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Anti-bias is a mindset where we must not function under the biases that we already have. Every person has certain biases about people or things and if you say you don't you are lying. We may not realize we have certain biases but that doesn't mean we don't have them. Biases can be good or bad but they affect how we view and treat our students whether that be consciously or unconsciously.

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Sexuality in students covers how they mature throughout the years and what is normal for different kids at different ages. Kids express themselves sexually in ways we don't always realize such as by talking about the different body parts that girls have that boys don't and vice versa. Sexuality is also how students choose to express their gender and who they are attracted to.

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Child abuse is the mistreatment of children. Some forms of child abuse can be emotional, sexual, neglectful, or physical. It is crucial to know the signs and to keep children safe. Unfortunately, more children deal with child abuse than we think and no child should have to experience it.

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As teachers, we must become aware of all of our implicit and explicit biases. To give our students the best education that we can we must actively seek to act against our biases and not let them affect how we treat our students. As teachers, we must also keep student and parent biases in mind and be prepared for questions they may have regarding the content we have in our classrooms.

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It is important for teachers to know what is developmentally appropriate for students relating to their sexuality. If students are talking about things or engaging in play or other activities in a way that is beyond what is developmentally appropriate for them it could be a sign that something is going on at home that may be of concern. Other than that, it is also important for us to know what is normal for students at different ages so that if we see something we can act calmly and appropriately and not make the child feel bad for something that is normal for them at that age. We must be able to redirect their behaviors in an appropriate manner.

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Ohio is making national headlines for its introduction of a bill that mirrors a controversial Florida law restricting how schools talk about sexual orientation and gender identity.

Supporters call these "Parental Rights in Education" laws while opponents have named them the "Don't Say Gay" bills.

What would Ohio's bill do?

House Bill 616 would ban both instruction and materials about sexual orientation and gender identity from kindergarten through third grade in all public and most private schools.

Students in grades four and higher could discuss these issues, but "any curriculum or instructional materials on sexual orientation or gender identity" would be "age-appropriate or developmentally appropriate for students in accordance with state standards."

Teachers who violated these rules could lose their licenses and schools could lose their state funding.

The Republican legislation also restricts teacher discussion and training on other "divisive or inherently racist concepts" such as critical race theory, diversity, equity, and inclusion learning outcomes and "any other concept that the state board of education defines as divisive or inherently racist."

How is HB 616 similar to the Florida law?

The language on sexual orientation and gender identity is strikingly similar.

Florida's law says "classroom instruction by school personnel or third parties on sexual orientation or gender identity may not occur in kindergarten through grade 3."

In Ohio, HB 616 says schools shall not "teach, use, or provide any curriculum or instructional materials on sexual orientation or gender identity" in "grades kindergarten through three."
'Divisive issues' in education: Compare Ohio House Bill 616 to Florida's 'Don't Say Gay' law
How is HB 616 different?

The penalties under the Florida law and the Ohio bill are different. Florida allows parents to sue the teacher and/or school district who violated its law while Ohio would send them to the State Board of Education.

The Florida law also limits how students can receive health services such as counseling and what parents must be told when children use them. That's not in Ohio's bill.

On the flip side, HB 616 has language restricting the teaching of other divisive concepts such as race.

Where is Ohio's bill in the legislative process?

HB 616 was introduced in early April in the Ohio House by state Reps. Mike Loychik, R-Bazetta, and Jean Schmidt, R-Loveland.

"Children deserve a quality education that is fair, unbiased and age appropriate," Loychik said in a statement. "This legislation promotes free and fair discussion."

The bill has yet to be assigned to a committee.

No companion legislation has been introduced in the Ohio Senate.

"The classroom is a place that seeks answers for our children without political activism," Schmidt said in a statement.

Why is it called the 'Don't Say Gay' bill?

These bills use terms such as sexual orientation and gender identity, but critics have nicknamed them "Don't Say Gay" laws.

"It becomes clear very quickly when the specific materials begin to be cited that when they say sexual orientation they mean non-heterosexual orientations," Equality Ohio Policy Director Maria Bruno said.

That's why books about princesses marrying princes don't get flagged as inappropriate for children, but stories about different kinds of families do.

"We know they are trying to avoid having to explicitly say we want to reject LGBTQ identities, but they are doing everything they can to substantively make that happen," Bruno said.

School librarians across the country recently told The Washington Post they're fighting against pre-emptive removals of LGBTQ books.

And teachers in Florida who oppose their new law have started circulating memos about only using they/them pronouns because he/she implies a gender identity.

"Our identities are not divisive concepts," Bruno said. "The implications from bills like this is that merely being a member of the LGBTQ community is, in itself, a perversion."

Will HB 616 replace the other divisive concept bills?

Ohio lawmakers have already spent dozens of hours debating how educators talk about racism, slavery and inequity during hearings for House Bills 322 and 327.
Anna Staver is a reporter with the USA TODAY Network Ohio Bureau. It serves the Columbus Dispatch, Cincinnati Enquirer, Akron Beacon Journal and 18 other affiliated news organizations across Ohio.
Both bills would restrict how K-12 schools teach about divisive concepts, but HB 327 goes farther. It would limit how these subjects could be discussed by public colleges and other public entities like municipal governments and libraries.

Get more political analysis by listening to the Ohio Politics Explained podcast

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What's in Ohio House Bill 616, the divisive concept bill that includes sexual orientation?

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Supporters call these "Parental Rights in Education" laws while opponents have named them the "Don't Say Gay" bills.

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1. Be honest. Don't encourage children not to "see" color or tell children we are all the same. Rather, discuss differences openly and highlight diversity by choosing picture books, toys, games and videos that feature diverse characters in positive, non-stereotypical roles.

2. Embrace curiosity. Be careful not to ignore or discourage your youngster's questions about differences among people, even if the questions make you uncomfortable. Not being open to such questions sends the message that difference is negative.

3. Broaden choices. Be careful not to promote stereotypical gender roles, suggesting that there are certain games, sports or activities that only girls can do or only boys can do.

4. Foster pride. Talk to your child about your family heritage to encourage self-knowledge and a positive self-concept.

5. Lead by example. Widen your circle of friends and acquaintances to include people from different backgrounds, cultures and experiences.

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Teach the facts about sex assigned at birth, sexual orientation, gender identity and gender expression, and learn how to advocate for LGBTQ youth. Whether you're just becoming familiar with gender diversity or ready to start a gay-straight alliance at your school, our resources can help you and your colleagues shape inclusive policies and empower vulnerable students.

"Binary notions of gender, biology and sexual orientation exclude large swaths of human diversity. This diversity can be better understood by using spectrum-based models. Spectra make room for anyone whose experiences do not narrowly fit into binary choices such as man/woman, feminine/masculine or straight/gay."

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Teach the facts about sex assigned at birth, sexual orientation, gender identity and gender expression, and learn how to advocate for LGBTQ youth. Whether you're just becoming familiar with gender diversity or ready to start a gay-straight alliance at your school, our resources can help you and your colleagues shape inclusive policies and empower vulnerable students.

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Myths about Sex-Ed | Action Canada for Sexual Health and Rights

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Sadly, many people believe that to be true despite how scientifically inaccurate it is.

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Sexual Media and Childhood Well-being and Health

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Sexual content is highly prevalent in traditional media, and portrayals rarely depict the responsibilities and risks (eg, condom use, pregnancy) associated with sexual activity. Exposure to such content is linked with shifts in attitudes about sex and gender, earlier progression to sexual activity, pregnancy, and sexually transmitted infection among adolescents.

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As an educator, you are a mandated reporter for child abuse. You are in a unique situation with children because you see them almost every day and get to know them very well. You also see them in a safe environment where they are away from their parents. Because you get to know them and see them away from their parents, you are able to see the signs of child abuse and some children may even tell you about some abuse happening at home. It is your job as their teacher to make sure you report any concerns you have about potential abuse. As a mandated reporter you can face legal repercussions for not reporting abuse that you saw signs of. As a teacher, you should always want what is best for your students, and by making sure you are fully educated on the signs of child abuse you are able to do that by keeping your students safe.

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I just wanted to thank you for the helpful information you shared in the parenting course I was required to take as part of my divorce. I found it dealt with a lot of issues that are currently going on with my wife and children. I am really hoping this will help my wife and I do what's best for our children.

Thank you for your help and a better understanding of parenting skills with regard to divorce.

I'm so very thankful for this course, it has really opened my eyes concerning my rights, and myself as a parent, among other things. Thank you again so very much. I hope others will be informed about this course because, it is sorely needed. Thank you so much!!

I am extremely grateful for this course and its basic information. The shared calendar idea, while seemingly obvious, was brilliant. At times like divorce, simple things can be overlooked and even neglected. Great course. Great value for the money. Thank you again!!!

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Resources For Parents - National Children's Advocacy Center

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The National Child Traumatic Stress Network

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Children whose families and homes do not provide consistent safety, comfort, and protection may develop ways of coping that allow them to survive and function day to day. For instance, they may be overly sensitive to the moods of others, always watching to figure out what the adults around them are feeling and how they will behave. They may withhold their own emotions from others, never letting them see when they are afraid, sad, or angry. These kinds of learned adaptations make sense when physical and/or emotional threats are ever-present. As a child grows up and encounters situations and relationships that are safe, these adaptations are no longer helpful, and may in fact be counterproductive and interfere with the capacity to live, love, and be loved.

Complex trauma can affect children in a multitude of ways. Here are some common effects.

Attachment and Relationships

The importance of a child's close relationship with a caregiver cannot be overestimated. Through relationships with important attachment figures, children learn to trust others, regulate their emotions, and interact with the world; they develop a sense of the world as safe or unsafe, and come to understand their own value as individuals. When those relationships are unstable or unpredictable, children learn that they cannot rely on others to help them. When primary caregivers exploit and abuse a child, the child learns that he or she is bad and the world is a terrible place.

