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A larger family group that includes not only parents and children but also other relatives, such as grandparents, aunts, uncles, and cousins, often living together or maintaining close ties.

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Angela Dominguez was born in Mexico City and grew up in the great state of Texas. She now resides on the east coast with her boyfriend, Kyle, and their petite dog, Petunia.

She is also the author and illustrator of several books for children and a two-time Pura Belpré Illustration Honoree. Her debut middle grade novel, Stella Díaz Has Something To Say, was a New York Public Library and a Chicago Public Library pick for Best Books for Kids, Sid Fleischman Award winner, and an ALA Notable. She recently illustrated Supreme Court Justice Sonia Sotomayor's newest picture book, Just Help! How to Build a Better World. When Angela is not in her studio or visiting schools, she teaches at the Academy of Art University, which honored her with their Distinguished Alumni Award in 2013.

Angela is a proud member of SCBWI, PEN America, and represented by Wernick and Pratt Literary Agency. As a child, she loved reading books and making a mess creating pictures. She's delighted to still be doing both.

Check out more of her work at :

http://www.angeladominguezbooks.com

http://www.StellaDiazBooks.com

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Mango, Abuela, and Me [Medina, Meg, Dominguez, Angela] on Amazon.com. *FREE* shipping on qualifying offers. Mango, Abuela, and Me

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In a rainbow-colored station wagon that smelled like a real car, the relatives came. When they arrived, they hugged and hugged from the kitchen to the front room. All summer they tended the garden and ate up all the strawberries and melons. They plucked banjos and strummed guitars.
When they finally had to leave, they were sad, but not for long. They all knew they would be together next summer.

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In a rainbow-colored station wagon that smelled like a real car, the relatives came. When they arrived, they hugged and hugged from the kitchen to the front room. All summer they tended the garden and ate up all the strawberries and melons. They plucked banjos and strummed guitars. When they fina...

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A family where one parent is responsible for raising the children, whether due to divorce, separation, or other circumstances.

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Tara Taylor's journey as a single parent started when her daughter was 6 months old. Now, her daughter is in college, and Taylor can reflect on her experience as a single parent during those K-12 years. In short: It's not easy. "Think about all the challenges that two parents face," says Taylor, "and multiply that."

For single parents, getting the kids out the door in the morning, handling homework at night, and juggling school events with work can be tough. Here are 10 things your school can do to help make it a little easier for single parents.

1. Ask good questions.

It may feel awkward to ask about family, but understanding a child's home dynamic is important. Says Taylor, "We get caught up in not wanting to hurt feelings, so we don't ask the questions that we should." Some questions teachers can ask: Can you tell me about your family? What is your evening routine? Talk to the parent about the best way and time to get in touch. Ask: What can I do to help?

2. Fill in the cracks with communication.

As a single parent, there's a lot to keep track of. "I might not be able to ask all the right questions every day," says Taylor. "Something might fall through the cracks." Taylor's daughter had a journal full of homework notes and reminders that went from home to school every day. "Having a requirement like a journal that you had to look at every day," says Taylor, "made me feel like I wasn't dropping the ball."

3. Consider homework carefully.

After-school programming that provides homework help means the world to single parents. Having strong homework help in place in the after-school hours is key. At the same time, as a staff, think carefully about the homework you send home. Homework that requires a parent's help is hard to fit into a working single parent's schedule, says single mom Lorinda Roslund.

4. Stop the scramble.

The science fair, field trips, or conferences-whatever the event, scheduling quickly becomes challenging for single parents. "I need more notice to be able to get off of work for an event," says single mom Melina Black. In particular, last-minute events quickly become a stressful scramble. "Having schools or teachers plan events well ahead of time, or at least sending a save the date, is really helpful," says Black. "Then you can be sure that you're at those events."

5. Got high schoolers? Provide childcare.

Providing childcare or allowing parents to bring younger siblings to upper-school events allows single parents to attend without worrying about babysitters, says single mom Lisa Lord. That could be as simple as enlisting older students to supervise kids in the cafeteria for 15 minutes while a parent attends a conference.

6. Drop the daddy-daughter doughnut days.

"I wish schools as a whole would get away from Muffins with Mom and Doughnuts with Dad," says Black. That can be hard for parents and kids who don't "fit" into the theme of the event. "When you're super specific about a parent being involved and that parent isn't available, the child feels that loss even more," says Taylor, who remembers not being able to attend Mugs and Mamas coffee events when her daughter was in elementary school. Instead, plan events that aren't parent specific. At single mom Caitlin Engle's school, the Knight for a Princess Dance and Lady and the Champ Game Night were events that any adult could attend, taking the pressure off mom and dad.

7. Build in a buddy system.

Attending events during the school day can be hard for single parents. If an event has to happen during the day, Black suggests pairing kids who don't have a parent present with another adult who can be their cheerleader. That way, the child isn't the only one who doesn't have someone doting on them, says Black.

8. Go live.

When school events have to happen during the day, technology, like Facetime or Livestream, can provide single parents with the chance to see what happens at an event without actually having to be there.

