that while moving schools is a hard call to make, there are ways to determine whether a child’s current school is the best fit for them, or whether they will be best served in a new or different environment.

Renie Sutherland, Principal at The Bridge Assisted Learning School Morningside, says there are a few factors to take into consideration when assessing if a school is a good match. They include the questions of:

Progress or Regresses: If your child is no longer making progress or is regressing despite the support in place, it may indicate that the current environment is not meeting their needs.
Emotional Distress: If your child exhibits consistent emotional distress, anxiety, or behavioural issues that seem exacerbated by the school setting, this might be a sign that the environment is not conducive to their well-being.
Lack of Adequate Resources: If the school is unable to provide the necessary resources, therapies, or accommodations that your child needs to thrive, it might be time to explore other options.
Mismatch in Educational Philosophy: If the school’s approach to education and support structures does not align with your child’s learning style or needs, it could be beneficial to seek a school with a more tailored approach.

“The ideal environment varies based on the child’s specific challenges; for example a child with learning difficulties might need a more specialised setting, which offers individualised learning plans, smaller class sizes, and dedicated support staff,” she says.

Sutherland says when considering alternative options, parents should:

Visit Schools: Schedule visits to potential schools to observe the environment, meet the staff, and see how the school operates on a day-to-day basis.
Speak to the Principal: Have an in-depth conversation with the principal or head of the learning support team. Discuss your child’s specific needs and how the school can meet them.
Assessments: Arrange for your child to be assessed by an educational psychologist or a specialist to gain a clear understanding of their needs and the type of environment that would best support their development.
Talk to Other Parents: Connect with parents who have children with similar challenges to hear their experiences with different schools.

“Trusting your instincts as a parent is important. If you feel that your child’s current school is not meeting their needs, exploring other options may be the best decision for your child’s long-term success and happiness. How your child responds to school (happy or anxious) is a good determiner of how your child copes at school. Academic success is very much connected to emotional well-being, especially for children who require additional support.”

Marion Kohler, Principal at Abbotts JHB South, says there are a number of reasons as to why a school does not work out for student.

“It could be for emotional reasons, where the child is not making friends, or there has been social isolation. Academic progress could also be a factor, where the child feels they are not getting the necessary support from the teachers or school, or that their subject offering is not aligned with future goals.

“However, it is important to differentiate between typical challenges that can be overcome with time and support, and those that are perhaps just an incompatibility with the school environment. If the issues persist despite efforts to address them, it may be time to consider a change. A school cannot be everything to everybody.”

Kohler says when considering changing schools, it is important to look at the specific needs of a child when looking for a good fit for children with specific challenges.

“Most good schools will offer support for children with barriers to learning, in the form of concessions for exams and tests. There are also more niche schools that are very accommodating of children with mild autism, ADHD, learning barriers such as slow processing speeds, dyslexia, dyscalculia and those with mental health challenges.

“If a child has neurodiverse challenges that are more severe than those mentioned, a school with a stronger support system, such as specialized education services and teachers trained in differentiated instruction for these types of students would be a better fit.”

When investigating alternative options, word of mouth from current parents in a school would be wise, and definitely a visit to the school with an appointment to see the principal could support the decision to change schools.

“Obviously, proximity to home, affordability and fit are important factors to consider. Thereafter, schedule an appointment with the principal and a tour of the school. One gets a ‘feel’ of the culture and climate of the school, what their offerings are and whether you think your child would settle in the environment,” says Kohler.

When contemplating changing schools it is important to weigh up the concerns against potential opportunities, she says.

“If the concerns are ongoing and are affecting a child emotionally, such as bullying, or a general anxiety, perhaps an online school or a school with fewer students may be a better fit.

“However there is also value in remaining in the same school, as it allows students to build deeper relationships with peers and teachers and to develop coping mechanisms including grit, emotional regulation, resilience, perseverance and a growth mindset.”

Frequently Asked Questions

How do I know when it's time to change my child's school?
Consider changing schools if your child is no longer making academic progress, experiencing consistent emotional distress or anxiety, or if the school cannot provide necessary resources and support. Look for signs like regression in learning, behavioral issues, or a mismatch between the school's educational philosophy and your child's learning needs.

What are the warning signs that my child's current school isn't the right fit?

Key warning signs include lack of academic progress despite support, ongoing emotional distress or anxiety related to school, inadequate resources or accommodations, and persistent social isolation or bullying. If your child consistently appears unhappy or anxious about school, this indicates the environment may not be meeting their needs.

Should I change schools for a child with learning difficulties or ADHD?
Children with learning difficulties, ADHD, or neurodiverse challenges may benefit from specialised schools that offer individualised learning plans, smaller class sizes, and dedicated support staff. Consider schools with trained teachers in differentiated instruction and stronger support systems designed for these specific needs.

What steps should parents take when researching alternative schools?
Start by scheduling school visits to observe the environment and daily operations. Meet with principals to discuss your child's specific needs, arrange educational assessments, and connect with other parents who have children with similar challenges. Word-of-mouth recommendations from current parents provide valuable insights.

Can changing schools negatively impact my child's development?
While school changes can provide benefits, there's also value in staying at the same school to build deeper relationships and develop resilience. Weigh ongoing concerns against potential opportunities. Consider whether issues are temporary challenges that can be overcome or fundamental incompatibilities with the school environment.

What factors should I consider when choosing a new school for my child?
Important factors include proximity to home, affordability, the school's culture and climate, available support services, class sizes, and alignment with your child's learning style. Schedule appointments with principals and tour facilities to get a feel for whether your child would thrive in that environment.

When is the best time of year to consider changing schools?
Many parents consider school changes after mid-term exams when looking toward the new school year. This timing allows for proper evaluation of academic progress and gives families time to research alternatives. However, serious issues like bullying or severe emotional distress should be addressed immediately regardless of timing.

How can I tell the difference between normal school challenges and serious problems requiring a school change?
Normal challenges can typically be overcome with time and support, while serious problems persist despite intervention efforts. If issues continue affecting your child's emotional well-being, academic progress, or social development after reasonable attempts to address them, it may indicate an incompatibility requiring a school change.

How Innovative Classrooms Support Neurodiverse Learners

Fri, 26 Jul 2024 08:59:17 GMT

Creative, project-based learning environments are proving to be game-changers for neurodivergent learners, offering them new avenues to thrive and succeed.

Neurodivergent learners, including those with autism, ADHD, dyslexia, and other neurological differences, often face challenges in traditional school settings. Standardised tests, rigid curricula, and conventional teaching methods can overlook the unique strengths and needs of these students.

With our teachers increasingly embracing project-based learning (PBL) as a powerful tool to engage and support neurodivergent students, we are starting to see unassailable evidence of the benefit of this approach for neurodivergent students.

THE BENEFIT OF PROJECT-BASED LEARNING

Project-based learning emphasises hands-on, real-world projects that encourage students to explore subjects deeply and meaningfully. This approach allows neurodivergent learners to leverage their creativity, problem-solving skills, and unique perspectives. By focusing on projects that align with their interests and strengths, these students are able to demonstrate their abilities in ways traditional assessments might not capture.

THE DIFFERENCE A VIBRANT ENVIRONMENT MAKES

At The Bridge Assisted Learning School, classrooms are vibrant and flexible spaces where students engage in collaborative projects. These projects range from exploring the effects of global warming and pollution to designing and 3D printing sustainable buildings, demonstrating how such innovations can positively impact our world. Teachers have reported remarkable improvements in student engagement and problem solving.

A WINNING COMBINATION

The benefits of project-based learning within a vibrant environment are multifaceted. Firstly, it promotes a sense of ownership and agency over the learning process. Students have found that working on projects related to their passions keeps them focused and motivated. They especially love the Steams curriculum that is focused on solving real-world problems, teaching hard and soft skills through digital design, 3D printing and laser-cutting. They love that it does not feel like school – an oft expressed sentiment.

PBL fosters critical skills such as collaboration, communication, and adaptability. These skills are essential for all students, but particularly for neurodivergent learners who may struggle with social interactions in more traditional settings. Working in teams on projects helps them practice these skills in a supportive, real-world context.

Implementing PBL more widely will require significant shifts in teaching practices, professional development for teachers, and sometimes even changes in classroom design.

But the benefits are clear. In these creative classrooms, every student has the opportunity to discover their potential, pursue their passions, and achieve success on their own terms. And for neurodivergent learners, this can make all the difference.

Managing emotional challenges in the classroom

Tue, 30 Apr 2024 08:44:11 GMT

In the ever-evolving field of education, meeting the diverse needs of children extends beyond conventional teaching approaches. A critical factor that has garnered attention is the comprehension of emotional dysregulation and its significant influence within the classroom setting. As educators and parents endeavour to cultivate the optimal learning environment, acknowledging and tackling emotional dysregulation is increasingly recognised as a pivotal component in nurturing academic achievement, according to an education expert.

“Emotional dysregulation refers to difficulties in managing and expressing emotions appropriately. For some children, navigating the complex web of feelings can be overwhelming, leading to challenges in focusing, self-control, and interpersonal relationships. Recognising the signs of emotional dysregulation is crucial for creating a supportive environment that promotes both emotional and academic growth,” says Renie Sutherland, Principal at The Bridge Assisted Learning School Morningside, which supports students facing challenges unrelated to cognitive ability. The Bridge is a brand of ADvTECH, Africa’s largest private education provider.

Sutherland says the repercussions of emotional dysregulation in the classroom can be far-reaching.

“Children grappling with emotional dysregulation may find it challenging to concentrate on academic tasks, exhibit disruptive behavior, or struggle to engage in collaborative activities. These challenges can hinder not only their individual learning but also the overall classroom dynamic.”