The majority of abused or neglected children have difficulty developing a strong healthy attachment to a caregiver. Children who do not have healthy attachments have been shown to be more vulnerable to stress. They have trouble controlling and expressing emotions, and may react violently or inappropriately to situations. Our ability to develop healthy, supportive relationships with friends and significant others depends on our having first developed those kinds of relationships in our families. A child with a complex trauma history may have problems in romantic relationships, in friendships, and with authority figures, such as teachers or police officers.

Physical Health: Body and Brain

From infancy through adolescence, the body's biology develops. Normal biological function is partly determined by environment. When a child grows up afraid or under constant or extreme stress, the immune system and body's stress response systems may not develop normally. Later on, when the child or adult is exposed to even ordinary levels of stress, these systems may automatically respond as if the individual is under extreme stress. For example, an individual may experience significant physiological reactivity such as rapid breathing or heart pounding, or may "shut down" entirely when presented with stressful situations. These responses, while adaptive when faced with a significant threat, are out of proportion in the context of normal stress and are often perceived by others as "overreacting" or as unresponsive or detached.

Stress in an environment can impair the development of the brain and nervous system. An absence of mental stimulation in neglectful environments may limit the brain from developing to its full potential. Children with complex trauma histories may develop chronic or recurrent physical complaints, such as headaches or stomachaches. Adults with histories of trauma in childhood have been shown to have more chronic physical conditions and problems. They may engage in risky behaviors that compound these conditions (e.g., smoking, substance use, and diet and exercise habits that lead to obesity).

Complexly traumatized youth frequently suffer from body dysregulation, meaning they over-respond or under-respond to sensory stimuli. For example, they may be hypersensitive to sounds, smells, touch or light, or they may suffer from anesthesia and analgesia, in which they are unaware of pain, touch, or internal physical sensations. As a result, they may injure themselves without feeling pain, suffer from physical problems without being aware of them, or, the converse - they may complain of chronic pain in various body areas for which no physical cause can be found.

Emotional Responses

Children who have experienced complex trauma often have difficulty identifying, expressing, and managing emotions, and may have limited language for feeling states. They often internalize and/or externalize stress reactions and as a result may experience significant depression, anxiety, or anger. Their emotional responses may be unpredictable or explosive. A child may react to a reminder of a traumatic event with trembling, anger, sadness, or avoidance. For a child with a complex trauma history, reminders of various traumatic events may be everywhere in the environment. Such a child may react often, react powerfully, and have difficulty calming down when upset. Since the traumas are often of an interpersonal nature, even mildly stressful interactions with others may serve as trauma reminders and trigger intense emotional responses. Having learned that the world is a dangerous place where even loved ones can't be trusted to protect you, children are often vigilant and guarded in their interactions with others and are more likely to perceive situations as stressful or dangerous. While this defensive posture is protective when an individual is under attack, it becomes problematic in situations that do not warrant such intense reactions. Alternately, many children also learn to "tune out" (emotional numbing) to threats in their environment, making them vulnerable to revictimization.

Difficulty managing emotions is pervasive and occurs in the absence of relationships as well. Having never learned how to calm themselves down once they are upset, many of these children become easily overwhelmed. For example, in school they may become so frustrated that they give up on even small tasks that present a challenge. Children who have experienced early and intense traumatic events also have an increased likelihood of being fearful all the time and in many situations. They are more likely to experience depression as well.

Dissociation

Dissociation is often seen in children with histories of complex trauma. When children encounter an overwhelming and terrifying experience, they may dissociate, or mentally separate themselves from the experience. They may perceive themselves as detached from their bodies, on the ceiling, or somewhere else in the room watching what is happening to their bodies. They may feel as if they are in a dream or some altered state that is not quite real or as if the experience is happening to someone else. Or they may lose all memories or sense of the experiences having happened to them, resulting in gaps in time or even gaps in their personal history. At its extreme, a child may cut off or lose touch with various aspects of the self.

Although children may not be able to purposely dissociate, once they have learned to dissociate as a defense mechanism they may automatically dissociate during other stressful situations or when faced with trauma reminders. Dissociation can affect a child's ability to be fully present in activities of daily life and can significantly fracture a child's sense of time and continuity. As a result, it can have adverse effects on learning, classroom behavior, and social interactions. It is not always evident to others that a child is dissociating and at times it may appear as if the child is simply "spacing out," daydreaming, or not paying attention.

Behavior

A child with a complex trauma history may be easily triggered or "set off" and is more likely to react very intensely. The child may struggle with self-regulation (i.e., knowing how to calm down) and may lack impulse control or the ability to think through consequences before acting. As a result, complexly traumatized children may behave in ways that appear unpredictable, oppositional, volatile, and extreme. A child who feels powerless or who grew up fearing an abusive authority figure may react defensively and aggressively in response to perceived blame or attack, or alternately, may at times be overcontrolled, rigid, and unusually compliant with adults. If a child dissociates often, this will also affect behavior. Such a child may seem "spacey", detached, distant, or out of touch with reality. Complexly traumatized children are more likely to engage in high-risk behaviors, such as self-harm, unsafe sexual practices, and excessive risk-taking such as operating a vehicle at high speeds. They may also engage in illegal activities, such as alcohol and substance use, assaulting others, stealing, running away, and/or prostitution, thereby making it more likely that they will enter the juvenile justice system.

Cognition: Thinking and Learning

Children with complex trauma histories may have problems thinking clearly, reasoning, or problem solving. They may be unable to plan ahead, anticipate the future, and act accordingly. When children grow up under conditions of constant threat, all their internal resources go toward survival. When their bodies and minds have learned to be in chronic stress response mode, they may have trouble thinking a problem through calmly and considering multiple alternatives. They may find it hard to acquire new skills or take in new information. They may struggle with sustaining attention or curiosity or be distracted by reactions to trauma reminders. They may show deficits in language development and abstract reasoning skills. Many children who have experienced complex trauma have learning difficulties that may require support in the academic environment.

Self-Concept and Future Orientation

Children learn their self-worth from the reactions of others, particularly those closest to them. Caregivers have the greatest influence on a child's sense of self-worth and value. Abuse and neglect make a child feel worthless and despondent. A child who is abused will often blame him- or herself. It may feel safer to blame oneself than to recognize the parent as unreliable and dangerous. Shame, guilt, low self-esteem, and a poor self-image are common among children with complex trauma histories.

To plan for the future with a sense of hope and purpose, a child needs to value him- or herself. To plan for the future requires a sense of hope, control, and the ability to see one's own actions as having meaning and value. Children surrounded by violence in their homes and communities learn from an early age that they cannot trust, the world is not safe, and that they are powerless to change their circumstances. Beliefs about themselves, others, and the world diminish their sense of competency. Their negative expectations interfere with positive problem-solving, and foreclose on opportunities to make a difference in their own lives. A complexly traumatized child may view himself as powerless, "damaged," and may perceive the world as a meaningless place in which planning and positive action is futile. They have trouble feeling hopeful. Having learned to operate in "survival mode," the child lives from moment-to-moment without pausing to think about, plan for, or even dream about a future.

Long-Term Health Consequences

Traumatic experiences in childhood have been linked to increased medical conditions throughout the individuals' lives. The Adverse Childhood Experiences (ACE) Study is a longitudinal study that explores the long-lasting impact of childhood trauma into adulthood. The ACE Study includes over 17,000 participants ranging in age from 19 to 90. Researchers gathered medical histories over time while also collecting data on the subjects' childhood exposure to abuse, violence, and impaired caregivers. Results indicated that nearly 64% of participants experienced at least one exposure, and of those, 69% reported two or more incidents of childhood trauma. Results demonstrated the connection between childhood trauma exposure, high-risk behaviors (e.g., smoking, unprotected sex), chronic illness such as heart disease and cancer, and early death.

Economic Impact

The cumulative economic and social burden of complex trauma in childhood is extremely high. Based upon data from a variety of sources, a conservative annual cost of child abuse and neglect is an estimated $103.8 billion, or $284.3 million per day (in 2007 values). This number includes both direct costs-about $70.7 billion-which include the immediate needs of maltreated children (hospitalization, mental health care, child welfare systems, and law enforcement) and also indirect costs-about $33.1 billion-which are the secondary or long-term effects of child abuse and neglect (special education, juvenile delinquency, mental health and health care, adult criminal justice system, and lost productivity to society).

A recent study examining confirmed cases of child maltreatment in the United States found the estimated total lifetime costs associated with child maltreatment over a 12-month period to be $124 billion. In the 1,740 fatal cases of child maltreatment, the estimated cost per case was $1.3 million, including medical expenses and productivity loss. For the 579,000 non-fatal cases, the estimated average lifetime cost per victim of child maltreatment was $210,012, which includes costs relating to health care throughout the lifespan, productivity losses, child welfare, criminal justice, and special education. Costs for these nonfatal cases of child maltreatment are comparable to other high-cost health conditions (i.e., $159,846 for stroke victims and $181,000 to $253,000 for those with Type 2 diabetes).

In addition to these costs are the "intangible losses" of pain, sorrow, and reduced quality of life to victims and their families. Such immeasurable losses may be the most significant cost of child maltreatment.

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Children whose families and homes do not provide consistent safety, comfort, and protection may develop ways of coping that allow them to survive and function day to day.

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About

Child abuse and violence affect millions of children each year. Child abuse includes physical, sexual, emotional abuse and neglect. Interpersonal violence is violence between people and includes community violence, partner violence (also called "domestic violence"), and bullying. After abuse or violence many children develop mental health problems including depression and posttraumatic stress disorder. These children may also have serious medical problems, learning problems, and problems getting along with friends and family members.