9. Outsource volunteering.

Got a volunteer project that can be done at home? Invite parents to chip in. "I would have loved to have stuffed envelopes or cut things out, something that I could do at home," says Black. Projects that can be done after hours allow parents to contribute without having to be at school.

10. Supporting single parents means supporting families.

When Fatima Pardo became a single mom, she felt embarrassed. "I felt like some parents looked down on me as a single mom," she remembers. So, she was pleased when the teachers in her children's school were overwhelmingly supportive of her new situation.

Emma Johnson, author of The Kickass Single Mom, points out that just because a parent is single doesn't mean that they're struggling or stressed. When it comes to raising kids, "single parents have the same struggles and the same joys," says Johnson. The message: Single-parent families are just one type of family that you'll have in your school, improving the school community for them will spill over and benefit all families.

Join the great conversations going on about school leadership in our Facebook groups at
Plus, check out how to be a principal parents want to talk to.

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10 Things Schools Can Do to Support Single-Parent Families - We Are Teachers

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Tara Taylor's journey as a single parent started when her daughter was 6 months old. Now, her daughter is in college, and Taylor can reflect on her experience as a single parent during those K-12 years. In short: It's not easy. "Think about all the challenges that two parents face," says Taylor, "and multiply that."

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Mommy and Me - How I Came to Be: A Mommy & Child Family Story

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Mommy and Me - How I Came to Be: A Mommy & Child Family Story [Weiss, Elizabeth R.] on Amazon.com. *FREE* shipping on qualifying offers. Mommy and Me - How I Came to Be: A Mommy & Child Family Story

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Little Bear's dad is simply the best! He wakes up his cub with a tickle on the nose and a kiss. Then the two spend a wonderful day together exploring, splashing through rain, and swimming in the river. At the end of the day, they snuggle together under the stars.

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Little Bear's dad is simply the best! He wakes up his cub with a tickle on the nose and a kiss. Then the two spend a wonderful day together exploring, splashing through rain, and swimming in the river. At the end of the day, they snuggle together under the stars.

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Fred Stays with Me! is an award-winning story that follows a young girl who turns to the one constant in her life, her dog Fred, in the face of her parents' divorce.

In this poignant but not overly sentimental story, Coffelt's accessible and kid-friendly language alongside Tusa's charming artwork create a light, cheerful, and reassuring mood that will comfort any child who has two homes.

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Fred Stays With Me! [Coffelt, Nancy, Tusa, Tricia] on Amazon.com. *FREE* shipping on qualifying offers. Fred Stays With Me!

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Raising You Alone [Hanson, Warren] on Amazon.com. *FREE* shipping on qualifying offers. Raising You Alone

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A family formed when one or both parents have children from previous relationships and combine their families after remarriage.

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Ultimate Educators’ Guide to Blended Families: Tips for Helping Children Adjust - Blended Families Living in Harmony

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Blended families are more common than ever, and for many children, adjusting to a new family dynamic isn’t easy. Educators often face challenges in supporting students as they navigate the changes that come with having stepsiblings or a new step-parent. These adjustments can affect kids’ emotional well-being and academic performance.…

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Felicia Graves (Author), Jairalin Repalbor (Illustrator)

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My Bonus Mom [Graves, Felicia, Repalbor, Jairalin] on Amazon.com. *FREE* shipping on qualifying offers. My Bonus Mom

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Who is this woman? Is she going to replace mommy? Will daddy love her more than me? What if she doesn't like going to the zoo? When children of divorced or widowed parents first hear of their father's intention to remarry, they not only have to work through their own fears and feelings of uncertainty, they have to battle with century-old fairytales and modern movies that depict stepmothers as evil. However, Tami Butcher's first book in a series of books that address family matters in child-friendly rhyme opens the doors to their hearts and minds, by showing kids the positive possibilities of gaining a "bonus mom." "This book beautifully captures the stepparent and how he/she can be a wonderful added gift to a family. It is a great way to dispel the 'evil stepmother' label that has been drilled into our society by old fairy tales. Happily ever after and stepparents CAN go hand in hand." - --Bill and Gail Engvall, Comedian, Television Star of "The Bill Engvall Show" and "Blue Collar Comedy Tour"

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My Bonus Mom! Taking the Step out of Stepmom

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Who is this woman? Is she going to replace mommy? Will daddy love her more than me? What if she doesn't like going to the zoo? When children of divorced or widowed parents first hear of their father's intention to remarry, they not only have to work through their own fears and feelings of uncerta...

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Lindsey Coker (Author), Apple Vert (Illustrator)

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I’m Getting a Bonus Dad [Coker, Lindsey, Vert, Apple] on Amazon.com. *FREE* shipping on qualifying offers. I’m Getting a Bonus Dad

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A family where the parents are of the same gender.

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A school administrator shares what he has learned by talking to gay and lesbian parents about their school experiences.

As school administrators and teachers encounter more diverse family structures, the burden is on us, as educators, to learn from their experiences and actively work to create a more welcoming school community in which everyone feels accepted.

I recently had the opportunity to speak with gay and lesbian parents about some of their experiences with their children's schools. The majority of them spoke about positives; however, they said there are still many areas for growth.