Sutherland says recognising emotional dysregulation can sometimes be challenging, but that there are some general signs that may indicate emotional dysregulation:

Intense Emotional Reactions: Children with emotional dysregulation may experience emotions more intensely than their peers. This can manifest as extreme anger, sadness, anxiety, or frustration that seems disproportionate to the situation.
Quick Mood Shifts: Abrupt and unpredictable changes in mood can be indicative of emotional dysregulation. A child may go from being calm to extremely upset or agitated without an apparent trigger.
Difficulty Recovering from Upsets: Children struggling with emotional dysregulation may find it challenging to calm down after becoming upset. Their emotional state might persist for an extended period, making it difficult for them to return to a baseline mood.
Impulsive Behavior: Acting on impulses without considering the consequences is a common trait associated with emotional dysregulation. This may include impulsive decisions, outbursts, or even physical aggression.
Difficulty with Transitions: Changes in routine or unexpected transitions can be particularly challenging for those with emotional dysregulation. They may struggle to adapt to new situations, leading to increased stress and emotional upheaval.
Poor Frustration Tolerance: Children with emotional dysregulation may have a low threshold for frustration. Minor setbacks or challenges that others may handle with ease can lead to intense emotional reactions.
Social Difficulties: Emotional dysregulation can impact interpersonal relationships. Children may struggle with making and maintaining friendships due to difficulties in understanding and responding appropriately to social cues.
Physical Symptoms: Emotional dysregulation can manifest physically. Children may experience headaches, stomachaches, muscle tension, or other physical symptoms in response to emotional distress.
Sleep Disturbances: Disruptions in sleep patterns, such as difficulty falling asleep or staying asleep, can be associated with emotional dysregulation. Emotional challenges may interfere with the ability to relax and unwind before bedtime.
Difficulty Identifying Emotions: Some children with emotional dysregulation may have difficulty recognizing and labeling their own emotions. This lack of emotional awareness can contribute to challenges in effectively regulating their feelings.

“While the above could be indicators of emotional dysregulation, they should serve as a starting point for investigation, not a diagnostic checklist, as every individual is unique,” says Sutherland.

“If a parent has cause for concern, they should seek professional help from a qualified professional or educational experts to help guide them and their child. It is crucial to approach emotional dysregulation with sensitivity and avoid making assumptions,” she says.

Generally, the approach to supporting children dealing with dysregulation will include building emotional awareness, developing structured routines, teaching coping skills, engaging in collaborative problem solving, and building and maintaining healthy boundaries.

It may also become necessary to find a school that understands emotional dysregulation and is paramount for the holistic development and well-being of children, which is able to assist children on their journey.

“The ability of a school to recognise and address emotional challenges directly correlates with a child's academic success and overall mental health. A school that prioritises emotional well-being fosters classroom environments tailored to promote resilience, creating a supportive space where children feel understood and validated,” says Sutherland.

“Such environments will be characterised by teachers who are trained to recognize signs of emotional dysregulation and implement strategies that nurture resilience. By emphasizing emotional intelligence alongside academic achievement, these schools equip children with essential life skills, enabling them to navigate challenges with resilience and adaptability.

“Ultimately, choosing a school that values and incorporates emotional well-being into its educational philosophy, lays the foundation for children to thrive academically, emotionally, and socially, setting them on a path towards long-term success.”

Frequently Asked Questions

What is emotional dysregulation in children?
Emotional dysregulation refers to difficulties children have in managing and expressing emotions appropriately. It can manifest as intense emotional reactions, difficulty recovering from upsets, and impulsive behavior that seems disproportionate to the situation, significantly impacting their learning and classroom interactions.

How can teachers recognise signs of emotional dysregulation in students?

Teachers can identify emotional dysregulation through various indicators including intense emotional reactions, quick mood shifts, difficulty with transitions, poor frustration tolerance, impulsive behavior, and physical symptoms like headaches or stomachaches. These signs help educators provide appropriate support and intervention strategies.

Why does emotional dysregulation affect academic performance?
Emotional dysregulation impacts academic performance by making it challenging for children to concentrate on tasks, engage in collaborative activities, and maintain focus. When students struggle to manage their emotions, they may exhibit disruptive behavior that hinders both individual learning and overall classroom dynamics.

What classroom strategies help students with emotional challenges?
Effective classroom strategies include building emotional awareness, developing structured routines, teaching coping skills, engaging in collaborative problem-solving, and maintaining healthy boundaries. These approaches create supportive environments where students feel understood and can develop resilience while learning academic content.

How can parents support children experiencing emotional dysregulation at school?
Parents should seek professional help from qualified educational experts or mental health professionals when they notice concerning signs. Early intervention, combined with consistent communication between home and school, helps create a comprehensive support system that addresses the child's emotional and academic needs.

Can emotional dysregulation be mistaken for other behavioral issues?
Yes, emotional dysregulation can be confused with attention problems, defiance, or learning difficulties. Professional assessment is crucial for accurate identification, as symptoms like difficulty concentrating, impulsive behavior, and social challenges may overlap with other conditions requiring different intervention approaches.

What role do schools play in supporting emotionally dysregulated students?

Schools play a vital role by creating environments that prioritize emotional well-being alongside academic achievement. Effective schools train teachers to recognize emotional challenges, implement supportive strategies, and foster classroom environments that promote resilience and validate students' emotional experiences.

How does addressing emotional dysregulation benefit the entire classroom?

Addressing emotional dysregulation creates a positive ripple effect throughout the classroom by reducing disruptions, improving overall learning atmosphere, and teaching all students valuable emotional intelligence skills. When educators support struggling students, it enhances classroom dynamics and creates a more inclusive learning environment for everyone.

Keys to Successful Learning

Wed, 06 Dec 2023 11:34:33 GMT

During the first seven foundation years, children are exposed to a multiplicity of different stimuli in their environments. While having to contend with the actions of the people around them as well as changes in their bodies as they grow, they also have to learn how to function in society, as well as how to manage their basic needs for survival. When these conditions are erratic and they receive different responses to similar situations, it may create anxiety and frustration.

This is where we as parents and guardians have a decisive role to play, to guide them in their understanding of and response to the world.

Creating structure by means of routines and clear expectations allows for a sense of safety in children. It provides them with a set of conditions that are predictable and leaves little room for misunderstandings and/or anxiety. By being consistent with routines, rules and responses to behaviours in all environments, children feel a sense of safety, stability and confidence, which are all essential qualities for learning and development to take place.

While creating structure and consistency might not be as easy as it sounds, there are a few simple ways to create a sense of safety for children:

Develop and follow routines WITH your child.
Develop rules and consequences WITH your child.
Follow through with consequences to breaking rules, repeatedly.
Be consistent with responses to behaviours.
Give praise for behaviours that are considered acceptable.
Give explanations for negative responses when behaviours are unacceptable.

By practising these habits together with your child, and creating psychological and emotional safety, your child will be better able to navigate unexpected challenges in their environment with resilience. This equips them to engage in developmentally appropriate learning and socio-emotional activities.

At The Bridge Assisted Learning School, our smaller classes allow for teachers to create a more structured environment that includes the children, to ensure a thorough understanding of their expectations. We use variety of modalities to familiarise the children with their daily schedules, to reduce anxiety levels and inconsistencies.

Gestalt Language Processing

Thu, 16 Nov 2023 14:04:34 GMT

A growing area of interest in the speech therapy profession is Gestalt language processing. Gestalt language processors are children who learn language in a way that is different from analytical language learners. Rather than learning to make sounds, then words and then sentences like analytical language learners; these children learn whole phrases first.

“For those with a psychology background, the word Gestalt is familiar, but it essentially means learning from the whole to the part. Rather than learning the word done, a Gestalt language processor might say, well done, excellent job every time they complete a task, regardless of whether the job was completed fully or not,” explains Robyn Barlow, Speech Therapist at The Bridge Assisted Learning School , part of the ADvTECH Group, SA’s leading private education provider.

“It is a type of language development that usually presents with echolalia. Echolalia is a term for sentences or phrases that are repeated, which can either be delayed or immediate. These are the children that repeat your questions back to you or repeat a line from a TV show in a sing-song manner,” she says.

“It can be frustrating when your questions are constantly said back to you by a small person. And for many it may appear that the child is unaware of what is being asked, but research has shown that is not true. As communicative partners of these children it is important to encourage communication in any form.”

Some tips for parents and teachers communicating with Gestalt language processors include:

Acknowledge the communication, this can be through a smile or a nod but the attempt to communicate must be acknowledged.
Model language, they have made associations to these phrases that may be tricky to decipher. For example, the child may say, “that’s a big truck” every time they see a truck. As a caregiver, modelling various sentence structures, intonation patterns and modifying the sentence is a good way to stimulate language. For example, “Is that a big truck?” or “yes, a big RED truck.”
But sometimes, the phrase can be attached to an emotion. Determining if an emotional response is attached to a phrase can help you and the child identify big feelings and better ways to manage them.

“While we do not know what causes children to be analytic or Gestalt processors, we do know that Gestalt language processors using echolalia is a valid form of communication. Many children who are Gestalt language processors are neurodivergent and it important to learn how you can support them through neuro-diverse affirming approaches,” Barlow says.

Renie Sutherland, Principal at The Bridge Assisted Learning School Morningside campus (sister school of The Bridge Lonehill), says as is the case with all neurodiverse children, parents should seek additional assistance if they feel unsure or concerned about their child’s development.

“Sometimes neurodiverse students can’t thrive in mainstream schools, but they may also not be suited for special needs schools. Nevertheless, children with average to above average ability, whose learning is impacted by challenges such as ADHD, dyslexia, mild autism, and anxiety, or children who have been through illness or trauma which has affected their scholastic progress, as well as children who display signs of Gestalt language processing, may find the necessary support from therapy or schools that cater to neurodiverse children.”

“Gestalt language processing is not a disorder, but a different way of learning using language which can be nurtured and enhanced with the right guidance and strategies. If parents notice any signs that suggest Gestalt language processing, they may want to consult a speech-language pathologist or therapist who can assess the child’s language skills and provide appropriate intervention, support and guidance.”

Gestalt language processing is not a problem, but a potential, she says.

“Parents should therefore not be concerned or alarmed if they notice what could be Gestalt language processing in their children, as it is a natural and valid way of learning and using language. However parents can play a vital role in supporting their child’s language and holistic development, by being responsive, supportive, and collaborative with the child, their educators and other support structures.”

Frequently Asked Questions

What is Gestalt language processing and how does it differ from typical language development?
Gestalt language processing is a learning style where children acquire language by learning whole phrases first, rather than building from sounds to words to sentences like analytical learners. These children process language from whole to part, often repeating complete phrases or sentences they've heard before using them communicatively.