After abuse or violence children need support from their parents and other family members. Sometimes parents are not able to be supportive because they have their own mental health problems; or they may also have been the victims of the abuse or violence. Other parents may have caused the abuse or violence. Children who do not have supportive families or who blame themselves for the abuse or violence are more likely to have serious mental health problems.

However, many children have inner strength and are able to cope well even after abuse or violence.
Choose a topic:
Frequently Asked Questions

1. What is child trauma and child abuse?

2. What are signs that a child may need help after experiencing abuse or interpersonal violence?

3. What can a parent do if they suspect that their child is being abused?

4. How can I help my children after they have been experienced abuse or interpersonal violence?

5. What is toxic stress?

Facts for Families

AACAP's Facts for Families provide concise up-to-date information about a variety of issues that affect children, adolescents and families. The following Facts for Families contain information that is especially pertinent to families of children who have experienced abuse or interpersonal violence:

Bullying
Child Abuse: The Hidden Bruises Sexual Abuse Attention-Deficit Hyperactivity Disorder (ADHD) Foster Care Domestic Violence and Children Posttraumatic Stress Disorder (PTSD) Responding to Child Sexual Abuse Anxiety and Children Depression in Children and Teens When To Seek Help for Your Child Where to Find Help for Your Child
Video Clips

Clinical Resources

Information about Treatment Choices
Children who have experienced violence or abuse can be successfully treated with psychotherapy (talk therapy). Though there are no medications to specifically treat abuse, victims often experience anxiety, depression and other disorders that can be successfully treated with medications by a psychiatrist. To learn more about effective psychotherapies for youngsters affected by abuse or violence, please click here.

PTSD Rating Scales

Two rating scales can be used by clinicians to help identify children's or adolescents' exposure to child abuse, interpersonal violence and other traumatic events, to identify PTSD symptoms, and to monitor symptoms. These are the UCLA PTSD Reaction Index (RI) and the Child PTSD Symptom Scale (CPSS). The RI is rated separately by the child or adolescent and a parent; the CPSS is rated only by the child or adolescent.
The Child PTSD Symptom Scale
Additional Clinical Resources
The National Child Traumatic Stress Network developed a resource kit for parents whose children have experienced sexual abuse. Caring for Kids: What Parents Need to Know about Sexual Abuse. Working with children who have experienced sexual abuse can lead to vicarious trauma or "secondary traumatic stress".

Research and Training
Scientific Articles and Information
Community Treatment of Posttraumatic Stress Disorder for Children Exposed to Intimate Partner Violence
Archive of Pediatrics & Adolescent Medicine
January 2011 - Volume 165 - Issue 1 - pp 16-21

Free training in the TF-CBT treatment model is available to mental health professionals from the TF-CBTWeb training course, available at www.musc.edu/tfcbt.

Child abuse and neglect and intimate partner violence victimization and perpetration: A prospective investigation
Child Abuse & Neglect, 2013

Longitudinal Study on the Effects of Child Abuse and Children's Exposure to Domestic Violence, Parent-Child Attachments, and Antisocial Behavior in Adolescence
Journal of Interpersonal Violence, 2011

Separating Children From Their Families: Toxic Stress and Adverse Childhood Experiences
Journal of the American Academy of Child & Adolescent Psychiatry

Spontaneous Thoughts and Brain Connectivity: Possible Links Between Early Maltreatment and Later Depression
Journal of the American Academy of Child & Adolescent Psychiatry, Volume 57, Issue 9, Pages 634-36
Published online: September 2018

Child Abuse and Neglect
Journal of the American Academy of Child & Adolescent Psychiatry, Volume 57, Issue 9, Pages 637-644
Published online: September 2018

Evidence for Depressogenic Spontaneous Thoughts and Altered Resting-State Connectivity in Adolescents With a Maltreatment History
Journal of the American Academy of Child & Adolescent Psychiatry, Volume 57, Issue 9, Pages 687-695
Published online: September 2018

Early Childhood Adverse Experiences, Inferior Frontal Gyrus Connectivity, and the Trajectory of Externalizing Psychopathology
Journal of the American Academy of Child & Adolescent Psychiatry, Volume 57, Issue 3, Pages 183-190
Published online: March 2018

The Dissociative Subtype of Posttraumatic Stress Disorder (PTSD) Among Adolescents: Co-Occurring PTSD, Depersonalization/Derealization, and Other Dissociation Symptoms
Journal of the American Academy of Child & Adolescent Psychiatry, Volume 56, Issue 12, Pages 1062-1072
Published online: December 2017

Traumatic Stress Interacts With Bipolar Disorder Genetic Risk to Increase Risk for Suicide Attempts
Journal of the American Academy of Child & Adolescent Psychiatry, Volume 56, Issue 12, Pages 1073-1080
Published online: December 2017

Books

A Place for Starr: A Story of Hope for Children Experiencing Family Violence
Howard Schor

Please Tell! A Child's Story About Sexual Abuse
Jessie

Maybe Days: A Book for Children in Foster Care
Wilgocki, J& Wright, MK. (2002)

Posttraumatic Play in Children: What Clinicians Need to Know
Michael Scheeringa

For more bibliotherapy resources, visit Living with Mental Illness: Books, Stories and Memoirs.

Getting Help

Getting help is one of the most important things a parent can do for a child with a mental health concern. This is especially important after exposure to a trauma such as child abuse or interpersonal violence, but often in these situations seeking professional help is the last thing on parents' minds because so many other things are going on in the family.

A child and adolescent psychiatrist is a physician who specializes in the diagnosis and treatment of mental health disorders that affect children and adolescents. Child and adolescent psychiatrists have completed four years of medical school, and at least three years of residency training in medicine, neurology, or general psychiatry with adults, and two years of additional training in psychiatric work with children and adolescents.

Click here to find a child and adolescent psychiatrist in your area.

Oftentimes, parents are unsure when to seek a referral to a child and adolescent psychiatrist. For more information on when to seek a referral, please click here.

To learn more about understanding mental health insurance, please click here.
Services In School For Children With Special Needs: What Parents Need To Know
Resources for Parents and Foster Parents
If your child has experienced child abuse, the following resources may be helpful:

Caring for Kids: What Parents Need to Know about Sexual Abuse
The National Child Traumatic Stress Network Sexual Abuse Committee developed a series of fact sheets providing information about different aspects of child sexual abuse.

For Foster Parents:
In addition to child abuse and violence exposure, many children in foster care struggle with the uncertainty about their future related to placement issues. This book helps children in foster care and their foster parents to address this issue more openly:

Wilgocki, J& Wright, MK. (2002) Maybe Days: A Book for Children in Foster Care. Washington, D.C: American Psychological Association. Available at www.amazon.com.

Related Websites

COVID-19 Resources

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Child abuse and violence affect millions of children each year. Child abuse includes physical, sexual, emotional abuse and neglect.

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Along with things that make kids physically ill, there are also things that can make children mentally unwell. Some examples of mental health issues are trauma, PTSD, Anxiety, ADHD, ADD, ODD, Autism, Fetal alcohol syndrome, and Depression. When a student is struggling mentally it often transfers to their physical health. Students who are experiencing mental illnesses are at a higher risk for developing physical health problems.

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It is important for teachers to be educated on mental health disorders because they are not routinely checked for like many other health problems. Because of this, children can go unnoticed while struggling. As teachers, we have the ability to watch for signs and direct students toward the help they may not realize is available to them. We can also help break stigmas about mental health by talking about it as commonly as we do about any other sickness such as the flu or a cold. By making sure we are attuned to the mental needs of students we are setting them up to be more successful. We are also putting in preventative measures for serious physical illnesses by addressing mental health concerns early on.

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Sesame Street: Common and Colbie Caillat Sing "Belly Breathe" with Elmo

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Inside: An introduction to emotion-coaching for parents. Our words can hurt or heal when our kids are upset. These 10 soul-building phrases will guide your child through their big emotions. Positive phrases to use when your child is sad or upset.

Sometimes my son's emotions take me by surprise. Things that haven't caused a huge reaction before are suddenly very hard to handle.

Like when his Dad left for a business trip and saying goodbye was unexpectedly really, really rough. Or how for some reason falling down this time and in this place, even though he isn't hurt really bad, is just the last straw - when five minutes earlier he would have stood up and brushed himself off.

That wave of emotion comes out of him and it catches me off guard. Maybe it's because I expected something different from him or something more from him, that I expected him to be able to "handle it."
When our kids are upset, it can sometimes trigger us to be upset too and instead of responding to our kids, we react.
In these moments when my son's emotions are big and his reactions intense, I find myself being more dismissing of his emotions than I intend to be. I tell him; " you're okay" or "brush it off" or " calm down."

It seems like when our kids are upset and need us the most are the exact moments we aren't prepared for - the moments we ourselves are tired, stressed, sad, or triggered.

It's exactly those moments that I feel like my words fail me - I search for the right thing to say and it escapes me. It is also exactly at those moments when our children need us the most - to be able to lead them through the emotion, through the storm - to be their emotion-coach.
As one of my favorite authors says: "When little people are overwhelmed by big emotions, it's our job to share our calm, not join their chaos." - L.R. Knost
It's our job to be accepting of the emotion, while at the same time teaching them how to handle those emotions.

To coach our child through their feelings, from experiencing those feelings to expressing them.

Our words to our kids when they are upset can either break them down or build them up. These phrases will build your child's emotional intelligence - these are soul-building phrases.
Don't miss the free printable at the end of this post so you have it handy when you need it and so your words don't escape you next time your child's emotions are bigger than they are.
1. It's okay to be upset - it's good to let it out.