Before we dive into what they shared, it's important to understand a bit about heteronormativity. Heteronormativity is the assumption that all people are heterosexual by default, and research suggests that schools are, by default, highly heternormative cultures. We have educators working in schools who view the world through a heterosexual lens and therefore may not be aware of the some of the challenges facing same-sex families.

Through the voices of gay and lesbian parents, we can learn a lot about the steps we need to take in order to create more-inclusive school communities.

School Documents, Databases, and Communication

Ask yourself, "Can every type of parent or guardian find a place for themselves in my school's documents, databases, and communication?"

"That always bugs the crap out of me. I hate it when that comes back, and I just cross out both 'Mom' and 'Dad' and write 'Parent, Parent.'"-Sally

"The action of having to do that does take me to the place of, if this is happening right now, what is this going to look like for my family as we move forward? It feels very marginalizing. I have to go an extra step to call attention to and make known the needs of my family, which other families don't have to do. So, I think in that respect it can sometimes be very frustrating."-Todd

"At the time of registration, we had to complete 10-15 documents and were crossing out 'Mother' and putting 'Father, Other Father.' We got frustrated while completing the paperwork because we didn't know which parent was Jason and which one was Rich."-Jason

These are a few things I heard from parents:

To solve this problem, schools could make simple modifications to their databases and paperwork allowing parents to self-identify who they are in relation to a student. Consider drop-down menus or blanks so that caregivers of all types can be included: mother, father, stepfather, guardian, etc.

Schoolwide Events

Ask yourself, "When planning this event, can every type of student, parent, or family find a place for themselves?"

"We see these pictures online or in Facebook posts of daddy/daughter dances and things like that, and we're dreading it. Right now, we dread Mother's Day. We don't think they'll address it. We really don't."-Jason

"School events can be a bit awkward at times. I think you get some of the looks like, well, what are you doing here, or whatever. At some point you sit down at a table with a set of moms, and it kind of comes up."-Todd

"So I think the girls in Sofia's school used to have Invite Your Mommy for Make-Up Day or something like that, and then the dads get invited for doughnuts. So, when Sofia had that opportunity to bring what was originally supposed to be her mother, we asked, can she bring an aunt, and so she brought an aunt. And then for Mother's Day, we just left it up to Sofia, and I think she wrote a card to her aunt or to her female cousin."-Ron

Here's what I heard from parents:

As educators, our goal is to make sure that students feel good about themselves. All children want to fit in, and events solely for moms or dads can be alienating. Although these types of events are surefire hits in schools when it comes to building community and connections, they limit families by gender or relationship. Consider events such as Lunch with Loved Ones or Pastries with Parents. Elementary teacher Elizabeth Mulvahill has some great suggestions.

Word Choice, Actions, and Body Language

Throughout my research, parents recalled instances of word choice, actions, and body language that set a tone for future interactions.

"Every time I talked to her, her face would get red like she was really nervous, and I don't know if she was intimidated because I come off as maybe more masculine, that I would be mean. It was really interesting because I would see her interact with other parents, and her face wouldn't get red."-Shannon

"The teacher was so incredibly uncomfortable with both of us sitting there. It was like she had no idea how to announce or address us. She actually cried one time because she was so frazzled."-Jason

"What's so interesting about it is that they didn't know what to call us. They didn't know how to address us. If we went to pick up Jordan, the office would call the room and say, "Jordan's-um, will you send Jordan to the office?"-Rich

These are some of the things I heard from parents:

In each of these experiences, the parents left wondering how welcome they were in the school. Finding this interesting, I asked each parent what they felt schools could do to ensure a more positive dynamic, and they all mentioned ongoing professional development and training. Recognizing that not all people have had close interactions with out gay or lesbian parents, they believe that some simple background information and knowledge could go a long way.

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How to Make Your School More Welcoming for LGBTQ Families

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A school administrator shares what he has learned by talking to gay and lesbian parents about their school experiences. As school administrators and teachers encounter more diverse family structures, the burden is on us, as educators, to learn from their experiences and actively work to create a more welcoming school community in which everyone feels accepted.

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Lesléa Newman (Author), Carol Thompson (Illustrator)

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Amazon.com: Mommy, Mama, and Me: 9781582462639: Lesléa Newman, Carol Thompson: Books

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Lesléa Newman is the author of 75 books for readers of all ages including the teen novel in verse, OCTOBER MOURNING: A SONG FOR MATTHEW SHEPARD; the middle grade novel, HACHIKO WAITS; the poetry collection, I CARRY MY MOTHER; the short story collection, A LETTER TO HARVEY MILK; and the children's books, A SWEET PASSOVER, THE BOY WHO CRIED FABULOUS, KETZEL, THE CAT WHO COMPOSED, and HEATHER HAS TWO MOMMIES. Her literary awards include poetry fellowships from the National Endowment for the Arts and the Massachusetts Artists Foundation. OCTOBER MOURNING: A SONG FOR MATTHEW SHEPARD was named an American Library Association 2013 Stonewall Honor Book, and A SWEET PASSOVER was named a 2013 Sydney Taylor Honor as well. A past poet laureate of Northampton, Massachusetts, she is a faculty member of Spalding University's brief-residency MFA in Writing program. Her newest poetry collection, I CARRY MY MOTHER is a book-length cycle of poems that explores a daughter's journey through her mother's illness and death. From diagnosis through yahrtzeit (one-year anniversary), the narrator grapples with what it means to lose a mother. The poems, written in a variety of forms (sonnet, pantoum, villanelle, sestina, terza rima, haiku, and others) are finely crafted, completely accessible, and full of startling, poignant, and powerful imagery. These poems will resonant with all who have lost a parent, relative, spouse, friend, or anyone whom they dearly love.