How is Gestalt language processing related to echolalia?
Gestalt language processing typically presents with echolalia, which involves repeating sentences or phrases either immediately or after a delay. Children may repeat questions back to you or recite lines from TV shows in a sing-song manner. This repetition is actually a valid form of communication, not meaningless mimicking.

Why do children with Gestalt language processing repeat phrases instead of answering questions?
When children repeat your questions back to you, they're attempting to communicate using their natural language processing style. Research shows these children understand what's being asked, but they process and express language differently. The repetition represents their effort to engage in communication using familiar phrase patterns.

Can parents support children who are Gestalt language processors at home?
Yes, parents can support these children by acknowledging all communication attempts through smiles or nods, modelling varied language patterns, and modifying familiar phrases. For example, if a child says "that's a big truck," parents can respond with "Is that a big truck?" or "Yes, a big RED truck."

Is Gestalt language processing considered a language disorder or disability?
No, Gestalt language processing is not a disorder but a different, natural way of learning and using language. It's a valid communication style that can be nurtured and enhanced with appropriate guidance. Many children who are Gestalt language processors are neurodivergent, requiring neuro-affirming support approaches.

How can teachers and caregivers recognise emotional connections in Gestalt language processing?
Sometimes phrases used by Gestalt language processors are attached to specific emotions or experiences. Caregivers should observe patterns and contexts to determine if emotional responses are connected to certain phrases. This understanding helps identify the child's feelings and develop better emotional management strategies.

When should parents seek professional help for Gestalt language processing?

Parents should consult a speech-language pathologist if they're concerned about their child's language development or notice signs of Gestalt language processing. Professional assessment can provide appropriate intervention, support, and guidance to help nurture the child's unique language learning style effectively.

What type of educational support works best for children with Gestalt language processing?
Children with Gestalt language processing often benefit from neurodiverse-affirming educational approaches and specialised therapy. Schools that cater to neurodiverse learners, like those supporting children with ADHD, dyslexia, or mild autism, can provide the necessary understanding and strategies to help these children thrive academically.

The Power of Phoneme-Grapheme Awareness

Tue, 17 Oct 2023 06:14:36 GMT

In honour of Dyslexia Awareness Month in October, let's explore the fundamental concept of Phoneme-Grapheme Awareness (PGA) and its pivotal role in literacy development.

Phoneme-grapheme awareness revolves around comprehending the connection between spoken sounds (phonemes) and the written symbols (graphemes) that represent them. It's the bridge that transforms spoken language into written form, laying the foundation for literacy development.

To grasp this concept, let's break it down:

Phonemes: These are the tiniest sound units in a language. For example, the word "cat" can be divided into three phonemes: /k/ - /æ/ - /t/. When a child can manipulate these sounds within words, it's a crucial skill for fluent reading.
Graphemes: These are written symbols representing phonemes. In English, we use letters or letter combinations for this purpose. For instance, "c" represents the /k/ sound, "a" represents /æ/, and "t" represents /t/.

Why is phoneme-grapheme awareness vital?

Building Strong Reading Skills: Understanding the link between sounds and letters aids in word decoding, enhancing reading fluency and comprehension.
Improving Spelling Proficiency: It supports accurate spelling by teaching how sounds correspond to letters.
Enhancing Writing: Children can translate sounds into written words, making writing accessible.

How can parents foster phoneme-grapheme awareness?

Engage in Phonemic Awareness Activities: Activities like rhyming games and word segmentation build a foundation.
Provide Explicit Phonics Instruction: Teach phonics rules and patterns at home.
Explore Multisensory Approaches: Use tactile materials and creative methods to reinforce the connection between sounds and letters.
Read Aloud: Regular reading sessions expose children to written language, reinforcing the sound-letter connection.

In conclusion, phoneme-grapheme awareness is the key to unlocking literacy for children, empowering them to become confident readers and writers. Let's collaborate as parents, teachers, and therapists to build a strong foundation for literacy, one sound and one letter at a time.

Moving Forward when Mainstream Schooling is not an Option

Tue, 10 Oct 2023 08:02:32 GMT

Choosing the best school for your child is one of the most important decisions a parent must make. This decision, while exciting, can also be a daunting and pivotal moment for both you and your child, and is a deeply personal one. It involves the exploration of your child’s passions and potential. While academic excellence is often a significant factor in the decision-making, parents must also consider the importance of a school's values, its commitment to fostering a safe and inclusive community, and its ability to support your child's social and emotional development. The ideal school is a place where children can flourish and grow as well-rounded individuals.

It is, therefore, essential to embark on this journey of choice with a clear understanding of your child's individual needs, strengths, and aspirations. And this is particularly the case for parents of neurodivergent children with unique needs.

Including a child with specific educational need in a regular classroom alongside their typically developing peers, is not always the best option for every child. Parents may come to the realisation that their child would be better served in a different educational setting. If that is the case, this is a decision that requires time, research, and open communication with your child.

Here are some tips for parents on dealing with this realisation and the process to follow to determine what school would suit their child:

Accept Your Child's Unique Needs: Recognise that every child is unique, and what works for one child may not work for another. Accepting your child's unique needs without judgment is the first step in making the right educational choice for them.
Consult with Professionals: Seek input from educational professionals, such as teachers, school counsellors, and therapists. They can provide valuable insights into your child's specific needs and help you explore a neurodiverse schooling option.
Evaluate Your Child's Strengths and Challenges: Conduct a comprehensive assessment of your child's strengths, challenges, and learning style. Understanding your child's specific needs will guide your decision-making process.
Visit Schools: Schedule visits to potential schools to get a feel for the environment, meet teachers, and observe classes. Pay attention to how the school accommodates children with similar needs to your child.
Talk to Other Parents: Connect with other parents who have children with similar needs. They can provide valuable insights and recommendations based on their experiences.
Transition Planning: If your child is currently in a traditional mainstream school, work with the school and professionals to create a transition plan that ensures a smooth move to the new educational setting.
Stay Informed: Continuously educate yourself about your child's specific needs and the educational options available to them.
Trust Your Instincts: Ultimately, trust your instincts as a parent. You know your child best, and your goal is to provide them with the best possible education and support.

At The Bridge Assisted Learning School we follow a neurodiverse perspective that is tailored to the individual needs of each student. Our Neurodiverse approach recognises that students learn and acquire information differently and we create unique learning paths to lead our students to success, starting from Grade R to Grade 12.

Remember that the decision to move away from traditional mainstreaming is not a sign of failure but rather a proactive step to ensure your child receives the education and support they need to thrive.

Recognising Principals

Fri, 29 Sep 2023 07:51:41 GMT

In the bustling world of education, school principals often stand as the unsung heroes, who are mostly out of sight while quietly steering the ship of learning toward the shores of success. These dedicated leaders play a pivotal role in shaping the future of students and schools, yet their contributions often go unnoticed. On International Teachers Day, it is therefore worth considering the important role of principals, to shine a spotlight on their invaluable contribution.

First and foremost, school principals are the leaders whose vision sets the tone for the entire school community. They create an atmosphere of discipline, respect, and academic excellence. A strong principal inspires not only their staff but also the students to strive for greatness, fostering a culture of continuous learning and improvement.

Principals are instrumental in the recruitment and development of educators. They seek out and hire passionate teachers who are dedicated to nurturing young minds. Furthermore, they provide ongoing support and professional development opportunities to help teachers refine their skills and stay updated with the latest educational trends. The result is a highly motivated and skilled teaching staff, directly benefiting students.

These educational heroes also manage the intricate web of daily school operations. From budgeting and resource allocation to discipline and safety, principals are the glue that holds the school together. Their attention to detail ensures that the school runs efficiently and safely, allowing teachers to focus on what they do best: educating students.

School principals furthermore serve as the bridge between the school and the community. They engage parents, local organisations, and stakeholders to build strong partnerships that support student success. Principals are advocates for their schools, securing the necessary resources and support to meet the unique needs of their students.

In addition to their administrative duties, principals are often involved in curriculum development. They collaborate with teachers to design engaging and relevant learning experiences that cater to diverse learning styles to empower students to reach their full potential.

Furthermore, school principals are champions of innovation in education. They stay abreast of emerging technologies and pedagogical approaches to enhance teaching and learning. By embracing innovation, principals inspire creativity among both students and staff members.

In conclusion, school principals are the unsung heroes of education, quietly working behind the scenes to ensure that every student has access to quality education. Their visionary leadership, dedication to student success, management skills, community engagement efforts, commitment to inclusivity, involvement in curriculum development, and promotion of innovation make them indispensable figures in shaping the future of education.

Unravelling the Mysteries of Paediatric Speech Disorders

Fri, 08 Sep 2023 06:36:49 GMT

Speech disorders are the most commonly treated component of Speech Therapy that we target here at The Bridge. Our children grapple with a range of speech difficulties, from a stutter/stammer, to an apraxia of speech or even common speech sound disorders.

Stuttering:

Stuttering is like a hiccup in the melody of speech—a momentary disruption in the fluency of speech that can impact intelligibility and confidence. Research has shown that stuttering is a complex interplay of genetic, neurological, and environmental factors. Based on the strong link to psychological and environmental factors, Speech Therapy targets those first through mindfulness techniques, pacing and confidence building. Stuttering therapy is often paired with long-term maintenance techniques and strategies for children to use in their every-day lives when they struggle. Therapy does not always resolve the stutter, but rather equips the child with overcoming the symptoms when they arise.

Apraxia:

Childhood apraxia of speech is one of the most commonly misdiagnosed speech sound disorders that affect children. It is easily explained as a disconnect between the brains passage of speech and the motor movements of the oral structure to form the precise movements for the speech. By understanding the neurological underpinnings of apraxia, we can empower our children with tailored and research-backed therapy techniques, learn about dynamic cueing, sound sequencing exercises, and the powerful role of family involvement in helping these young maestros compose their symphony of words.

Speech Sound Disorders:

Intelligible speech is vital for fluent comprehension. However, as our little ones develop their oral motor muscles and the movements required for the complex task of speech, it is common for mispronunciations to occur. Speech sound disorders impact our speech intelligibility and range from severe to not-severe. Speech sound disorders include a lisp, phonological processors such as final consonant deletions and errors in the placement or resonance of specific sounds. Speech sounds develop with age and include milestones. Speech Therapy addresses error sounds as per what is age-appropriate. Speech sound errors are commonly treated in fun and engaging activities to ensure the child’s full participation and effort.