As your child's emotion-coach, the first thing you want to teach them is that emotions are meant to be experienced, in fact, that their emotions need to be felt.

By doing this you are both acknowledging how they feel, validating that feeling, and showing that the emotion itself, even negative emotions, are not something to be feared or avoided.
It seems like you are mad, it's okay to be mad. It's good to let that anger come out. Your face/body looks sad. It's okay to feel sad. It is sad to say goodbye.
2. I hear you - I'm here for you - I'll stay with you.

The best gift you can give to another human is to stay with them in their emotion. To hold that emotion with them. That is something we must give to our children as well.

To simply be with them in that emotional space. To be there.

You are upset. Let's sit here for a moment. I'm with you, I'll stay with you - it's okay to feel _______. I won't leave you.

The key to holding space is being able to separate your child's emotions from their behavior (here is how to do that)- we see the behavior we want to change and inadvertently dismiss their emotions.
Related Reading: Handle Your Child's Big Emotions With Love: How to Hold Space for Your Child's Impulses and Emotions
3. It's okay to feel how you feel. It is not okay to _________."

Sometimes it is necessary to use a clear limit in how our child expresses their emotions. It isn't the emotion that needs to change, but rather how they express it.

You look like you are really, really angry. It is okay to be angry. It is not okay to hit. I will not let you hit. Let's go over here together, and you can be angry.

This is a very clear statement - hitting is not okay. As your parent, I won't allow you to hit. I will help you regulate your anger. Being angry is okay, and hitting is not okay.

Taking a break when we are angry, and walking away for a moment, is actually a good way of regulating anger.

You are teaching your child to give themselves a little space to breathe and time to gain perspective.

During this time-in, you can coach your child through their anger and help them figure out a better way to solve their issue/frustration. Find more ways to help your child handle emotions here: The Heartfelt Way to Handle Tantrums and Meltdowns: Two-Step Mindful Emotions System.

4. How you feel right now won't last forever. It's okay to feel how you are feeling. It will pass, and you will feel better again soon.

In-the-moment your child feels (and acts) as if their entire world is ending. Their emotions are big and overpowering, and they feel that they will never feel better again - which only compounds how they feel.

How many times has your child said, This is the worse day ever!

Ironically, 5 minutes later, they will be happy-go-lucky skipping by you while you are completely emotionally wrung out and wondering how you'll get through the rest of the day. It's as if that massive meltdown of epic proportions never even happened.

It is much harder for us as parents to be able to let it go - but remembering that their emotions will pass will help.

And reminding them that their emotions will pass will help them, too, potentially lessening the intensity of those emotions in the first place!

5. Let's take a breath, take a break, sit down, and pause for a minute...

It is a hard thing to do to sit with an emotion. To just feel it - live in it. But if we allow ourselves to be in the moment with our emotions, we can let them go easier.

They don't fester deep inside until they get so big they explode out of us again.

I love this quote from Mister Rodgers when he spoke to a group of parents about grief:

There is one thought that I feel can be helpful to grown-ups and children alike: Sadness isn't forever. I'm not suggesting
that we remind ourselves of this in order to lessen our grief. On the contrary. The knowledge that time does bring relief
from sadness and that sooner or later there will be days when we are happy again may allow us to grieve more fully and
deeply when we need to.
Mister Rodgers

A key part of being your child's emotion coach is simply teaching them that experiencing and feeling the emotion helps us to let it go. It may return - over and over - but if we allow ourselves and teach our children to notice it, acknowledge it, feel it, then we are releasing it instead of shoving it deep down inside where it will continue to hurt.

We can teach our kids that when emotions are big, it's okay to sit with them for a minute. You can sit quietly, or you can ask them how they feel.

Or, perhaps even better, you can describe how feelings feel to you, thereby building their own emotional intelligence. They may relate or change what you say with their own descriptions as you talk.

When I feel that upset, I feel like I can't catch my breath, so I try to breathe slowly. Sometimes I feel a little embarrassed too, and a little hurt. I feel like my heart is a bit bruised. After a few minutes, my heart feels better, and I feel like I can go on with my day.

For younger children especially, using tools that will help them identify their emotions is powerful. Emotions are abstract, and children, even adults, find it hard to describe them. This printable toolkit has several tools to help children identify emotions and a set of regulation cards to help them work through big emotions.

6. You are good and kind.

Being dysregulated is not being bad. Being angry or frustrated is not being bad. Yet, sometimes, when we are emotional, we don't always make the best choices.

Our kids may make mistakes or bad choices, but that is how they act, not who they are. This is such an important message when we emotion-coach our kids.
You were angry. You didn't mean those unkind words about your brother. Sometimes we say things we don't mean when we are mad. You are a kind boy. What do you think would make your brother feel better?
Research shows that telling children they are kind leads to more generosity. We want our kids to know that no matter how they are feeling, they are good and kind.

This also helps our children with their friendships. Young children like categories and labels - it's part of how they think.

They may label another child as "bad" because of something that child did - maybe it was impulsive - maybe they didn't think before acting - maybe they were emotional and made a bad choice - but they are not "bad."

This is an important distinction to learn in early childhood.

7. I'll be over here when you need me.

I am all for validating and acknowledging children's emotions, but sometimes kids escalate their emotions for attention. This is a big clue-in for parents that your child needs some one-on-one time. But not right now, later when things are calm again.

How do you know when it is an escalation? When your child refuses a hug or comfort and cries harder. Or when all the tactics that usually work fall flat.

Giving unending validation and acknowledgment at times like this can backfire, potentially even enabling the tantrum or escalation of emotion. This is when the classic time-in can be ineffective. That is why I recommend the flexible "Feeling Break," which is a variation of time-in, but also works when emotions escalate with comfort - or when you need a break - parents have emotions too!

You can still acknowledge your child's emotions while giving them a chance to regulate themselves. "I can see you are really upset about this. It's okay to be upset. It doesn't seem like what I am saying is helping. You remember what to do when you're upset, and you remember how to calm down. I'll be over here when you need me."

You aren't abandoning your child with their emotions, you are trusting them to put some of the strategies in place that you have taught them.

You also make a note that they need attention, you make sure to do that later that day - have some quality one-on-one time and reconnect. But right, now, it's okay to give them space to regulate.

They may ask for you to come back and that's fine. After a short while, you might check on them and ask if they need a hug. Or, they may just need a little time on their own - we all do sometimes!!

Related Reading: Time-out vs. Time-In: Is There a Better Way? Why You Need the Flexibility of a Feeling-Break

8. Let's have a Do-over!

Oh, how I love do-overs !!
Whoa!!! This is not the fun we had planned for today! This is not fun for anyone. That was not the way to handle that situation, was it? She didn't mean to hit you in the eye with her coat sleeve, and you know it's not okay to hit ever. Let's have a do-over!! Let's try it all again!! How can we do it better this time??
Here's the scene: You've planned a fun activity. You are so excited!! You are trying to get everyone out the door - emotion and excitement are high. Something happens - now your husband is upset - your child has acted out - the kids are fighting, and you are so disappointed. ):

Sometimes everyone needs a chance to reset.

Sometimes kids know they have messed up and they want to save face, they want a chance to do it better.

A do-over is not always appropriate, for example, if feelings have been deeply hurt a do-over can be dismissive of the person with hurt feelings.

But, so many situations are little tiffs that we let get under our skin that pile-up and become more and more frustrating.

Give your family a chance to do it over and start out on a good - no on a great note!

9. What can we learn from this? What is the lesson in this?
That it is through our mistakes that we grow.
Teaching our children that there is a lesson when we struggle is so important. That there is a lesson in our pain, disappointment, anger. That problems that are hard to solve lead to opportunities.

This is not just true for academic situations or achievements. It is true for relationships, for friendships, for dealing with hard social situations.

It is true of things that make us feel sad, things that make us doubt ourselves.

What is the emotion trying to tell us? Maybe that we handled a situation wrong. Maybe to try again and not give up. Maybe not everyone is a good friend. Maybe that we haven't been a good friend and that we need to apologize.

Emotions are not just random things that happen to us - emotions are lessons - emotions are the fabric that connects to the ones we love.

10. You'll Remember Next Time.

When your child does something they shouldn't do and you correct their behavior- say this. Or when you've worked through a tantrum and taught them better ways to express their emotion, before they go onto the next thing say, "You'll remember next time."

That one simple phrase communicates so much to children. It tells them that their failure today isn't a permanent failure and that they can change.

It gives them something positive to focus on, "You'll remember next time to use your words."

It also helps them resolve their current feelings ( I feel bad now, but next time I can do better) and gives them a sense of relief and a desire to try next time.

If they do remember next time they might even point it out to you "I remembered Mama! I used my words!" with their eyes shining with pride. And you'll respond with a "Yes, you did remember! You used your words!" just as excited as they are.

When they do that you know it happened - they were empowered to change their behavior from within.

About Ashley Soderlund Ph.D.

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10 Emotion-Coaching Phrases to Use When Your Child is Upset

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Our words can hurt or heal when our kids are upset. These 10 emotion-coaching parent phrases will guide your child through their big emotions.

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National Center for Pyramid Model Innovations

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What are the Teaching Tools?

Creating Teaching Tools for Young Children with Challenging Behavior (Teaching Tools) gives teachers practical strategies, developed from research activities and experiences in Positive Behavior Support, to create a plan for supporting young children who are having challenging behavior.
The Teaching Tools provide:

1. Easily accessible ideas and materials such as handouts, worksheets, techniques, strategies, and visuals to support children in the classroom and other learning environments

2. Ideas of effective intervention approaches for children who do not need a functional assessment to determine the function of the child's problem behavior or a team-based process to address persistent challenging behavior.

How are the Teaching Tools Organized?