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Amazon.com: Daddy, Papa, and Me: 9781582462622: Lesléa Newman, Carol Thompson: Books

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Justin Richardson (Author), Peter Parnell (Author), Henry Cole (Illustrator) & 0 more

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And Tango Makes Three [Justin Richardson, Peter Parnell, Henry Cole] on Amazon.com. *FREE* shipping on qualifying offers. And Tango Makes Three

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Families where children are fostered by individuals who are not their biological parents.

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In the U.S. today, more than 400,000 children are in foster care at any given time, and they have a high likelihood of having experienced neglect or physical, sexual, or emotional abuse, according to Jill Rowland, director of the Alliance for Children's Rights.

Rowland told me that the following statistics on students in foster care in my home state of California are representative of the nation as a whole:

By third grade, 83 percent of students in foster care have repeated a grade.

The dropout rate for students in foster care is 31 percent, compared to 10 percent for all students.

Only 52 percent of foster youth graduate high school, compared to 84 percent of all students.

More than 70 percent of foster youth aged 7 and above have experienced trauma and/or exhibit mental health symptoms.

"Teachers can identify signs of trauma and trauma triggers by looking for fight, flight, or freeze behaviors," explains Rowland. "Fight behaviors really mean any large or explosive behaviors that don't seem to line up with whatever was the stimulus or trigger." An example of a fight behavior would be screaming or cursing at a teacher when they ask the student to answer a math problem. Flight behaviors can look like a student checking out, falling asleep in class, always keeping their hoodie up, or hiding under a desk or table. Freeze behaviors can be a student appearing confused when spoken to, or staring blankly when asked a question.

An essential goal for classroom teachers is to create a classroom environment with few potential trauma triggers. According to the U.S. Department of Education, "A positive pre-K-12 education experience has the potential to be a powerful counterweight to the abuse, neglect, separation, impermanence, and other barriers these vulnerable students experience."

Supportive Classroom Practices

When I taught at a public high school in a high poverty part of Los Angeles, I had dozens of students in foster care come through my classroom. Some would be with me for a whole school year, others for just a few months or even weeks. I often felt ill equipped to support them.

What can we do as educators? In my conversation with Rowland, she emphasized that when teachers are assisting struggling students like those in foster care, it's critical to cultivate and maintain a comfortable and safe classroom community.

Creating a sense of safety: Give students additional space when they need it-for example, allow them to leave a group they're working with and sit elsewhere to finish a task independently if they need space.

Giving students a sense of control of their environment: This primarily comes in the form of choices such as asking students where they'd like to sit or how they'd like to complete an assignment.

Working to ensure that students feel connected: Check in with students often so they feel cared for and seen. Rowland recommends the 2x10 method: The teacher spends two minutes, for 10 school days in a row, simply talking to a struggling student about anything of interest to the student-it could be sports or music, for example. Or just ask how the student's day is going. These conversations should not be about schoolwork, homework, home life, or any other stressor, unless the student brings it up.

Use this method to build better relationships with your students who struggle the most, or who give you the hardest time by repeatedly testing boundaries.

Teaching self-regulation skills: Teach students deep breathing and meditation or mindfulness exercises, and allow them to take time out to use these techniques when needed.

There are a couple of other simple things we can do as educators. First, use the term "caregivers" along with "parents" in your classroom. This is inclusive and works for all of your students who are not experiencing a home situation with parents. They'll notice this small but powerful change.

Also, you won't always know if you have a child in foster care in your classroom, but you can just assume that you do and act accordingly-the ideas above are good for all students. Most school districts receive a weekly notification concerning students in foster care and then decide who needs to know a student's foster care status for legitimate educational purposes. "I think that arguably teachers do need to know who their foster youth students are so that they address their needs," says Rowland, "but that is ultimately a district decision."

When a Student Shares Personal Details With You

I had students confide in me that they were in foster care, and I had hunches about others who did not share that with me. According to Rowland, there are several points to keep in mind when a student does share their foster care status with you.

If or when students feel safe and choose to disclose foster care status, it must be on their terms. Make sure the student has a private space to speak with you, and keep in mind that this information is confidential.

Don't ask questions about trauma. Rowland says, "It's important to remember that appropriate interventions don't require the child telling their trauma history, which can often retraumatize a student, but rather can focus on helping a child feel safe."

Be empathic. Use statements like, "That must be so horrible for you," "I'm so sorry you are going through that," and "What can I do to help?" Asking if they need anything-clothing, food, or school supplies-is a signal that you care about their well-being.