Paediatric speech disorders is not as intimidating as it may seem. Armed with knowledge, empathy, and patience, we can pave the way for our children to conquer communication challenges with confidence and support.

Our goal is not simply to "fix" speech, but to empower our children to express their true selves. Together, let us champion their unique voices, celebrate their victories, and embrace the beautiful symphony of communication that unfolds within our vibrant school community.

Zulaikha Goolam

Speech and Language Therapist

Parental Involvement

Fri, 30 Jun 2023 09:04:23 GMT

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Parents and guardians play a vital role in the overall development and academic growth of their children during their educational journey. However, in today's world, despite an increased need for parental support and involvement, many parents find it challenging to fulfil this role due to various reasons including, but not limited to, time constraints, lack of knowledge about modern school curricula, and personal or work-related circumstances.

But parental involvement isn’t an all-or-nothing proposition – either one is part of a child’s journey or not – because there are various small ways in which a parent can become a valuable pillar of support and encouragement for their child, which can make a huge difference even with limited but consistent investments of time and effort, an education expert says.

“Parental involvement is essential for a child on all levels, including academic achievement, and it is undeniable that children whose parents or guardians support them in their educational journey have a stronger foundation for academic performance, positive learning experiences, and personal growth,” says Desiree Hugo, Academic Head: Schools Division at ADvTECH, SA’s leading private education provider.

“Nonetheless, and very understandably so, many parents struggle to strike a healthy balance between their daily obligations and work responsibilities while also providing the necessary support and encouragement their children need on their academic journey.

“Fortunately, being involved doesn't require parents to drop the other balls. Even small but consistent connections to School, can make a significant difference in their child's educational success and emotional wellbeing,” she says.

Maintaining open lines of communication is crucial, Hugo says.

“Parents should ensure that they receive and stay informed about all school communications. If any issues arise, prompt communication with the school can address these matters before they escalate into more significant challenges.

“Additionally, parents should engage in daily conversations with their child, to understand their experiences, both positive and negative. This simple practice requires minimal time but provides valuable insight into potential challenges, enabling parents to stay proactive regarding their child's performance and well-being while also staying connected to what is happening in their lives.”

Whenever possible, parents should participate in school activities and events. Where schools organise events such as parent-teacher conferences, school fairs and sports matches, making the time to attend these activities periodically, demonstrates interest in and appreciation for the importance of a child's educational journey and holistic development as part of a larger learning community.

Maintaining a positive attitude towards the educational journey is also essential, says Hugo.

Students benefit from having supportive structures in place as part of their daily routine that are conducive to learning. Parents can help create a positive atmosphere and should where possible provide a dedicated space for studying that is quiet and comfortable.

“Children often feel anxious and overwhelmed by their studies, making it crucial for parents to remain positive and encouraging, even during challenging times.”

“In addition to providing logistical support, parents should also help their children develop a growth mindset and a love for learning. Encouraging curiosity, creativity, and critical thinking, as well as assisting them in setting realistic and achievable goals, can foster their academic and personal growth.”

Celebrating progress and offering constructive feedback and guidance in the face of setbacks are more effective approaches than dwelling on failures, Hugo says.

“Regularly acknowledge and celebrate the child's effort and progress instead of focusing solely on outcomes and grades.”

Beyond facilitating improved academic and personal growth, parental involvement also lays the groundwork for stronger parent-child relationships.

“Even small acts of involvement can lead to enhanced academic performance, positive behaviour, higher self-esteem, and a closer bond between parent and child.”

Emotional Dysregulation and How to Know If Your Child Needs Additional Support

Wed, 17 May 2023 09:33:03 GMT

How to know if your child is struggling & needs additional support

Challenges related to emotional regulation are becoming increasingly common among children in today's society. Emotional regulation refers to a child's ability to manage their emotions in a socially acceptable way, including the ability to delay immediate responses or use alternative responses. But many parents and educators aren’t readily able to identify whether a child’s behaviour is in line with expected development milestones, or whether they have specific needs related to emotional regulation which require additional support.

“Emotional regulation is the ability to respond to a range of emotions in a socially acceptable or tolerable way. This would include spontaneous reactions and the delay of an immediate response, or the use of an alternative response,” says Dr Greg Pienaar, renowned Educational Psychologist and Principal of The Bridge Assisted Learning School, which supports students facing challenges unrelated to cognitive ability. The Bridge is a brand of ADvTECH, Africa’s largest private education provider.

He says emotional regulation is a critical aspect of a child's overall development, and that unresolved and unsupported difficulties in this area may have a negative impact on the child’s academic, social, and emotional functioning.

“It is therefore important that parents who have concerns are able to identify whether their child needs additional help, so that they can receive the necessary support and interventions to promote healthy development,” he says.

Dr Pienaar says some of the signs which may indicate a child is struggling with emotional regulation include:

Not wanting to attend school at all, for instance if a child routinely cries when it’s time to go to school.
Being generally emotionally unhappy, where the unhappiness can’t be connected to a concrete issue.
Losing interest in everyday activities which would have interested the child before.
Acting out, by displaying negative behaviour which wasn’t in place before.
Extreme anxiety (or possibly generalised anxiety) in other areas of the life of a child where there may not have been anxiety before.
Becoming frustrated when a calmer, more reasoned approach would have been in place before.
Becoming more sensitive to sensory stimuli.
Struggling with separation anxiety.

Dr Pienaar says parents can assist struggling children to cope with emotional dysregulation by providing routine and structure at home, ensuring consistency, providing clear expectations and boundaries, and also by providing safe spaces for regulation.

Should these early interventions not have an impact, professional help should be sought, which may include regular therapy where a child learns alternative approaches, and potentially prescribed medication.

One of the main sustainable interventions which will help children through their dysregulation journey however is to ensure they are in the right educational environment, where they can enjoy the support of qualified, knowledgeable and experienced professionals who understand their challenges and where they won’t merely be sidelined in the classroom because of challenging behaviour.

“A smaller cottage-style school may be more appropriate, but ideally a specialised environment geared specifically to assist neurodiverse children with unique emotional needs should be sought. Educators and staff in these schools have specialised training and experience which enable them to understand and assist students struggling with emotional dysregulation.

“Very importantly, these schools are able to provide the kind of structure and routine, and indeed predictability, which help reduce anxiety and enables children to develop positive emotional regulation skills. Therapy, counselling and other professional support services are often included as part of the school’s programme, which means that regular scheduled professional support is provided for the child.”

Dr Pienaar says that parents often feel overwhelmed and out of their depth when their child struggles with emotional dysregulation. But he adds that if the matter is identified and support sought for the child as soon as possible, the prognosis for the child’s emotional, personal and academic development is very good.

“Early intervention can help children develop the skills they need to manage their emotions effectively and improve their overall functioning. Research has shown that effective interventions, such as behavioural therapy, can significantly improve emotional regulation skills in children. With appropriate interventions, children can learn to recognise and manage their emotions, understand and express their feelings in a socially appropriate way, and develop positive coping skills, while reducing the likelihood of more significant mental health issues developing in future.”

Unpacking what a Neurodiverse School is

Thu, 13 Apr 2023 09:44:51 GMT

Join Dr Greg Pienaar as he dives into the topic of why you should consider a neurodiverse high school and shares a helpful "Pathway to tertiary" tool on the bridge website, as well as subject choices at The Bridge School.

Quality Supportive Education

Fri, 24 Feb 2023 08:23:14 GMT

The Bridge Assisted Learning School in Lonehill, which opened in 2018 and rapidly became one of the top Neurodiversity-specialist schools, is expanding due to the high demand for its unprecedented support provided to students throughout their academic journey.

In 2021 the school started phasing in its high school offering, and the first Grade 10 group was welcomed at the start of this year.

“We found that students in assisted learning schools had very limited options when it came to transferring to a suitable high school once they reached Grade 7,” says Dr Greg Pienaar, Principal of The Bridge Assisted Learning School.

“Previously in Johannesburg, there were hardly any high schools that provided support to these students while creating a safe and Neurodiverse friendly environment. This has now been remedied by the expansion of our school, to enable students to remain in this supportive milieu for longer,” he says.

Neurodiversity is not a condition that is meant to be ‘fixed’, ‘cured’ or rehabilitated. Neurodiverse students however are taught how to manage their condition, by way of high-quality support programmes.

“These neurodiverse conditions don’t simply go away at the end of Grade 7. That is why it was important for us to extend our offering into High School, providing these high school students with the opportunity to write the normal IEB matric exit exams while assisting them holistically along the way,” Dr. Pienaar says.

He says parents often fear that the future prospects of their children will be limited when they stay in an assisted learning environment, but that that simply is not the case at The Bridge.

“At The Bridge, we offer our students the kickstart they need to get them through to Matric and set them on a path into tertiary studies at a university, college or other further studies. Alternatively, students can also move on after completing their IEB matric with us to pursue their own path.”

The Bridge is in the process of expanding their physical infrastructure on campus with the addition of a new hall, therapist rooms and more classrooms to accommodate the tremendous growth their school has seen.

Their High School offering is distinct from that of other mainstream schools in that they have specialist teachers that are remedially trained but follow a mainstream curriculum. Class sizes are optimised for a high support assisted learning environment where students benefit from extra support. More than the academic support it also is an environment where students can flourish emotionally.

“We tend to see students with high anxiety levels. Therefore, we have set out to create the ideal environment for our students that allows them to excel and not to settle for anything less than a normal Matric.

“We ensure that students have their eyes set on a successful future and assist them to determine a pathway to that future.”

The Bridge Assisted Learning school extends an invitation to parents concerned about their child’s current environment and trajectory to meet with the school to map out the best pathway to matric and beyond based on their child’s individual needs.

Help Children Flourish Academically

Thu, 23 Feb 2023 15:48:51 GMT

There are few tools as valuable as setting goals and constantly measuring a student’s progress against these goals in ensuring a successful academic journey, an education expert says.

However, it is not enough to have vaguely defined ideas of what success will look like down the line. Instead, parents, students, teachers, and schools must have a coherent goal/measurement strategy in place from early in a child’s school career, says Desiree Hugo, Academic Head at ADvTECH’s Schools Division.