The Teaching Tools are organized around the User's Manual which explains how to use the tools and provides all of the technical information you need to access the hyperlinked visual supports and materials. Also included within the Teaching Tools is the Routine Based Support Guide. The Guide is a document that accompanies all of the tools and is organized in routines and activities that typically occur in early childhood programs. It assists teachers in developing a support plan.

Tools For Toddlers

The Teaching Tools routine-based guide includes prevention, intervention, and response strategies that might be used to support toddlers with challenging behavior. The manual includes sections on using TTYC with toddlers, a decision tree, forms for teaming, tips for consultation to the classroom, and guidance on assessing implementation and outcomes. The development of these strategies was supported by The Center for Early Childhood Mental Health Consultation, grant number 90YD0268, funded by the Office of Head Start, Administration for Children, Youth and Families, U.S. Department of Health and Human Services.

Teaching Tools

Share the Tools!

These materials were designed for reproduction and may be reproduced for educational purposes.

Learn More about our terms of use.

Recommended Citation for the Teaching Tools

Lentini, R., Vaughn, B. J., & Fox, L. (2008). Creating Teaching Tools for Young Children with Challenging Behavior [CD-ROM]. (Technical Assistance Center on Social Emotional Intervention, University of South Florida, 13301 Bruce B. Downs Tampa, FL 33612)

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Teaching Tools - National Center for Pyramid Model Innovations

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What are the Teaching Tools? Creating Teaching Tools for Young Children with Challenging Behavior (Teaching Tools) gives teachers practical strategies, developed from research activities and experiences in Positive Behavior Support, to create a plan for supporting young children who are having challenging behavior. The Teaching Tools provide: How are the Teaching Tools Organized?

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Youth-serving and faith-based organizations, coaches, and caregivers can help prevent and reduce the negative impacts of adverse childhood experiences (ACEs) by creating positive childhood experiences and connecting youth with activities and caring adults that build their sense of safety, confidence, and community. Raising awareness of ACEs in communities about how to prevent these experiences can help children and youth grow up and thrive in a safe, stable environment.

What are ACEs?

Traumatic experiences in childhood and teenage years may put children at risk for violence, chronic health problems, mental illness, and substance abuse in adulthood. These traumatic experiences are known as adverse childhood experiences (ACEs). These experiences can affect children for years and impact their potential in life.

ACEs may take many forms, including:

experiencing violence, abuse, or neglect

witnessing violence in the home or community

having a family member attempt or die by suicide

Also included are aspects of the child's environment that can undermine their sense of safety, stability, and bonding such as growing up in a household with:

substance use problems

mental health problems

instability due to parental separation or household members being in jail or prison

Raising Awareness of ACEs

The first step to helping young people at risk for ACEs is for everyone in our communities to better understand these experiences. ACEs are far more common than many people realize. About 6 in 10 adults surveyed reported experiencing at least one ACE before age 18, and nearly 1 in 6 of them reported experiencing four or more different types of ACEs.

ACEs have many immediate and long-term consequences. ACEs can have immediate impacts on child and adolescent health, as well as put individuals at risk for chronic health problems, mental illness, and substance use problems well into adulthood. For example, there is evidence that ACEs are related to poor mental health and suicidal behaviors in adolescence, as well as putting people at risk for heart disease and depression later in life. ACEs can also negatively impact education and job opportunities.

Fortunately, educating youth-serving and faith-based organizations, coaches, and caregivers and raising community awareness about ACE prevention and helping children and youth who have experienced ACEs, can help children and youth grow up and thrive in a safe, stable environment.

How to Help Prevent ACEs

The good news is that ACEs are preventable. The harmful effects of ACEs can affect everyone in our communities, and everyone can help prevent them. By implementing ACE prevention strategies and acting quickly when an ACE happens, communities can help all children and youth reach their full potential.

Here are some strategies to help prevent ACEs:

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Youth-serving and faith-based organizations, coaches, and caregivers can help prevent and reduce the negative impacts of adverse childhood experiences (ACEs) by creating positive childhood experiences and connecting youth with activities and caring adults that build their sense of safety, confidence, and community.

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How childhood trauma affects health across a lifetime

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Communicable illnesses are illnesses that can be spread from child to child. This module covered all different types of communicable illnesses and what their signs are. This module also covered the four different modes of transmission for communicable illnesses; dermatological, bloodborne, gastrointestinal, and respiratory. The spread of these illnesses can be prevented by things like vaccines or isolation.

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Kids are vulnerable to communicable illnesses in schools because they are in close contact with so many other kids and they all are still learning hygiene. It is important to understand the signs of these illnesses because identifying infected students early can prevent other students from getting sick. When students get sick they have to miss class and can fall behind. Students also will not learn to their best ability if they are not feeling their best.

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How soon after a young child has begun taking antibiotics should he return to school? The research I've read says that once a child has been taking the medication for 24 hours, it's okay for him to return to school. Parents in our center think that's too soon. Please give us your expert advice.

It depends on the type of infection. It also depends on whether you're concerned about the spread of infection or about how comfortable the child will be.

Returning After 24 Hours

For many of the common childhood bacterial infections that we treat with antibiotics, 24 hours of the antibiotic is enough to make sure the child is no longer contagious (able to spread the germ to others), but that's not necessarily true for all infections.

Streptococcal infections (strep throat) and bacterial conjunctivitis are probably the two most common ones, and both require antibiotics for just 24 hours before a child can return to school without worrying that he will spread the infection to other children.

Circumstances That Require More Than 24 Hours

However, pertussis (whooping cough) requires five days of antibiotics to make sure that it cannot be spread. Some intestinal infections and pneumonias (lung infections) can still be spread even after the child has finished the full course of antibiotics. Your local department of public health has printed guidelines that detail the recommendations for various types of infections.

The other factors to keep in mind when determining how soon a child should return to school are length of fever, energy level and appetite. Even if a child has completed the appropriate amount of antibiotic to stop him from being contagious, the child may still have fever, act fatigued or have a poor appetite. That would make him an unsuitable candidate for a full day of school. Staying at home for another day or two until he is up to full speed may be the best course of action.

Viruses

Viral illnesses are actually more common and spread more readily than bacterial illness in school-aged kids. Colds and the flu can wreak havoc on a classroom. There is no treatment that will make the viral illness go away sooner, and the viruses can remain in the nose and throat for days or weeks.

We obviously can't keep kids at home for three weeks every time they get a cold, but a day or two when the nasal symptoms are at their peak is not a bad idea.

The bottom line is that good precautions in school and at home make sense. Frequent hand-washing by everyone, including the kids, is probably the most important thing that can be done to try to limit the spread of infection.

Want to make sure your kids are eating right so they don't get sick in the first place? Check out our tips!

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How Soon After Starting Antibiotics Can a Child Return to School?

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If your child is on antibiotics, how long do you have to wait before they can return to school? For some infections, it's 24 hours, but that's not always the case.

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When your child is sick, it's important to know when they should stay home from school. If they have a contagious (kuhn- tay-juhs) disease, keep them home. This will help them get better faster and keep their teachers and classmates from getting sick.

When Your Child Is Too Sick

Talk to your child's doctor or health care provider if you are unsure if they should stay home from school. As a general rule, your child should not go to school if they have:

A fever over 100.4° Fahrenheit (F) or 38° Celsius (C) - Your child can return to school after they've been fever-free for 24 hours without antipyretics. Antipyretics are medicines that treat or prevent fever.

Signs they are weak and tired. This is common with the flu.

Diarrhea - Having loose poop (stool) more often that isn't caused by a change in diet.

Throwing up (vomiting) - More than 2 times in a 24-hour period.

Coughing that disrupts normal activity.

Wheezing or get short of breath.

Pain from earache, headache, sore throat, or recent injury.

Yellow or green drainage from the eye(s).

A new rash - Not all rashes mean your child must stay home from school. Check with their doctor or health care provider.

Contagious Disease

A contagious disease is one that can be spread by close contact with a person or object. Your child must stay home from school if they have a contagious disease. They may be contagious before showing any signs of illness.

Good hand washing will help prevent the spread of germs. Teach your child to wash their hands often, especially after using the bathroom and before eating.

Wash hands with soap and warm water (see steps below). Wash for 20 seconds, or the time it takes to sing the ABCs or Happy Birthday.

They may also use an alcohol-based hand sanitizer. It must contain at least 60% alcohol. Rub on hands until dry.

Contagious Disease Care

If your child is contagious, ask their doctor or health care provider when they can go back to school. Contact their school before returning. Diseases can be spread to other children through classmates, teachers, shared supplies, and more.

Chickenpox - No school until all spots (lesions) are dried and crusted.

Lice and scabies - No school until after the first treatment.

Impetigo - Start treatment and cover visible lesions before returning to school.

Strep throat or other strep infections - Can return if they do not have a fever and have been on antibiotics for at least 12 hours.

Report these contagious illness to the local Health Department and keep your child home:

For any questions, contact your child's doctor or health care provider.

IV-35 School and Illness: Should Your Child Stay Home? (PDF), Spanish (PDF)
HH-IV-35 * ©1991, revised 2022 * Nationwide Children's Hospital

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School and Illness: Should Your Child Stay Home?

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This Helping Hand™ can help you decide when your child should stay home if they're sick.

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Movement in schools means making time in the school day for students to get up and exercise and move their bodies. Movement and exercise help improve student's behaviors, and test scores, and decrease childhood obesity rates.

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It is important for students to experience movement during the school day because the exercise has been proven to help students behaviors during class, regulate mood, and prepare the brain for learning. Since exercise is naturally stress reducing, it helps create a more positive classroom environment where students can feel more confident, comfortable, and ready to learn. This means that students are able to better focus on their school work and as a result their test scores are higher. Exercise also helps students build healthy habits and helps decrease childhood obesity.