Supporting Foster Youth as They Exit the System

About 20,000 students exit foster care each year-a process also called emancipation or aging out. If you're teaching high school juniors or seniors who have discussed their foster care status with you, you can guide them to a resource called the Foster Care Transition Toolkit and offer time during lunch or before or after school to read through it together. This toolkit is intended to help the students access the information and resources they need to begin their transition to young adulthood. It's also a resource for caring and supportive adults in their lives so they are best informed during this transition.

"Teachers often have a profound impact on the students they connect with, and that is especially true in the turbulent lives of foster youth," explains Rowland. "Many of the youth that I work with talk about the teachers and other adults at school that they felt cared for them and who inspired them to pursue their education."

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Supporting Students Living in Foster Care

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In the U.S. today, more than 400,000 children are in foster care at any given time, and they have a high likelihood of having experienced neglect or physical, sexual, or emotional abuse, according to Jill Rowland, director of the Alliance for Children's Rights.

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Teachers can provide resources and stability to students in foster care to help ensure that school feels safe and inclusive for them.

The high school principal welcomes a gymnasium of rising ninth graders and their proud families. Among the families, our group is the largest and most diverse. We are also the loudest. For us, composed of a dozen children, aunties, cousins, foster parents, and court advocates, our common point of connection is Zaharia, a 14-year-old girl who is stepping up to high school. ( Zaharia is a pseudonym. To further protect confidentiality, the details represent a composite of several youths I have worked with who are navigating the foster care system.)

The crowd doesn't know the trauma she has lived through, nor do they know about this tenuous web of care we have woven around her in response. As Zaharia grins back at us from the gymnasium floor, that day two years ago when she entered foster care feels far away.

For children in care, positive relationships with teachers often play an essential, consistent role in their lives. These relationships are also important to your students' families. Teachers can design their classrooms to reflect a commitment to family diversity.

Commit to creating a sense of belonging. Invite families, in all their forms, to your classroom events. Foster and kinship families are often pulled in many different directions. Even if someone can't attend, everyone appreciates having their family included. For some students, their family composition can also change during the school year. Keep reaching out to connect.

Practice instructional intentionality. Be thoughtful about your assignments related to family. For example, assignments that ask students to create a family tree, report on the day they were born, or interview specific family members can be difficult and triggering. Students often don't have access to the information requested by these types of assignments. The information they do have can also highlight very difficult and traumatic times in their family histories. Instead, you can ask students to speak with an elder they respect, share a tradition from their family, or create a vision board about what family means to them.

Audit for representation. Use language that includes the many different kinds of families in your classroom. For example, use "families" instead of "parents" and "doughnuts with grownups" instead of "muffins with mom." Audit your classroom resources for representation of family diversity, including foster and adoptive families. These book lists feature characters with foster and adoptive characters:

Learn more about Foster Care

Children who are navigating foster care often live in uncertainty. During their time in care, 45 percent live in three or more placements. Children may have case workers, social workers, juvenile officers, and court advocates in and out of their homes. They may have meetings, appointments, and hearings in court, many of which are scheduled during the school day. Below are three commitments you can make to support students in care.

Give grace and time. Children who are navigating foster care are in the custody of the state. This means that medical treatments, travel, and even some decisions about school have to be court approved. When sending home permission slips, information about interstate or overnight travel opportunities, or other forms that require guardian approval, give families ample time to respond.

Connect with resources. Familiarize yourself with the organizations in your community who support foster youth and/or other vulnerable child populations. These organizations, such as CASA/GAL offices, can offer specific and material resources and information about supports for you, your students, and their families.

Being purposeful about connecting students to financial aid, scholarships, and work-study programs can mean the difference between being able to attend postsecondary education and not being able to attend. Walk students through this process, and fill out the forms together.

Safe Classrooms can be Healing Classrooms

Over 40 percent of school-age children in foster care face educational challenges. Many, if not all, of these are rooted in chronic trauma. There is no standard timetable for healing, and change is often incremental. Your positive and consistent relationships with students are the most important factor in establishing a safe and healing classroom environment.

Seek to understand. Challenging behaviors may be rooted in past (or current) trauma. Remember, all behavior is communication. Seek to understand what a student is communicating through their behavior, and respond to the student, not their behavior. For example, students may be communicating a need for connection, or feeling unsafe or vulnerable. Understanding what the behavior is communicating allows you to respond compassionately to the student.

Identify allies. Partner with the adults in your building who have experience and great relationships with your specific students. For example, a conversation with a coach can turn the day around for a soccer player. Processing with a home-school coordinator can help a young person feel heard and affirmed.

Teachers are mandated reporters. Still another critical way you keep children safe is by reporting abuse and neglect. As placements change, we want to make sure that children are safe and cared for. If you suspect that a child is being abused or neglected, you are required to report that, always and without delay.

Celebrate strengths. Celebrate kids. Today, Zaharia is thriving in high school. She is especially thankful for her art and science teachers, both of whom have taken the time to get to know her and reach out to her foster family. She is excited to start an engineering block next semester and for the upcoming ninth-grade dance. Zaharia's story reminds us that all children deserve to find this kind of belonging and safety in their classrooms.