“Setting goals is an important part of a student’s educational journey. It helps them stay focused, motivated, and on track to achieving their academic and personal aspirations,” she says.

Hugo says setting clearly defined goals which are regularly reviewed, helps students manage their priorities and build confidence.

“When students have a clear goal in mind, they are more likely to stay focused and motivated. It gives them something to work towards, along with a sense of accomplishment and positive momentum once a goal is achieved.

“Setting goals also allows students to prioritise tasks and manage their time effectively, so they can focus on what is important and avoid getting side-tracked.”

In addition, goalsetting helps with decision-making.

“When you have a clear goal in mind, it’s easier to make decisions that align with that goal. Students can evaluate their options based on whether they will help or hinder progress.”

Most importantly, students themselves must take ownership of the process, with the support of their teachers, school and parents.

“Students must be placed front and centre when it comes to setting and tracking goals. That is why we have introduced Student-Led conferences - what in the past would have been called parent-teacher meetings. Instead of parents meeting alone with teachers to receive feedback, all three parties including the student now sit together. And then the student provides an update of their performance and progress in line with their personal plan.”

Hugo says that while the student takes ownership of their personal academic map, schools and parents play an important role in helping them navigate in the following ways:

· Providing guidance on how to set goals that are realistic and achievable, and helping students create action plans.

· Providing the resources required on the way to achieving those goals, including additional support where required.

· Regular scheduled check-ins, where goals are monitored, discussed, and updated if necessary so that students remain accountable and empowered.

· Creating a supportive environment that encourages growth and collaboration.

“In today’s highly competitive environment, cruise control won’t suffice in ensuring a student leaves school with a competitive advantage. The practice of goalsetting should be developed from early in a student’s academic journey – starting with setting small goals and leading to the important ones,” says Hugo.

“This helps students focus and maintain their direction, and provides intrinsic motivation as they strive to get to the next step, and then the next one and the next one in pursuit of their dreams.”

ENDS

ABOUT ADvTECH The ADvTECH Group, a JSE-listed company, is Africa’s largest private education provider and a continental leader in quality education, training, skills development, and placement services. The Group reports its performance in a segmental structure reflecting the Schools and Tertiary as two separate education divisions, and Resourcing as the third division. ADvTECH’s Schools division comprises 9 brands with more than 108 schools across South Africa and the rest of Africa, including Gaborone International School in Botswana, and The Makini Group of Schools and Crawford International in Kenya.

It owns 9 tertiary brands, across 32 campuses across South Africa and the rest of Africa. ADvTECH’s 8 resourcing brands place thousands of candidates annually, assisting graduates to make the transition from the world of study to the world of work.

Occupational and Speech Therapy

Wed, 09 Nov 2022 10:05:00 GMT

Join our principal, Dr. Greg Pienaar, and The Bridge Therapists, as they take you through the processes of therapy sessions at the Bridge.

Neurodiversity Assisted Learning School

Fri, 30 Sep 2022 08:22:32 GMT

What does assisted learning mean?

The child will still follow a mainstream curriculum, but will be assisted in the following ways:

1. The manner of the teaching of a lesson.

2. The experience or qualifications of the teacher.

3. Accommodations or concessions: Reader, scribe, extra time, prompt, devices – apps.

Neurodiversity

Neurodiversity is an approach to learning and disability that argues that diverse neurological conditions are the result of normal variations in the human genome. Neurological differences should be recognized and respected as a social category on a par with gender, or sexual orientation. Neurological variations are a vital part of humanity, as much as variations in size, shape, skin colour, and personality. Should we tell a person with limited learning potential that there is no place for them in this world? Should we tell a person with strong learning potential that there is no place for them?

What process is followed to identify an appropriate learner for a learning-assisted environment?

Extensive evaluation by an Educational Psychologist in order to identify:

1. Learning potential.

2. Barriers to learning.

3. Possible areas of intervention for the learner.

Interview with parents in order to discover their journey to date.

Visitation of a number of days at our school to establish social interaction, emotional development, behaviour/coping development.

Feedback to the parents and child.

Neurodiver sity in the school environment

By following a Neurodiverse approach at our school, our students with learning and thinking differences benefit greatly. Our goal is to ensure that our approach will allow for an individual style, rather than trying to fit the child into another person’s style. It is therefore a massive part of our educational approach that we eliminate or at least reduce greatly, the outdated stigmas and perceptions around learning and thinking differences.

What is the difference between a learning-assisted environment and a strictly remedial environment?

A remedial environment may include a facilitator.

A remedial environment could include a change in curriculum.

A learning-assisted environment does not include facilitators.

A learning-assisted environment always follows a mainstream curriculum: Caps, IEB, etc.

The rainbow infinity symbol, which denotes neurodiversity

Forget about past perceptions of success & realise your child has a future

Thu, 29 Sep 2022 07:50:59 GMT

Aligning subject choices with career prospects is key

Hundreds of thousands (if not millions) of parents today have children who require additional assistance academically, emotionally or both. For these parents, concerns are never far away that their child will battle in the world of the future, and that they might not ultimately achieve personal and career success.

But an educational psychologist says parents need to change the paradigm through which they view success, as many are still focused on ideas about what constituted becoming a successful adult in the past, rather than embracing a world of new opportunities that are constantly emerging.

“In the past, and unfortunately among some people to this day, there was this perception that if your child is not studying to be a medical doctor or a lawyer, then they haven’t made it,” says Dr Greg Pienaar, renowned Educational Psychologist and Principal of The Bridge Assisted Learning School, which supports students facing challenges unrelated to cognitive ability. The Bridge is a brand of ADvTECH, Africa’s largest private education provider.

“Everyone has a future in terms of a passion or career, so if your child is not specifically focused on academic matters and isn’t necessarily wanting to study anything related to Core Mathematics or Physical Science or Life Sciences (Biology), then there are literally thousands of other career paths to follow. And these career paths are not inferior, they are just different,” he says.

Dr Pienaar notes that there is also still a perception that students can only advance to tertiary studies if they attend a traditional high school and follow the traditional academic journey in terms of subject selection. That is simply not the case, he says, because schools that provide additional support on the neurodiversity front, emotionally or academically, also write Matric exams, in the case of The Bridge, for instance, students sit for IEB exams. Additionally, future success isn’t reliant on choosing only those subjects that provide access to traditional ‘high-end’ careers.

“So, what if your child is interested in something to do with food or cooking or hospitality? What if your child loves everything to do with computers or technology? What if your child is interested in travelling the world and discovering its wonders? What if your child has strong verbal ability and is able to charm and convince people easily? What if your child has the skill or ability to run a business or be an entrepreneur?

“It makes no sense to force them to follow a career path which is not natural for them, while there are avenues available which will support their future career success in a field that interests them or which they are passionate about.”

Dr Pienaar says it is legitimate for parents to be concerned if their child battles to focus and concentrate, struggles with words and reading, blanks out when numbers are involved, or is bright but not interested in academics.

However, realising a child needs additional support is the start of the road, not the end of it, he says. “Often children battle to focus on a career early in life, but they do know what they like and don’t like, sometimes as early as primary school. Our role as parents is to help nurture these interests and provide the space for a child to develop without pressure, and harness additional support if needed to assist them on their academic pathway, even if that is not the standard pathway related to past perceptions of success. The old cliché still holds that you can’t force a square peg into a round hole. This is never more true than with our children because we spend many hours of our lives in our work environment or in something related to work.

“Academic and career success is not merely a case of doing well, but of doing well and being happy and fulfilled while doing so. It is important that our focus falls equally on the other half of the equation, not simply the surface considerations of success.”

There are many ways to fulfilment in life, but if we have the opportunity to choose something which may lead to happiness and fulfilment, then we should do so, Dr Pienaar says.

“Parents can help their children make a start on this road by allowing them – with the help of education experts at their school – to choose subjects appropriate to their desired careers wisely.

“Students should choose carefully and according to their interests and passions, and not according to someone else’s expectations or dreams based on the road most travelled. As adults, we have to be honest about our children’s passions, strengths, and weaknesses, and guide them responsibly and honestly on their way to success in life – whatever that means within their unique context.”

END

Tertiary Options After School

Thu, 29 Sep 2022 07:50:22 GMT

Join our principal, Dr. Greg Pienaar, as he discusses subject choices that can influence where it might lead students in tertiary (after completing school.)

Navigating Subject Choices

Wed, 10 Aug 2022 06:28:03 GMT

Join our principal, Dr. Greg Pienaar, as he discusses Grade 10 subject choices and where they might lead.

Occupational Therapy

Wed, 18 May 2022 13:21:16 GMT

Join Dr Greg Pienaar and the occupational therapist team of The Bridge Assisted Learning School.

About The Bridge School

Wed, 18 May 2022 13:18:13 GMT

Want to learn more about our Neurodiverse approach? Then join Dr Greg Pienaar and the team at The Bridge Assisted Learning School as they explain how they do things and "show you around".

The Neurodiverse Approach to Dyslexia

Wed, 18 May 2022 13:16:20 GMT

Join Dr Greg Pienaar for a discussion around the Neurodiverse approach at The Bridge Assisted Learning School. In this webinar, he focuses on Dyslexia.

Coping and Dealing With Anxiety

Wed, 18 May 2022 13:12:25 GMT

Join Dr Greg Pienaar as he discusses anxiety and the impact on learners.

Understanding ADHD

Wed, 18 May 2022 13:09:21 GMT

Join Dr Greg Pienaar, Principal at The Bridge Assisted Learning School as he looks at ADHD and provides parents with a toolkit to support their child.

What is Neurodiversity?

Wed, 18 May 2022 13:05:54 GMT

Join Dr Greg Pienaar, the principal at The Bridge Assisted Learning School as he discusses Neurodiversity.

Understanding Emotions as Young Students

Wed, 18 May 2022 12:58:24 GMT

Dr. Greg Pienaar takes you through what emotions mean to young students. Dr. Greg Pienaar is a registered Educational Psychologist and the Principal of The Bridge Assisted Learning School.

Speech Therapy at the Bridge School

Wed, 18 May 2022 12:35:02 GMT

Join our speech therapy department as they share some helpful tips that parents can implement at home. They will also share more information on speech therapy and how it is provided as a therapy at The Bridge.