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ABL is changing the future for all children, by increasing their health, wellness, and education through movement! Active Classroom Furniture, Alternative, Flexible Seating for K12 schools, teacher workshops, Professional Development, staff training, cardio kids fitness equipment, and kinesthetic teaching strategies.

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"kids yoga" "yoga for kids" "yoga for children yoga story for kids" "children's yoga" "yoga adventure for kids" "kindergarten yoga" "preschool yoga" "kids me...

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YOGA | MINDFULNESS | RELAXATION FOR KIDS! Screentime that gives kids SUPERPOWERS! ⬇️ D O W N L O A D T H E C O S M I C K I D S A P P ⬇️ 🍏Apple: https://apps.apple.com/us/app/cosmic-kids/ 🛍️Android: https://play.google.com/store/apps/details?id=com.cosmickids 🖥️ Desktop (great for teachers!): https://app.cosmickids.com/ 📺 Roku: https://rb.gy/44r8d -------------------------------------------------------------------- Why watch on the App?

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Minds in Motion Maze Overview - MIMLearning.com

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TheLearningStation - Kids Songs and Nursery Rhymes

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Shake Your Sillies Out ♫ Brain Breaks Songs for Kids ♫ Kids Action Songs by The Learning Station

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Nutrition is an important factor for children to stay healthy. Your nutrition when you are young sets up your body for the rest of your life so it is crucial to establish healthy habits and a good understanding of what a healthy diet looks like at a young age.

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Knowledge about nutrition in schools is important because some students get a majority of their meals from school. In American schools students eat their lunches at schools and a lot of students also get their breakfasts from school as well. The messages we send kids about what foods they should be eating at these two meals are important because they will build their habits for all other meals. A well balanced nutritional meal will set students up for success in their learning because it will keep their body healthy and improve their brain functioning. This allows kids to foccus more on their school work and their education.

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Ever wonder how many calories your child really needs? While children should not be on calorie-restricted diets unless recommended by a doctor, it's good to be aware of your child's calorie needs so you can help them maintain energy balance .

Step 1: The chart below can give you a general idea of how many calories your child needs per day based on his or her age range, gender, and physical activity level. Walking to school is an example of being moderately active. Playing a game of basketball is an example of being vigorously active.

Step 2: After you find out how many calories your child needs, use the chart below to help you plan how much food from each to serve each day.

Keep in mind that if your child consumes extra calories beyond what is needed, the calories need to be burned off with extra physical activity. Extra calories can quickly add up depending on what your children eat or drink.

For example, if your child eats or drinks an extra 100 calories each day but does not burn them off, that's an extra 700 calories each week, an extra 2, 800 each month (4 weeks), or an extra 36,500 calories each year.

Step 3: Ask your child's doctor if you have any questions. Remember, these 2 charts are only a guide and each child's needs are different.

Additional Information:

Energy In Energy Out: Finding the Right Balance for Your Children (Copyright © 2014 American Academy of Pediatrics)

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calories and kids~ how many calories do kids need~ helping kids eat healthy~ physical activity and kids~ kids and diets~ serving sizes for kids~ energy balance~

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Energy In: Recommended Food & Drink Amounts for Children

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Ever wonder how many calories your child really needs? Use these charts to get an idea of how many calories your child needs per day and how much food from each food group to serve each day.

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Learn about programs that offer food and nutrition assistance for children, including the School Breakfast Program and National School Lunch Program.

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(a) Nutrition service requirements. (1) A program must design and implement nutrition services that are culturally and developmentally appropriate, meet the nutritional needs of and accommodate the feeding requirements of each child, including children with special dietary needs and children with disabilities. Family style meals are encouraged as described in § 1302.31 (e)(2).

(2) Specifically, a program must:

(i) Ensure each child in a program that operates for fewer than six hours per day receives meals and snacks that provide one third to one half of the child's daily nutritional needs;

(ii) Ensure each child in a program that operates for six hours or more per day receives meals and snacks that provide one half to two thirds of the child's daily nutritional needs, depending upon the length of the program day;

(iii) Serve three- to five-year-olds meals and snacks that conform to USDA requirements in 7 CFR parts 210, 220, and 226, and are high in nutrients and low in fat, sugar, and salt;

(iv) Feed infants and toddlers according to their individual developmental readiness and feeding skills as recommended in USDA requirements outlined in 7 CFR parts 210, 220, and 226, and ensure infants and young toddlers are fed on demand to the extent possible;

(v) Ensure bottle-fed infants are never laid down to sleep with a bottle;

(vi) Serve all children in morning center-based settings who have not received breakfast upon arrival at the program a nourishing breakfast;

(vii) Provide appropriate healthy snacks and meals to each child during group socialization activities in the home-based option;

(viii) Promote breastfeeding, including providing facilities to properly store and handle breast milk and make accommodations, as necessary, for mothers who wish to breastfeed during program hours, and if necessary, provide referrals to lactation consultants or counselors; and,

(ix) Make safe drinking water available to children during the program day.

(b) Payment sources. A program must use funds from USDA Food, Nutrition, and Consumer Services child nutrition programs as the primary source of payment for meal services. Early Head Start and Head Start funds may be used to cover those allowable costs not covered by the USDA.

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(a) Nutrition service requirements. (1) A program must design and implement nutrition services that are culturally and developmentally appropriate, meet the nutritional needs of and accommodate the feeding requirements of each child, including children with special dietary needs and children with disabilities. Family style meals are encouraged as described in § 1302.31 (e)(2).

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Family style meals at daycare, preschool encourage healthy eating | Jump IN for Healthy Kids

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Eating family style meals and snacks is recognized as a best practice in child care settings of all types—large, small, in-home, preschool, daycare, etc. Family style is all about children and supervising adults sharing a meal together, with children encouraged to serve food themselves.

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Safe storing, preparing, and serving of foods is just as important in child care programs as serving a balanced diet. Many children and adults get sick from eating foods that are not properly handled. It's important to follow food safety guidelines carefully whenever you buy, store, prepare, or serve food. Guidelines for food safety begin with food purchasing and continue through storing, preparing, serving, and cleaning up afterwards.

Whether you are a cook in a large child care center, or a family child care provider preparing food for the children in your home, here are some guidelines that those who purchase and prepare food for children in child care should follow in order to keep children safe from foodborne illnesses.

Food Purchasing Tips for Child Care

Purchase only inspected meats

Select pasteurized milk and 100-percent juices

Do not buy or use food in cans that are leaking or bulging cans of food

Food Storage Tips for Child Care

Put away frozen and cold foods promptly after purchasing

Rinse fruits and vegetables before use. Even prepackaged, prewashed foods like lettuce, spinach, and carrots can still carry harmful bacteria and need to be washed.

Store foods in covered containers in the refrigerator

Place thermometers in a visible location in refrigerators and freezers, and check the temperature frequently

Keep refrigerator temperature between 32 degrees - 40 degrees F.

Keep freezer temperature at 0 degrees F or less.

Clean the refrigerator, freezer, and dry food storage areas frequently

Store foods and cleaning supplies in separate cupboards

Store cleaning supplies in a cupboard that is locked

Preparing Meals for Children in Child Care

Wash your hands often with soap and water during food preparation

Wash and sanitize work counters and surfaces before and after use

Wash and sanitize cutting boards and utensils before using and after each use

Use separate cutting boards and utensils for raw meats than the ones you use for fruits, vegetables, and other foods

Wash and sanitize can openers after each use

Put frozen meats into a pan before placing them in the refrigerator to thaw

Never thaw meats on the kitchen counter

Cook meats thoroughly, and use a food thermometer to be sure they are fully cooked to the following internal temperatures

Steaks and roasts: beef, veal, and lamb - 145 degrees F

Ground pork, beef, veal, and lamb - 160 degrees F

Whole poultry (take measurement in thigh) - 165 degrees F

Fin fish - 145 degrees F or until the flesh is opaque and separates easily with a fork

Do not change diapers in areas where you prepare, store, and serve foods

Do not allow pets in the kitchen when meals are being prepared and served to children

Serving Meals to Children in Child Care

Serve foods on a plate, napkin or bowl rather than directly on the table

Discard cracked or chipped plates, cups, and bowls

Use serving utensils such as large spoons, tongs, or single-use food service gloves

Teach children not to lick serving utensils. If a utensil is licked, remove it and replace with a clean utenil

Give children clean utensils and napkins if these items are dropped during the meal or snack

Store leftovers immediately after the meal

Discard all leftovers on children's plates and in serving dishes that were placed on the table where children ate; do not save them for later

Discard food waste in a covered garbage can with a liner, and empty the garbage can at the end of the day (or sooner if full)

Appropriate Dish Washing in a Child Care Setting

If a dishwasher is used, the rinse temperature should be 180 degrees F to sanitize dishes

Follow these steps to wash and sanitize dishes without a dishwasher:

Rinse or scrape dishes

Wash in hot sudsy water

Rinse in clear water

Sanitize dishes by submerging in a solution of 1 teaspoon bleach per quart of water for one minute or in 170 degree F water for at least 30 seconds

Air dry dishes rather than towel-drying them

For More Information

To learn more about child care mealtimes, take a look at the following eXtension Alliance for Better Child Care articles:

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Food Safety Guidelines for Child Care Programs

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Safe storing, preparing, and serving of foods is just as important in child care programs as serving a balanced diet. Many children and adults get sick from eating foods that are not properly handled. It's important to follow food safety guidelines carefully whenever you buy, store, prepare, or serve food.

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Chronic illnesses are challenges that affect students' health and other life aspects for months, years or even the rest of their lives. This module covered lots of different chronic illnesses that you will see in classrooms. Some of these chronic illnesses include diabetes, irritable bowel syndrome, hearing or visual impairments, or cancer.