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Supporting Students Navigating the Foster Care System

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Teachers can provide resources and stability to students in foster care to help ensure that school feels safe and inclusive for them.

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Julie Nelson (Author), Mary Gallagher (Illustrator)

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Families Change: A Book for Children Experiencing Termination of Parental Rights (Kids Are Important)

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Families Change: A Book for Children Experiencing Termination of Parental Rights (Kids Are Important) [Nelson, Julie, Gallagher, Mary] on Amazon.com. *FREE* shipping on qualifying offers. Families Change: A Book for Children Experiencing Termination of Parental Rights (Kids Are Important)

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Josh Shipp (Author), David Tieche (Author), Yuliya Pankratova (Illustrator) & 0 more

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No Matter What: A Foster Care Tale [Shipp, Josh, Tieche, David, Pankratova, Yuliya] on Amazon.com. *FREE* shipping on qualifying offers. No Matter What: A Foster Care Tale

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Families where children are adopted by individuals who are not their biological parents.

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Considering Adoption | A Trusted Adoption Resource

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7 Ways Teachers Can Support Adoptive Families and Children | Considering Adoption

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How can a teacher support adoptive families and adoptees today? There are a few simple steps that every teacher should take, whether or not adoptees are their students.

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3 Ways Teachers Can Support Adoptive Families

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As the school year approaches yet again, teachers are preparing to welcome an ever-increasing diversity of students and families into their classrooms. The makeup of the American family continues to change and, while teachers may

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Families Are Different (Holiday House Book)

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Families Are Different (Holiday House Book) [Pellegrini, Nina] on Amazon.com. *FREE* shipping on qualifying offers. Families Are Different (Holiday House Book)

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I Wished for You: An Adoption Story For Kids (Marianne Richmond)

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I Wished for You: An Adoption Story For Kids (Marianne Richmond) [Richmond, Marianne] on Amazon.com. *FREE* shipping on qualifying offers. I Wished for You: An Adoption Story For Kids (Marianne Richmond)

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"Yes, adoption makes me special, it means that I am loved..."This brightly colored children's book illustrates how adoption is brought about by love. Written from a child's point of view, the rhyming verse takes you through an adoption journey from start to finish. It is perfect for anyone, young or old, whose life has been blessed by adoption.

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"Yes, adoption makes me special, it means that I am loved..."This brightly colored children's book illustrates how adoption is brought about by love. Written from a child's point of view, the rhyming verse takes you through an adoption journey from start to finish. It is perfect for anyone, young o...

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Grandparents raising their grandchildren without the presence of the children's parents.

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Multiple reasons exist for the increase in grandparents raising grandchildren, and studies have found that most grandparents assume primary caregiving responsibilities during a crisis.

At the same time, grandparents raising grandchildren are represented in all geographic regions, cultures, and socioeconomic levels. But regardless of socio-economic status, school-age students in grandparent-headed households often are at high risk for academic failure.

Studies on grandparent caregiving have suggested that school-age grandchildren face cognitive and emotional delays, have repeated at least one grade or are at risk of repeating a grade, earn poor grades, and experience behavioral issues that affect their school performance. In light of these facts, it is critical that grandparents raising grandchildren develop good relationships with the grandchildren's school administrators and teachers. How can schools help facilitate communications between administrators, teachers, and grandparents?

In an article in the most recent of the journal , published by , Tina L. Peterson, PhD, highlights the issues surround schools and grandparents raising grandchildren, and makes suggestions for easing communications between the two parties. Specifically, she recommends using school open-houses to begin the relationship process.

Open house events may offer a prime opportunity for schools and school social workers to intervene with grandparents raising grandchildren. Open houses can be beneficial to grandparents raising grandchildren because of differences in how grandparents, teachers, and other school officials prioritize areas of focal concerns. In general, grandparents place emphasis on grandchildren's academic performance and emotional needs. At the same time, the focus of teachers is usually on grandchildren's academic performance or behavior, while other school officials such as administrators, counselors, and front office staff tend to prioritize assisting with navigating systems within the school, accessing assistance with school-related issues, or assisting with required paperwork.

Although these focal priorities can serve a function, problems can emerge when groups are unfamiliar with or lack sensitivity to the priorities of other groups. Initial contact at an open house between grandparents, teachers, and other school officials can help to establish early relationships. The environment at an open house can provide an opportunity for all three parties to hear each other's perspective. This initial contact with assistance from the school social worker can serve to bridge and reduce gaps in communication that may emerge during problem situations.

Meaningful connections are needed to help enhance the relationship between schools and grandparents raising grandchildren. School social workers can assist with helping to bridge gaps in communication and misconceptions that may arise among school-age grandchildren, grandparents, and school personnel.