How To Help Your Non Neurotypical Child Thrive

Tue, 10 May 2022 06:30:00 GMT

Parents of young children often fear whether their child will “fit in”, cope in a sporting environment or achieve academically if they are non-neurotypical. These concerns are based on a societal perception that children should at least be ‘average’, even if they are not top of their class.

However an educational psychologist says this is the wrong approach to take for parents of non-neurotypical children, because it will always be possible for them to belong and fit in somewhere, even if this does not occur perfectly within society’s norms of what ‘fitting in’ means.

Dr Greg Pienaar, Educational Psychologist and Principal at The Bridge Assisted Learning School, in Lonehill Sandton, notes that ‘average’ is literally defined as dividing a total by the number of quantities.

“By that definition alone, no child will be average. Every child has strengths and weaknesses. That is the Neurodiverse approach, which acknowledges variations in the brain regarding learning, attention, and moods in a non-pathological sense. In other words, as Judy Singer noted, these differences are not deficits, they are variations.

That does not however mean that we can’t support our children – with the help of their school, their teachers and potentially their therapists – to achieve and empower themselves to the best of their ability, says Dr Pienaar.

“Most educational scientists or educational psychologists will tell you that everybody needs support somewhere. Some people less than others, some people more. Some children require assistance with academic areas. Some children require assistance with developmental deficits or with their “building blocks”. This could mean Speech or Occupational Therapy, for instance. Most professionals would agree that the earlier certain developmental issues are addressed, the better the chances are that issues may be either sorted out, or much improved.”

Dr Pienaar notes that at an Assisted Learning School such as The Bridge in Lonehill, support is provided as a team of the teacher, the therapists involved, and always the parents or guardians.

“It is therefore important to work together. Even if your child is receiving professional support, parents or guardians of the child have an important role to play at home. Very often (most of the time) it is vital that many of the concepts learnt during therapy are reinforced in the home environment. Regardless of the interventions and support required, by identifying what kind of support is needed, and by working together as a team, all children can rise to their potential,” Dr Pienaar says.

The team of Therapists at the Bridge compiled the following helpful tips for parents:

SPEECH

1. Bath Time Language Modelling: Bath time is a great opportunity to model language as the options of bath toys and sensory-integrated water play is endless.

Quantity concepts: Water cups and toys are great to teach concepts of ‘more’ ‘less’ ‘heavy’ ‘light’ ‘the most’ ‘the least.’ Your child can fill up water cups with water from the bath to the desired quantity you specify to them. Remember that the modelling on the quantity is important so that they understand the concept before they are expected to demonstrate it.
Oral Motor Exercises: Blowing the bubbles in the bubble bath or using toys to collect the bubbles and blow them is a great way to stimulate the oral motor muscles required for the various articulation movements.

2. Transition Games: Transition games are activities that can be done as your child transitions between places or routines.

I-Spy Games: While driving to school in the morning, play a game of I-Spy with your child and ask them to name items starting with specific sounds. This targets an underlying early literacy skills or initial sound identification.
Memory Games: As you walk through the grocery store with your child, play a memory game with them where they are required to recall items you put into your trolley, adding in a new item each time, and asking them to recall the list.

3. Bedtime Routine Games: Bedtime is the best time of day to include reading stimulation and book awareness. Use the method of paired reading, ask questions about the book, make predictions, point, and label items and colours, and make it fun.

OCCUPATIONAL THERAPY

Foundational skills such as sensory processing, body awareness, eye movements, postural stability, and proximal stability (to name a few) form the building blocks of executive functioning skills such as performing gross/fine motor movements, writing, spatial reasoning, and so forth.

These foundation skills can be supported and developed by:

Providing deep pressure which improves body awareness and can assist with sensory regulation.

Give lots of hugs
Roll your child in their towel
Let your child sleep with a heavy blanket

2. Alternate seating improves postural and proximal stability.

Let your child lie on his/her tummy while playing, watching TV, or working
Let your child sit on a gym ball instead of a chair
Work against a wall by sticking the work on the wall, instead of working on a table

3. Activities of daily living can help in developing good planning and organisation skills, strength and stability, bilateral coordination, and other executive functioning skills.

Wash a car with your child
Allow your child to lay the table for meals
Baking activities
Allow your child to assist with wiping windows/mirrors
Assist with putting clothes on the line

“These are some of the few ways you can be involved in your child’s development, to allow for regular and consistent stimulation,” says Dr Pienaar.

“While it is extremely important to facilitate your child’s development through structured tasks, children should also be encouraged as much as possible to play and to explore their environment. As our world becomes more technologically inclined, children are playing less and exploring less, which results in delayed development.

“If you identify areas of concern, it is important to approach a professional team as early as possible, to assist your child as soon as possible. Then, get involved in the professional support. By all role-players being involved in your child’s development, a supportive environment is created for your child to learn and develop at their optimal level.”

Dyslexia Unpacking the Myths vs Facts

Mon, 21 Jun 2021 09:22:00 GMT

Dyslexia is a neurodiverse barrier to learning which may affect a person throughout his/her life.

Neurodiversity consists of many possible learning and thinking differences such as anxiety, ADHD, dyspraxia, and even autism. However, another major aspect of neurodiversity that has an impact on children’s lives is that of dyslexia, which may affect a person throughout his/her life. At the Bridge Assisted Learning School we follow a Neurodiverse approach and our teachers work with students to teach them strategies to bridge these barriers.

Dyslexia is a specific learning variance that is neurobiological in origin. It is characterised by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. Some of the characterising features are as follows:

Difficulties with phonological processing;
Difficulties with rapid naming;
Difficulties with working memory;
Difficulties with processing speed.

There are many misconceptions regarding dyslexia, here are some of the most common:

Myth: Intelligent people cannot be dyslexic or have a learning disability.

Fact: Dyslexia and intelligence are NOT connected. Many dyslexic individuals are very bright and creative and have accomplished incredible things as adults.

Myth: Dyslexia is rare.

Fact: Research has shown that dyslexia may affect from 10 to 17 % of the population. Some people may have more mild forms, while others may experience it more severely. Dyslexia is one of the most common causes of reading difficulties in primary school children.

Myth: Dyslexia can be outgrown.

Fact: Dyslexia is a lifelong barrier and will continue into adulthood. Although many dyslexics learn to read accurately, they may continue to read deliberately and not intuitively.

Myth: Dyslexia cannot be diagnosed until after grade three.

Fact: Suitably trained and qualified people are able to identify the precursors to developing dyslexia from a pre-school level. Difficulty with phonics and word pronunciation is a good warning sign of dyslexia. It is possible to make a more definite diagnosis as soon as the child begins to struggle with learning to read, spell, and write. The sooner a diagnosis is made, the quicker the child can get help.

Myth: Dyslexia is not genetically based.

Fact: It is a genetically based, neurological difficulty with phoneme awareness and processing skills (the ability to perceive and manipulate speech sounds). A combination of a family history of dyslexia and symptoms of difficulties in spoken language can help identify a vulnerable child even before he/she begins formal schooling.

Myth: Any child who reverses letters or numbers has dyslexia.

Fact: Up to a certain point, it is considered normal for children to reverse their letters and numbers and is actually quite common. However, if this does not stop after two years of handwriting instruction, it becomes a red flag for dyslexia.

Myth: Children with dyslexia are just lazy. They should try harder.

Fact: Lack of awareness about the disorder among educators and parents has often resulted in the child being branded as "lazy”. What regularly happens is that children with these issues would rather not attempt a task than fail.

Think of Albert Einstein. He was considered someone who would probably not succeed in life. He had speech challenges, difficulties adjusting to a rigid way of teaching and even dropped out of school. His teachers misjudged his potential by claiming to the world that he would fail. However, he stayed passionately curious. That was the drive that made him one of the most influential scientists of all time. Therefore, nurture your child’s talents, help them to develop interests, acquire tools for learning and stay motivated. Dyslexia is not new, but our understanding and support will make a huge difference!

To learn more about neurodiversity, please click here .

To learn more about how the Bridge School takes a Neurodiversity approach, please click here .

To enquire about the Bridge Assisted Learning School, please click here .

ABOUT DR GREG PIENAAR

Dr Pienaar holds a doctorate in Psychology. His work has focused mainly on the school-going child over the years, in terms of therapy or play therapy in private practice. He continues to make a significant contribution to the field of assisted and special needs learning through his articles in Educational and Psychological Journals and papers at International Conferences.

ABOUT ADvTECH

The ADvTECH Group, a JSE-listed company, is Africa’s largest private education provider and a continental leader in quality education, training, skills development and placement services. The Group reports its performance in a segmental structure reflecting the Schools and Tertiary as two separate education divisions, and Resourcing as the third division. ADvTECH’s Schools division comprises 10 brands with more than 100 schools across South Africa, including Gaborone International School in Botswana and Crawford International in Nairobi, Kenya. It owns 9 tertiary brands, across 30 campuses across South Africa and the rest of Africa, and its higher education division, The Independent Institute of Education, is SA’s largest and most accredited private higher education provider. ADvTECH’s 9 resourcing brands places thousands of candidates annually, assisting graduates to make the transition from the world of study to the world of work.

ABOUT THE BRIDGE SCHOOL

The Bridge caters for students with average to above average abilities. The school follows a Neurodiverse approach, ensuring that all students are included, catered for and receive the additional support they need. With our increased knowledge around educational development, we see that more people are affected by Neurodevelopmental conditions than ever before. Neurodiversity follows the view that brain differences are normal, rather than deficiencies. When following a Neurodiverse approach, students with learning and thinking differences benefit greatly.

How to Support a Dyslexic child?

Tue, 01 Jun 2021 08:54:00 GMT

Children each learn and develop at their own pace, and reading is no different from any other skill. However, for some children they find it challenging at one point or another. They battle to build, recognise and manipulate the sounds in language. They also have difficulty in decoding words. Often children battle with barriers to learning, which may include dyslexia.

Studies show that dyslexic children face many difficulties in their academic and social surroundings. Also, they suffer from a low self-esteem because of the lack of accomplishments, particularly in academics, which may affect their long-term life opportunities. Therefore, parents’ awareness about dyslexia and the impact it has on their child is imperative in ensuring support as well as a sustainable development of their child. At the Bridge Assisted Learning school we aim to work with our parents to create environments both at home and school that will be conducive to learning.