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This is important in schools because you will have students with chronic illnesses in your classroom and it is essential that you are able to support all of your students through their chronic illnesses. In classrooms, you must be able to implement changes in the students' routines and/or make accommodations that change the classroom environment. Kids need to feel safe before they can feel like they can successfully learn. For students with hearing or visual impairments, you must be ready do things such as pay particular attention to where they sit in the classroom or where you are when giving instructions.

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The ups and downs of life with IBD can affect your loved one's school attendance and, at times, their academic performance. There's also the possibility that IBD can impact their social life at school, especially if they have to miss certain classes or activities due to not feeling well. Below you'll find information about how to navigate accommodations for your student with IBD.

IBD Accommodations at School

Your student is entitled to certain accommodations in public schools and at certain private schools that receive federal funding. The most effective way to do this is to establish a 504 accommodations plan.

Section 504 of the federal Rehabilitation Act addresses disparities in education faced by children with physical disabilities and requires their physical needs be met while at school. The standard for determining if a child is disabled is the same as the test under the Americans with Disabilities Act (ADA). Having Crohn's disease or ulcerative colitis is considered a disability under the ADA.

A 504 plan is a legally binding document that allows your student to have specialized accommodations due to their IBD. This can include everything from unrestricted bathroom access to being allowed take-home exams when they are hospitalized or in a disease flare.

Their accommodations can be negotiated and then put in writing in a 504 plan that will be in effect for the entire school year.

Sample accommodations include:

"Stop the clock testing," which means that the clock stops during an exam when your student goes to the bathroom, and starts again when the student returns.

Excuses for absences and lateness due to appointments or not feeling well.

Allowing make-up work and take-home exams if your student is hospitalized because of their IBD or too ill to attend school.

Providing an at-home tutor if your student has to be out of school for a longer stretch of time.

Food and beverage accommodations.

Allowing breaks throughout the day.

Physical education adjustments.

Seating considerations in the classroom.

Giving your student an open or unrestricted bathroom pass to use as frequently as they need.

Permission to use a private bathroom, such as in the nurses' office.

Access to medications and plan for medications with a school nurse.

Allowing a student to keep an extra set of clothing with the school nurse in the event of an accident.

Access to a school counselor for stress or anxiety related to symptoms.

Talking to Teachers and Staff About IBD

Everyone your student comes in contact with during the school day does not have to know all the details of their illness, but the important details should be shared with their principal, school nurse, teachers, coaches, and counselors so that they know when and how to help them if needed.

Discuss with your loved one and their healthcare provider about who else may need to know, such as the school counselor, team coach, or a favorite staff member.

You can also help advocate for your student by requesting a meeting with their education team and discussing what IBD is and how it may affect them at school.

Your conversation with the school should include:

How critically necessary it is for them to be able to freely use the bathroom at any time and without delay to avoid unnecessary attention, or worse, humiliating accidents.

How to discreetly help them with their IBD care during the day, including taking medication, frequenting the bathroom, and dealing with chronic pain.

How symptoms and flares affect your child physically, mentally, and emotionally.

How necessary information about their IBD will be communicated with substitutes and other school professionals when needed.

Our guide for teachers and other school personnel can be a great resource for helping their school learn about IBD and how it affects students.

Helping Them Manage Their IBD at School

Giving your student the tools to begin managing their IBD on their own will set them up for greater success, especially as they grow older.

There are some important aspects of attending school with IBD to remember:

Even though they may miss school or activities because of their illness, they are still responsible for completing necessary assignments.

It's up to them to decide whether they want to tell friends about their diagnosis and what details to share.

They can still participate in all their favorite activities but may have to take breaks or adjust how they participate to be able to feel well.

Helpful Resources:

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The ups and downs of life with IBD can affect your loved one’s school attendance and, at times, their academic performance. There’s also the possibility that IBD can impact their social life at school, especially if they have to miss certain classes or activities due to not feeling well. Below you’ll find information about how to navigate accommodations for your student with IBD.

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The ADA Diabetes Care Tasks at School: What Key Personnel Need to Know is a 19-module training curriculum. Each module provides a PowerPoint slide deck containing key information about a specific diabetes care task. A post-quiz is available at the end of each module.

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Here's a statistic that might surprise you: according to the CDC, as many as 15% of school age children have significant hearing loss in at least one ear. Hearing loss in children can vary from mild, where a child might have difficulty hearing over background noise, to severe, rendering a child completely deaf. Students who are deaf/hard of hearing (DHH) face special challenges in the classroom, but given the right accommodations, they can succeed academically. Here's what teachers need to know.

Know the signs of potential hearing loss in kids.

Severe hearing loss is usually identified before a child enters school. However, mild to moderate hearing loss may not be recognized until a child is older. Hearing loss due to injury, illness, or disease can begin later in life too. Teachers should know what signs of hearing loss to look for in their classroom and recommend a hearing screening as needed.

Kids are often reluctant to speak up when they can't hear well, so watch for patterns of behavior including the signs shown above. If a student regularly asks you to repeat instructions, misunderstands questions, or doesn't hear when you call their name, check in privately to ask if they're having trouble hearing. Even if they say they're not, continue to watch for signs and don't hesitate to talk with their parents.

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Recognize the challenges children who are deaf/hard of hearing face in the classroom.

Most teachers no longer use a traditional teaching style, facing the class while they lecture from the front. This is terrific for accommodating a variety of learning styles, but makes life in the classroom much harder for children who are deaf/hard of hearing, as they often cannot see the teacher's lips or hear them well when they move around the classroom. Here are some other ways hearing loss causes challenges in school.

Background Noise. For kids with mild to moderate hearing loss, background noise can be their biggest enemy. Since many classrooms are now a hum of busy activity all day long, it's much more likely these kids will miss or have difficulty hearing instructions or feedback.

Acoustics. When a teacher stays in one place, children who are deaf/hard of hearing can be placed close to them. But they still may not hear other students across the room, or pinpoint where a sound is coming from.

Back-lighting. For students who lip-read or work with a sign language interpreter, sitting facing a window or other strong light source makes it hard or impossible to see what's being said.

Note-taking. Taking notes while a teacher talks is a nearly futile task for children who are deaf/hard of hearing.

Difficulty Collaborating. Group work is common and helpful in most classrooms. But students who are deaf/hard of hearing find this difficult, as they often can't understand others. If they aren't comfortable asking for help, they're likely to be left out.

Social Concerns. Those same problems apply to social situations like lunch or recess. Kids with hearing loss can become isolated and have difficulty making friends.

Find more information about challenges facing students who are deaf/hard of hearing here.
Adjust your classroom and teaching style to help lip readers.

Children with any level of hearing loss may use lip-reading to get by. But lip-reading is not only a difficult skill to acquire; it also relies heavily on guesswork. In fact, it's estimated that only about 30-60% of words are seen clearly by lip readers. For the rest, it's like putting together a puzzle without having all the pieces. But teachers can make it easier for lip readers in the classroom.

Make eye contact, speak clearly and normally, but don't shout.

Always be sure you have the lip readers' attention. Ask if it's okay to touch their arm if you need them to look at you. Form your words clearly, and if you're a fast talker, make an effort to slow down just a bit. (All your students will benefit from this.) Talk in a normal tone of voice; shouting can actually distort your mouth.

Arrange seats in a horseshoe or circle.

Lip readers should be able to see all the faces in the classroom during discussions. When possible, a circle or horseshoe is ideal. If not possible, place them close to the front of the room in a seat of their choice, and always repeat any questions or comments from students they may not be able to see.

Reduce back-lighting concerns.

When a teacher or other students are lit from behind, their faces are much harder to see. Close curtains and use overhead lights to ensure everyone is equally well-lit during class.

Give hearing-impaired students a moment to identify who is speaking.

During discussions, new speakers should allow a moment for those who are deaf/hard of hearing to turn their way before talking. Avoid talking over one another so they can focus on one person at a time.

Learn to work with a sign language interpreter.

One way to accommodate kids who are deaf/hard of hearing is the use of a sign language interpreter during class. These interpreters are skilled experts who can make things better for both teacher and student, but you'll need to work closely with them to get the most benefit.

Seat the student close to and facing both the teacher and the interpreter.

Make sure the student can see both of you, and that you're both properly lit. (See concerns about back-lighting above.)

Speak clearly and use specifics.

Sign language interpreters can keep pace with most speakers, but they'll appreciate it if you talk clearly and at a regular pace. Make sure to use specifics when giving directions (for instance, say "put your name in the top left corner" instead of "put your name here".)

Provide vocabulary lists in advance when possible.

In classes like science, kids are always learning new vocabulary words. Sign language interpreters might have to learn them too, if the subject isn't one that's familiar to them. Provide them a list in advance of words relevant to the current topic, so they can see if corresponding signs exist and teach them to their student. When signs don't exist, interpreters will need to use fingerspelling, and they may need assistance with more complicated terms and subject jargon.

Talk directly to the student during class, not the interpreter.

Always interact directly with the student when asking or responding to questions or comments. You don't need to acknowledge the interpreter each time they speak for the student. Let them do their job while you do yours.

Make additional accommodations for children who are deaf/hard of hearing.

Along with lip-reading and interpreters, students may use technology like hearing aids, assistive listening devices, and captioning or transcription. With or without this technology, teachers can also make a variety of accommodations to help these students learn. In many cases, an IEP will detail the adaptations needed.

Face students when speaking, and be sure you have their attention.

This is a good tip for all teachers, in every class. Make eye contact with students so you know you have their attention. Avoid giving instructions while passing out papers or moving around the room. Speak clearly and at a normal speed. For students who are deaf/hard of hearing, ask how they'd like you to get their attention before speaking.