School social workers can help grandparents raising grandchildren to understand how open houses differ from traditional teacher conferences. Teacher conferences tend to focus on teachers sharing feedback with parents or grandfamilies regarding students' academic performance. Perceptions of teacher conferences may vary depending on the academic and behavioral progress of the grandchild and prior communication between the grandfamilies and teachers. If the grandchild is on target academically and behaviorally, the teacher's conference may be perceived as positive and welcoming. However, a teacher-grandfamily conference focused on a grandchild's academic or behavioral problems may be stressful when there is a history of strained communication between the custodial grandparent, teacher, and possibly other school officials. Also, students are usually excluded from the teacher conference.

In contrast to a teacher's conference, an open house is a marketing tool for promotional activities, which schools use to achieve specific goals. Ideally, teachers and other school officials should view an open house as an opportunity for parents or grandfamilies to meet the teacher, establish mutual personal connections, and invite or advocate for parental involvement. In fact, the most prominent advantage of an open house seems to be the positive emotions and feelings experienced by attendees.

To increase awareness and participation at an open house event, a number of strategic approaches that may be useful to schools and school social workers.

Busy families need early notification; options for early notification include telephoning parent figures, mailing invitations, personalizing invitations from the student, and developing announcements of specialized services such as child care, inexpensive meals, and reminders through the loudspeaker before the end of the school day.

Compiling information packets for an open house event that should include material on curriculum, assignments, needed supplies, contact information, calendar events, or field trips is also recommended. Schools should consider mailing the information packets to parent figures who were unable to attend an open house. Personal contact such as a telephone call or a home visit by a teacher, school social worker, or other staff may encourage attendance or identify barriers to participation. Another strategy is to develop handbooks sent home from school with detailed information on report card and progress report expectations and delivery, available academic support services, after-school programs, disciplinary policies, and absences and tardies.

An invitation for grandfamilies to attend an open house is not enough. In addition:

Schools should develop strategies to identify students in grandparent-headed households.

Grandfamilies should have increased access to resources to help with the academic and emotional needs of school-age grandchildren.

An information booth to increase knowledge of resources needed by grandfamilies can be set up at the open house.

At the open house, teachers can mention procedures for scheduling a teacher conference early in the school year.

Meaningful connections are needed to help enhance the relationship between schools and grandparents raising grandchildren. School social workers can assist with helping to bridge gaps in communication and misperceptions that may arise among school-age grandchildren, grandparents, and school personnel. Families may lack knowledge about how to access information from schools and school staff may have limited exposure to families from diverse family systems.

School social workers are strategically positioned, and therefore possess professional knowledge and skills that can be useful in intervening in barriers occurring at multiple systemic levels. With this in mind, the school social worker's expertise can be critical in assisting schools to plan an open house with sensitivity to the needs of grandfamilies.

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Open House as a Tool to Connect Schools to Grandparents Raising Grandchildren

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Multiple reasons exist for the increase in grandparents raising grandchildren, and studies have found that most grandparents assume primary caregiving responsibilities during a crisis. At the same time, grandparents raising grandchildren are represented in all geographic regions, cultures, and socioeconomic levels. But regardless of socio-economic status, school-age students in grandparent-headed households often are at high risk for academic failure.

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Sometimes It's Grandmas and Grandpas: Not Mommies and Daddies 

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Sometimes It's Grandmas and Grandpas: Not Mommies and Daddies 

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Written from a child's point of view, this touching picture book centers around a nontraditional family of grandparents raising their grandchild.

Sometimes It's Grandmas and Grandpas shares a child's experience living with and being cared for by grandparents through the eyes of a cheerful and delightful little girl. Uplifting watercolor illustrations give extra warmth to this caring and loving story, to which a growing number of children can identify―over 4.5 million children in the United States are primarily cared for by a grandparent.

Poignant moments expressing the child's curiosity and questions give way to comforting and playful exchanges at home with Nonnie and Poppy. Spending the day with this grandparent-led family, we see that it's not always Mommies or Daddies that care for children, and that's okay!

Sometimes It's Grandmas and Grandpas is the winner of the 2012 Book Award for Best Children's Literature on Aging in the primary reader category from the The K-12 Committee of the Association for Gerontology in Higher Education (AGHE). It provides a great resource for children who seek reassurance about their particular experience. This unique book will appeal to any grandparent raising or providing long-term care for a grandchild, as well as any teacher who wants to educate children about nontraditional families. Sometimes It's Grandmas and Grandpas sensitively addresses a topic that has been nearly absent in the children's book market, until now.

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Sometimes It's Grandmas and Grandpas: Not Mommies and Daddies

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Sometimes It's Grandmas and Grandpas: Not Mommies and Daddies [Byrne, Gayle, Haverfield, Mary] on Amazon.com. *FREE* shipping on qualifying offers. Sometimes It's Grandmas and Grandpas: Not Mommies and Daddies

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A young girl and her grandmother celebrate their home and relationship in this magical story. Winner of the Parents' Choice Come join Rosalba and her grandmother, her abuela, on a magical journey as they fly over the streets, sights, and people of New York City which sparkles below. The story is narrated in English, and sprinkled with Spanish phrases as Abuela points out places that they explore together. The exhilaration in Rosalba's and Abuela's story is magnified by the loving bond that only a grandmother and granddaughter can share.Also available in a Spanish-language edition (ISBN: 978-0-14-056226-2) (starred review) (starred review)An ALA Notable Book Award