Much can be done to alleviate this by utilising the following interventions, both at school and at home, in order to develop processes to support a comfortable confidence and self-esteem within children battling with dyslexia. These include:

• Explicit direct instruction in phonological and phonemic skills.

The intervention also needs to include ‘The Big 6 of Reading’: oral language, phonological awareness, phonics, vocabulary, fluency and comprehension.

• Font style:

The most commonly referred to fonts for people with dyslexia are: Comic Sans, Verdana, or Arial. It does not matter which font is used, it is more about using the particular font exclusively, so that the person becomes accustomed to the font used. A specific font developed for dyslexic people can be found on the Open Dyslexic website (www.OpenDyslexic.org).

Open Dyslexic is a free font to use for the children who are battling with dyslexia. The letters are spaced out and wider in some instances. Also, when you use any font for a child with dyslexia, always justify left: it spaces the words out evenly and makes it easier for the child to read.

• Time constraints:

 Always provide extra time for students with dyslexia, especially for reading tasks.

 Always allow additional time in test or exam situations.

• Lowering the stress when learning is taking place:

 Create a learning culture where making mistakes lead to learning.

 Provide adequate time for thinking.

Don’t place too much stress on children to read aloud in front of other people.

• Children with dyslexia should be aligned with an empathic teacher mentor.

• Building reliance and self-esteem:

 Dyslexia impacts on the social and emotional well-being of the child. Use terms of encouragement when talking to your child.

• Parent activities:

Try to nurture children’s love for stories. Encourage them to collect books and build their own library and practice reading their favourites with them. Also invest in audio books that you can listen to while driving to school that gives phonetic sounds to practice. Showing them that you care and that you are just as invested to help them succeed.

Children don’t outgrow dyslexia, and their troubles with reading can affect how they behave in school. However, with the right teaching and support, children can overcome reading challenges and learn coping mechanisms to make them thrive in school and throughout their life.

To learn more about neurodiversity, please click here .

To learn more about how the Bridge School takes a Neurodiversity approach, please click here .

To enquire about the Bridge Assisted Learning School, please click here .

ABOUT DR GREG PIENAAR

ABOUT ADvTECH

ABOUT THE BRIDGE SCHOOL

The Bridge caters for students with average to above average abilities. The school follows a neurodiverse approach, ensuring that all students are included, catered for and receive the additional support they need. With our increased knowledge around educational development, we see that more people are affected by Neurodevelopmental conditions than ever before. Neurodiversity follows the view that brain differences are normal, rather than deficiencies. When following a Neurodiverse approach, students with learning and thinking differences benefit greatly

What do you need to know about Neurodiversity?

Fri, 30 Oct 2020 08:50:00 GMT

" Neurodiversity is having a brain that functions in ways that diverge significantly from the dominant societal standards of ‘normal’, but is far from flawed ” - Anonymous

Today’s children are growing up in a world that strives for inclusivity. Thus, we must teach our children and society about neurodiversity for this to be successful. Understanding neurodiversity is just as important as teaching our children that people come in all different shapes, colours, and sizes, all worthy of love and opportunity in this world.

That means your child might be one of the few that is wired differently, and that his/her life may not follow the path you envisioned as they have a neurodivergent diagnosis. Before we can help him/her thrive, we must have a clear understanding of what a neurodivergent (the buzz word in psychology circles) diagnosis entails.

What is Neurodiversity?

Neurodiversity is in concept a viewpoint that certain people have learning and thinking differences rather than inferiorities. The concept has been around for many years, but in a nutshell, it means that brain differences are just that, differences.

Neurodiversity includes people with variations of learning differences. Some of these differences may include: ADHD, dyslexia, dysgraphia, autism, etc. but they are not flawed. People with neurological differences are not broken or incomplete versions of ‘normal’ people. They approach life just a little differently, are highly intelligent human-beings and can live rich and meaningful lives.

When it comes to Neurodiversity, look at the bigger picture.

Let’s face it, to experience life through a uniquely neurodiverse lens and therefore have what is contemporarily described as a barrier to learning is a complicated thing, but often, it’s defined more by society’s misconceptions, misunderstandings and expectations, rather than by the individual condition itself. To battle with the consequences of the negative side of neurodiversity is nothing to be ashamed about.

All children need love, encouragement, and support, and for children with neurodiversity, such positive reinforcement can help ensure that they emerge with a strong sense of self-worth, confidence, and the determination to keep going even when things are tough.

The term neurodiversity can be viewed as another positive contribution to this overarching commitment to diversity, and should be integrated into both classroom lessons on diversity, and educational policies dedicated to promoting inclusivity in learning.

Teaching with a Neurodiverse approach.

Teaching with a neurodiverse approach begins with helping children understand their own strengths and needs. Once children understand themselves, they realise everyone else has their own assortment of abilities as well, and when they work together as a group, classroom or community, they can do great things.

At the Bridge Assisted Learning School we follow a Neurodiverse approach. It includes more hands-on learning, experiential learning, project-based learning, expeditionary learning, arts-based learning, brain-based learning, universal design learning, and other programmes to support the children with their neurodiversities in order to succeed with what will benefit each student in school and life.

Every child has his or her own unique learning style. Some children learn best by seeing or reading, others by listening, and others by doing. You can help your child with their neurodiversity by identifying their primary learning style. Is your child a visual learner, an auditory learner, or a kinaesthetic learner? Once you’ve figured out how they learn best, you can take steps to make sure that the type of learning approach is reinforced during home study.

Always remember that the way you behave and respond to the challenges your child faces, has a big impact on them. A good attitude won’t solve the challenges associated with a neurodiversity, but it can give your child hope and confidence that things can improve and that they will eventually succeed.

To learn more about neurodiversity, please click here .

To learn more about how the Bridge School takes a Neurodiversity approach, please click here .

To enquire about the Bridge Assisted Learning School, please click here .

Coping with Anxiety

Tue, 01 Sep 2020 05:59:00 GMT

So what is Anxiety? And how do we cope?

So what is anxiety? I’ve always described it as a gnawing, tightness in your stomach and even in your whole body. It’s a weird feeling, because you can’t really pin it down. You know you feel worried, but you’re not sure about what.

The exact clinical definition is: “Anxiety refers to multiple mental and physiological phenomena, including a person's conscious state of worry over a future unwanted event. Anxiety and fear are closely related. Some scholars view anxiety as a uniquely human emotion and fear as common to nonhuman species. Another distinction often made between fear and anxiety is that fear is an adaptive response to a realistic threat, whereas anxiety is a diffuse emotion, sometimes an unreasonable or excessive reaction to current or future perceived threat (oxfordmedicine.com). There also many anxiety disorders: separation anxiety, OCD, PTSD, GAD.

For me anxiety is: an underlying fear of not knowing what the future holds, or what the outcome of a situation will be.

So what about the anxiety many of us are feeling at the moment?

What does the future hold?
Will we ever get beyond the Coivid-19 virus?
What will life be like after…
Will we go back to “normal”?
What if we get sick? What if a loved one gets sick? What if a lot of people get sick?
Will we survive?
Am I safe at school?

That’s a lot of anxiety! And I’m sure we are all feeling it.

I want to give you some ideas about coping with anxiety. There are many models out there which refer to methods of coping with anxiety. One of the most famous models is the Three Basic Coping Styles model (Endler 1997, and Folkman and Lazarus, 1986):

Task-oriented (time-outs, eat well-balanced meals, count to ten slowly, limit alcohol and caffeine, take deep breaths, humour, enough sleep and other similar tasks).

Emotion-oriented (meditation, distracting oneself, releasing pent-up emotions).

Avoidance-oriented (staying away from triggers where possible, drug or alcohol abuse, severe procrastination). (psychologytoday.com)

Many models contain similar ideas. Obviously some of the above ideas would lead to further destructive or self-damaging behaviour. Obviously, not all ideas or models would work for everybody.

However, before we explore those methods which could help us all right now, and in the future with anxiety, there is a very simple approach which may help us in terms of coping with life and anxiety in the Time of Covid right now:

COMMUNICATION AND UNDERSTANDING

One of the major problems with coping with Covid-19 has been the general lack of understanding of what it is all about. The anxiety builds because we are unsure of the specifics related to transferring the disease, contracting the disease, and of course, the future. What might happen?

What will happen to us? Are we safe? What about our grandparents, or older people in general? What about people with co-morbidities? What exactly is a co-morbidity? If I have asthma, will I die? If my brother has epilepsy, is there a possibility that he will die? If my dad has controlled diabetes, will he die? If my mom has a mild heart condition, will she get very sick?

How can we survive? When will it be over? The Russians say that they have a vaccine, but can we use it?

So how about trying some of these ideas to help your child cope with Covid-19 related anxiety:

Even though some of the medical facts and approaches are relatively frightening, rather make sure that you (as the responsible parents) know the medical facts properly, and then discuss them openly with your child, so that they understand. Obviously, you will need to make the call regarding what is appropriate (age and cognition wise) and what is not.

Secondly, discuss the totally necessary precautions you are taking (sanitizing, masks, social distancing) very clearly with your child, and why they are necessary.

Discuss the future with your child. The idea that the virus will pass and that life will go on in the future. Talk about all the things we are missing at the moment, and how we will enjoy them again in the future. The following ideas work for me, and although they may not work for everybody, it may be worth trying some of them out. So here are another five ways of coping with anxiety, and especially in these Covid-19 times:

One of the best ways of coping with anxiety relates to music

Listening to music, finding appropriate songs for a specific mood. It is really strange that sometimes when you’re feeling down, to listen to sad songs can actually make you feel better. Or hearing a particularly “up” song can make you feel worse? Although at other times listening to particular songs or a specific playlist can make you feel better? For example, here is a “Coping with Covid top 5” playlist. These are songs which currently resonate with me:

“I’m Not Over” Carolina Liar (Actually about not being over a girl in a relationship, but for me it’s about not being over The World and all the beautiful things in it, just yet).
“Carry the Weight” (acoustic version) Denison Witmer (About “carrying the weight of anybody who needs help, especially at the moment).
“Times Like These” (acoustic version) Foo Fighters (Who knew there would be times like these).
“What a Wonderful World” Israel Kamakawiwo’ole (Just love this version of how beautiful the world could be…)
“Beautiful Day” U2 (Just a reminder about this fact is sometimes required).