Provide study guides and pre-written notes.

Taking notes while listening to a lecture isn't an ideal way to learn for kids who are deaf/hard of hearing, even if they lip read or have an interpreter. Providing a general outline or pre-written notes, preferably in advance, is better. This allows them to pay attention and interact in class.

Allow time for students to review slides or handouts before speaking.

Slideshows are a great way to help all students follow along in a lecture. When you flip to a new slide, allow a minute for everyone to read what's there before talking. Students who are deaf/hard of hearing can't read a whiteboard at the same time they're trying to lip-read or look at their interpreter. The same goes for handouts or other visual aids.

Check frequently for understanding and questions.

Students who are deaf/hard of hearing might be unwilling to interrupt when they don't understand. Give them more opportunities by pausing more frequently to check for understanding (something else your whole class can benefit from). Additionally, make it very clear when you're about to change topics and move on to something else, and allow some time for final notes or processing.

Use technology to help you out.

We live in a brave new world! Take advantage of speech-to-text technology. Use detailed slideshows and chat/messaging programs. Show streaming movies with closed captioning turned on. Always be on the lookout for new ways technology can improve learning.

Teach other students to communicate with those who are deaf/hard of hearing.

One of the major drawbacks for children who are deaf/hard of hearing is that they can suffer socially. Open up a better, brighter world for them by encouraging your other students to learn how to best interact with them. Teach your class basics signs and fingerspelling. Help them learn the best ways to talk to a lip-reader. Seek out playground games that don't involve hearing. Pair a kid who is deaf/hard of hearing with a friendly buddy classmate who can assist them as needed. Plan field trips that all your students can enjoy. Above all, don't let a student who is deaf/hard of hearing feel isolated and avoid singling them out whenever you can. They really just want to be "normal" kids, so help them feel that way when you're able.

Resources
Books: Online: How do you help students who are deaf/hard of hearing succeed? Come share on the WeAreTeachers HELPLINE Facebook page. Vision loss can also cause students to suffer academically. Learn the 9 signs that could mean your student has a vision problem here.

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A Teacher's Guide to Hearing Impairment in Children

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Know how to recognize and accommodate children who are deaf/hard of hearing in your classroom. Learn how to work with lip readers, interpreters, and more.

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The average classroom is designed for fully sighted students. But according to the CDC, nearly 3 percent of children under the age of 18 are blind or visually impaired. Some of these children attend schools specifically for teaching blind students, but others enroll in their local public or private schools. As a teacher, you may wonder how to accommodate these students to give them the best chance to succeed. That's why we've asked some experts to offer practical tips you can use every day.

What does it mean to be blind or visually impaired?

When you hear the term "blind," you likely think of someone who has no vision at all. But that's just one part of the visual spectrum. Here are some other terms you should know.

Partially sighted: A person who is partially sighted has some vision in one or both eyes. This term is frequently used in educational settings.

Low vision: This term describes a person with poor vision that cannot be fully corrected with glasses or contacts. In some cases, the person can see things up close but not at a distance, or vice versa. Others have poor visual acuity across the entire spectrum.

Legally blind: A legally blind person has vision that cannot be corrected to better than 20/200 in at least one eye. It also refers to those who have a field of sight of 20 degrees or less.

Totally blind: One who is blind has total loss of sight.

Students may fall anywhere along this spectrum, so it's important to know more about their specific level of impairment. They may have an IEP or 504 on file, so study it carefully to learn what you can do to help them do well in your classroom.

Source: USA Today

A Note About Language

The debate continues about "person-first" vs. "identify-first" language, and the correct terms to use to describe those who are differently abled. Some organizations and people prefer the terms "blind person" or "visually impaired person." Others encourage the use of "person who is blind" or "person with visual impairment." In this article, we've used both forms, since you're likely to encounter them both in the real world. We recommend asking affected students in your classroom if they have a preference, and follow their lead.

Meet the Experts

Charlene Laferrera, MEd, is a Certified Teacher of the Visually Impaired (TVI). She's spent 30+ years working in various school systems, including the Perkins School for the Blind, with students ranging in age from birth to 22 years of age.

Magali Gueths, MEd, has been a Certified Orientation and Mobility Specialist (COMS) for 20+ years, working in various locations and school districts. Magali has a fully blind son, so she innately understands the needs of blind and visually impaired students.

10 Practical Tips for Teaching Blind or Visually Impaired Students

Source: Perkins School for the Blind

Charlene and Magali assembled this list of tips for teachers who work with students who are blind or visually impaired. Overall, they stressed the importance of ensuring these students always have access to COMS or certified TVIs in their schools. They also offer these day-to-day actions for helping blind or visually impaired students succeed.

1. Always use names

Always use a visually impaired student's first name when addressing them. This way they will know you are talking to them and not someone else. When passing them in hallways, instead of saying, "Hi," have people announce their names, as blind or visually impaired students may not be able to recognize faces. For example: "Hi Sara, it's Mrs. Murphy. How are you today?" Prompt fellow students to do the same because this fosters connection in the school community.

2. It's OK to use words that reference sight

Don't avoid words like "see" and "look." Just like their sighted peers, these words should be part of a blind or visually impaired student's vocabulary to connote how they see, whether by touch, bringing things close, or in normal conversation, like saying "see you later!"

3. Don't gesture, always verbalize

When writing on the board, always verbalize what you are writing so the student has access to that information and can follow along. Use positional and directional concepts like above/under, on top, behind/in front of, left/right, etc., and use descriptive sentences like "The ball is next to the door" instead of "The ball is over there." Avoid words and phrases like "here," "there," "over here," "over there," and gestures that provide direction, e.g., pointing to a location without verbalizing what is being pointed to because visually impaired students cannot see that.

4. Avoid asking if a student can see something

Don't ask a student, "Can you see this?" They often can see it, but that does not mean that they can access it or read it. Instead ask, "Can you find X?" or "Can you identify all the words and numbers without guessing?" or "Can you see some parts of the board better than others?"

5. Correct seating is crucial

Always favor the stronger side of the student's vision due to visual field deficits. For example, if the student only uses his left eye, they would need to sit on the right side of the classroom away from the windows. Seating facing a light source (sun, windows) should ideally be at their back.

6. Contrast, contrast, contrast!

When teaching visually impaired or blind students, use contrast for everything. Think, "bold, big, and simple!" Use bright balls in contrast with the floor at the gym. Stairs should have at least the first and last steps taped with a contrasting color (typically yellow) at the edge of the step.

7. Follow the leader

When in line, direct their attention to the child in front of them using color of clothing or hair and have them model/follow what that child is doing (stopping, walking straight, turning, etc.), always moving slowly for safety.

8. Be a confident sighted guide

If you need to be a sighted guide for a preschooler, offer two fingers or your wrist for them to hold. You are not holding them unless it is for their safety. For older students, they hold just above your elbow with their dominant hand.

9. Safety first

Students need to understand the "rules of the road" and always use the right-hand side of hallways or the right railing. Use boundaries like cones in the gym, lines on the pavement to follow from school to the playground, etc. If there are changes to the classroom, walk the student through alone so they know where things are.

10. Examine your own beliefs

Be aware of your own acceptance and your beliefs surrounding what a student who is blind or visually impaired can do both in your classroom and as a professional. Your acceptance of a student who has a visual impairment will serve as an example to all the students in your class.

What practical tips do you have to offer those who are teaching visually impaired or blind students? Come share your thoughts and ask for advice in the WeAreTeachers HELPLINE group on Facebook.

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10 Tips for Teaching Blind or Visually Impaired Students

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When teaching visually impaired or blind students, these simple suggestions from experts in the field can make a world of difference.

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Helping Your Child Manage School During Cancer Treatment

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Though it may not seem important in the face of everything else going on, keeping up with schoolwork should be a priority. Learn more here.

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Seizure Training for School Personnel (On Demand) - v2.0a

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This course is designed for people who work with children and youth in school settings. This program provides an overview of seizures and epilepsy, seizure first aid, seizure action plans, rescue therapies and seizure emergencies.

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Emergency care and First aid is all about keeping students safe in emergency situations. This module covered what to do in case of medical emergencies where you would need to administer medication, stop bleeding, or stay safe during an active shooting.

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Developmental screenings are important to track wether or not a student is reaching milestones at an appropriate time. As you teach students in a class you should take note of their development in the 4 different domains of development; physical, cognitive, language, and social emotional. By keeping a checklist of milestones a student meets you can meet with parents and easily compare what milestones you see the particular child meeting at school and at home.

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This is important because being able to acknowledge when a child is falling behind is nesiccary in order encourage the parents to get an offocial screening and make sure the student has all the accomodations they need to be supported in their growth the best that they can. It is important for the childs health so that they can get help early on and not fall too far behind or feel like they are struggling, and it is important as a teacher because you want your kids to be as successful as possible and you need to be aware in order to get them correct accomodations.

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Centers for Disease Control and Prevention

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CDC shares FREE checklists, books and child development tools!

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CDC's "Learn the Signs. Act Early." program supports parents and providers with FREE tools to track children's developmental milestones.

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Having knowledge about Emergency Care for students is important because you need to be able to step up and protect students when they need you to be there for them. Without proper training, you could be unable to administer life-saving medications for things such as allergic reactions, low blood sugar in diabetic students, and seizure medication to stop a long-lasting seizure. It is also crucial to know how to stop bleeding of all sorts in dangerous situations. From scrapes and nosebleeds to deep wounds, it is important to the child's safety that you know how to control the bleeding to make them feel safe and in severe cases, save their life. In order for a child to be able to learn, they first have to be safe and healthy.

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Learn how to treat bleeding and save lives.