Listening to music can definitely make us feel better about the world. The ugliness of the world can melt away, and the important things can rise up: friends, finding beauty in different places or things, sharing, closeness… Especially during Covid….having to look at what is really important in life…

However, everybody will have their own songs, or music. Part of the journey will be finding the songs of your life, or the music which suits a particular mood. Try this approach when the anxiety rises… enjoy the music…

Exercise

If you love running or riding or swimming, this is easy and really helps. However, what if you don’t like exercising? The last thing you want to do when you feel anxious or depressed is to exercise. It’s strange, but that’s when it is the most effective. To force yourself to exercise in those moments will be huge. Walking, jogging, riding, swimming, dancing, stretching, yoga, any exercise. They talk about the release of “endorphins” (feel good hormones) when you exercise, often these can help with easing anxiety. Won’t help though, if exercising makes you feel bad and frustrated and unfit….

Another way of coping is to develop a mantra.

A mantra is a positive saying or expression that you can use to inspire or motivate yourself. Just by saying it often enough can help with coping with anxiety. My personal mantra has become “I’m Not Over the World”. My mantra used to be “Never, ever, give up”. Develop your own mantra, or use somebody else’s if it fits your world – “It’s going to be ok”, “This is completely understandable” “I’m doing the best I can”, or possibly in these times: “It is, what it is”.

Talking

It’s amazing but just the act of talking to someone else important to you, can help to alleviate anxiety. It was once said: “A problem shared is a problem halved…”. It’s almost as if by sharing an issue, someone else hears it, and even if they don’t have answers, they are at least hearing and understanding your anxiety.

Drawing, writing, painting, colouring…any of these could help with anxiety.

No-one has to see what you paint or write. It’s more about being able to express emotions, or feelings, or problems in another way.

Sometimes a person may need all of the above ideas to cope with anxiety. At the moment it seems that our children are really struggling. Adults are struggling. We are all struggling to cope with the anxieties around us.

Assisted Learning Students Returning to School

Thu, 09 Jul 2020 10:42:00 GMT

Learning during lockdown has been a challenge for many families over the past few months. However, for assisted learning students, who require additional attention and support, the return to school has been cause for great relief.

The Silent One

Mon, 01 Jul 2019 12:47:00 GMT

A school is not a quiet place. In my experience children constantly talk and more often than not they talk at the same time. Keeping everyone quiet in class can be a big challenge.

Then there have been a few occasions where I have taught a child who doesn’t talk at all. The silent one. They were not only quiet and shy but did not talk at all! This is how I have learned about and experienced ‘Selective Mutism.’

According to Dr. Elisa Shipon-Blum Selective Mutism is an anxiety disorder. These children prefer not to talk in social settings as a result of the extreme anxiety they feel. It is important to know that many children with Selective Mutism were early speakers without any speech delays/disorders.

Parents are often confused and surprised when they get feedback that their child never communicates at school as these children are often loud and boisterous at home and extremely verbal. Proving that they are able to selectively speak and communicate in settings where they are comfortable and relaxed.

These children become mute in any setting where they are expected to talk. This can be experienced in public places such as a restaurant, family gatherings and then of course the school environment where social interaction is constantly required. According to Dr. Elisa Shipon-Blumi it is common for a child with selective mutism to have a blank facial expression. In my own classroom I have found that they tend to ‘disappear’. They do not want anyone to notice them and are fearful of being put ‘on the spot.’

So how do you as a teacher handle a child with Selective Mutism? The most important thing to focus on is dealing with the anxiety. Be aware of the child’s tendency to ‘disappear’ in class of their quietness. Remove all pressure and expectations for the child to speak. Try to treat the child as normal as all the other children in your class. Do not make an issue of the fact that the child does not want to talk. As a teacher there is a tendency to talk for the child or to only give them yes or no questions. Your job as teacher is not to make the child speak but rather to minimise the anxiety in the classroom activities for the child.

In some instances, these children develop one or a few friendships and will whisper or even speak to a few children in school especially on the playground. They do experience the need for social interaction. They might also communicate nonverbally in class by nodding their heads or pointing if they need to answer a question. Nonverbal communication is acceptable when the child is new to the classroom environment. However, strategies and interventions need to be put in place to help the child to progress from nonverbal to verbal communication.

Seat the child to the side of the classroom, preferably not in front or in the centre where everyone can see them. Avoid eye contact at first. In my own experience, it is better to gain the child’s trust by not putting any kind of pressure on them, but also not by excluding them from the classroom activities. I have found that sometimes it works to create spontaneous opportunities for the child to speak. For example, if we do counting on the carpet I will go around and throw a ball randomly to each child. That child must then give the next number. The children enjoy this and get very excited. I have experienced that the children with selective mutism get so involved and excited with the other children that when they catch the ball they sometimes give the answer as there is not enough time to register the anxiety around talking. That can be a big moment for you as a teacher, but it is very important to not make a big deal out of it. Just continue with the game and act as if this is normal behaviour for the child.

It is important to know as a teacher that these children can be referred to specialists that can assist with medical treatments and advice in order to reduce anxiety, the main culprit behind selective mutism.

Written by Linda Langefeld

Understanding The impact of Poorly Developed Visual Perception Skills On Learning and Reading

Mon, 11 Mar 2019 10:59:00 GMT

Many educators would agree that there is a close connection between vision and learning. Much of what a child learns is through the visual system, as this is our most influential sense. If we consider that reading and writing, along with using computers and problem solving are all visual tasks that children perform daily, one could agree that much learning takes place through our eyes. Coupled with letter recognition and retention and handwriting, it becomes clear how a poorly developed vision system can impact on what and how a child learns. Visual processing issues present with life-long challenges; however, it is not considered a “learning disability”. It not only affects what a child learns, but also the capability to execute commonplace tasks such as sorting a variety of objects or playing a soccer game. This may lead to socialization problems or frustration and withdrawal.

Most children are very excited about learning to read. Visual processing is one of the most important cognitive skills and it includes the ability to discriminate between foreground and background, position in space and size, shape and colour. Children who have visual processing issues find it difficult to see the difference between letters. These letters may also appear in the wrong sequence. Research has found that between 2 and 20 percent of U.S. school going children have some type of reading disorder. This has been linked to an immature visual system. When a child is learning to read letters, numbers and words, these are seen through the eyes, but processed through the brain. So, the visual system does not only refer to the eyes, but includes the brain too.

The vestibular system, which is like an internal GPS system, works hand-in-hand with the visual system. If the vestibular system is underdeveloped, letters and numbers may appear to dance around on the page or even appear backwards. This may hamper reading progress and may, initially, be interpreted as a ‘reading problem’. It could also be confused with an eye sight problem, yet the child has perfect 20/20 vision. The real problem is one of visual processing. In order to support information recall and retention, visual processing needs to be strengthened. This would be done by including movement into a child’s daily routine. Movement builds eye-hand co-ordination, core muscles and gross motor, which in turn supports the vestibular system. This in turn strengthens their visual memory and visual motor skills.
Because a child uses visual processing daily for reading, writing and mathematics, experiencing difficulties may result in poor attention in class or a lack of self-confidence.

So what can we as teachers and parents do to help children who have a poorly developed visual system? Torch Tag can be played at home just before bedtime. In the dark bedroom, shine a torch light on the wall, moving in haphazard patterns. The child must follow this pattern, using their own torch. This activity is fun and will strengthen eye tracking as well as visual motor skills. Swing Toss is a game played while the child is swinging. While holding a hula hoop, stand in front of the child a short distance away. As the child is swinging, they throw a fluffy toy, bean bag or such like toy into the hoop. This will boost balance, core strength, sensory integration and visual motor skills.

Written by Michelle Rowland

Frequently Asked Questions

What are visual perception skills and why are they important for learning?

Visual perception skills are cognitive abilities that help children discriminate between foreground and background, recognize position in space, and identify size, shape, and color. These skills are crucial for learning because much of what children learn comes through the visual system, including reading, writing, and problem-solving tasks that are performed daily in educational settings.

How do poorly developed visual perception skills affect reading ability?

Children with underdeveloped visual perception skills often struggle to see differences between letters, which may appear in wrong sequences or seem to move on the page. This makes reading difficult and can be mistaken for traditional reading problems, even when the child has perfect 20/20 vision, as the issue lies in visual processing rather than eyesight.

What percentage of children experience visual processing difficulties?

Research indicates that between 2 and 20 percent of U.S. school-going children have some type of reading disorder linked to an immature visual system. Visual processing issues present lifelong challenges and can significantly impact a child's learning capabilities, though they are not classified as learning disabilities.

Can visual perception problems be confused with other learning issues?

Yes, visual perception difficulties are often misidentified as reading problems or eyesight issues. Children may have perfect vision but still struggle with visual processing, where information is seen through the eyes but processed incorrectly by the brain. This confusion can delay proper intervention and support for affected children.

How does the vestibular system relate to visual perception and reading?

The vestibular system works like an internal GPS and functions hand-in-hand with the visual system. When underdeveloped, it can cause letters and numbers to appear to dance around on the page or appear backwards, hampering reading progress and creating difficulties that may initially seem like traditional reading problems.

What activities can help strengthen visual perception skills at home?

Simple games like Torch Tag can improve visual skills – shine a flashlight on the wall in random patterns while your child follows with their own torch in a dark room. This fun bedtime activity strengthens eye tracking and visual motor skills, supporting overall visual development.

How can movement help improve visual processing abilities?

Movement builds eye-hand coordination, core muscles, and gross motor skills, which support the vestibular system and strengthen visual memory. Activities like Swing Toss, where children throw objects into hoops while swinging, boost balance, core strength, sensory integration, and visual motor skills essential for learning.

What are the behavioral signs that a child may have visual perception difficulties?

Children with visual processing issues may show poor attention in class, lack of self-confidence, difficulty with sorting objects, challenges in sports activities, and problems with reading and mathematics. These difficulties can lead to frustration, withdrawal, and socialization problems if not properly addressed through targeted interventions.

tobi-01

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