"A book to set any child dreaming...any reader can handle it, whether familiar with Spanish or not. It's just joyful."- The New York Times The Horn Book
* "A marvelous balancing of narrative simplicity with visual intricacy...the city is transformed into a treasure trove of jewels, dazzling the eye, uplifting the spirits."- Booklist

* "Each illustration is a masterpiece of color, line, and form that will mesmerize youngsters...The smooth text, interspersed with Spanish words and phrases, provides ample context clues...a jewel."- Publisher's Weekly

"Dorros's text seamlessly weaves Spanish words and phrases into the English narrative, retaining a dramatic quality rarely found in bilingual picture books"- Parent's Choice
An NCSS-CBC Children's Trade Book in the Field of Social Studies
A Library of Congress Children's Book of the Year
An American Booksellers Pick of the Lists selection
A Booklist Editor's Choice
A Hungry Mind Review Children's Books of Distinction List selection
A New York Public Library 100 Titles for Reading and Sharing selection

A Horn Book Fanfare Listing
Winner of the

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Abuela (English Edition with Spanish Phrases) (Picture Puffins)

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Abuela (English Edition with Spanish Phrases) (Picture Puffins) [Dorros, Arthur] on Amazon.com. *FREE* shipping on qualifying offers. Abuela (English Edition with Spanish Phrases) (Picture Puffins)

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Are you caring for a child with BIG emotions related to loss and childhood trauma? A Grandfamily for Sullivan is a therapeutic story, designed with soothing imagery and sensitive language to help children cope with life after adverse childhood experiences (ACES). Sullivan is a scared koala who suddenly has to live with his Grandma when his parents are unable to keep him safe. He is worried about his parents and what will happen next in his life, but he is too afraid to talk to Grandma about his thoughts and feelings. One day at the park, Grandma tries to be helpful, but Sullivan lashes out at her in anger! While he is taking time to cool off, Sullivan meets a friend who walked in his shoes before. This new friend teaches Sullivan how to find the courage to move forward with his life.In this tenderhearted story, a child removed from his parents due to abuse and neglect can find hope using the same techniques that help Sullivan manage his thoughts and feelings. Throughout the story, children learn to: Identify sensations in their bodies related to negative emotions, build mindfulness skills for managing anxiety, find the courage to share their thoughts with others, understand that all families are different, and accept that life is often uncertain. A Grandfamily for Sullivan builds awareness for foster, kinship, and adoptive families, and teaches children how to empathize with peers from various family constellations. It is a must-read book to help reduce bullying and instill empathy for children who are raised by someone other than their biological parents. Come join Sullivan, his Grandma, and a wise friend as they weather the storms of life in this empowering story about family separation, courage, and what it's like to become a grandfamily. A Grandfamily for Sullivan is a crucial resource for families broken apart by mental health issues, incarceration, and the opioid epidemic. But, this book is more than a story, it is empowering young people to take control of their mental health. In the back of the book there is a list of remarkable people who have been raised by grandparents or relatives, additional coping techniques for children, and trauma-informed parenting guidance. WHAT PEOPLE ARE SAYING ABOUT THE BOOK: "I was so excited to see this book land on my doorstep. I read it with my grandson while I cried throughout the book. It was spot on like it was written just for us. My Grandson was very still and quiet, not his usual response to storytime. When we were done, my husband came in, and the three of us had a pinky swear pact that we are officially a Grandfamily. Thank you so much! I can't wait to give a copy to our Kinship Support Worker." - Christine, A Grandmother raising her Grandson."I feel calm" - Avery, eight years old.""I showed my family therapist your book, she loved it so much that she immediately bought a copy for the children she works with. Your good work is gaining ground!" - Danny, Grandparent Raising Grandchildren

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A Grandfamily for Sullivan: Coping Skills for Kinship Care Families

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Are you caring for a child with BIG emotions related to loss and childhood trauma? A Grandfamily for Sullivan is a therapeutic story, designed with soothing imagery and sensitive language to help children cope with life after adverse childhood experiences (ACES). Sullivan is a scared koala who su...

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Two unmarried partners living together, with or without children.

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Cohabiting parents differ from married ones in three big ways

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To understand what lies behind the "stability gap" between married and cohabiting parents, it is therefore useful to look at the other ways in which married and cohabiting couples differ, aside from marital status. In this paper, we examine three factors in particular-intendedness of childbearing, levels of education, and earnings-and show stark differences between cohabiting and married parents.

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Two parents (mother and father) and their children living together.

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Non-biological family made up of close friends who have a strong emotional bond and mutual support.

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Changes in the classroom and on the state and federal levels are needed to help early childhood educators best serve children from diverse family structures.

Written by: Tiffany Westry

The percentage of nuclear families in the United States has steadily declined over the past 50 years. According to the United States Census Bureau, 73 percent of all American children in 1960 lived in a family with two parents in their first marriage. Today, fewer than half of children in the United States live in what is also deemed a "traditional" family.

According to early childhood education experts at the University of Alabama at Birmingham, education policies and practices have not evolved to the degree necessary for educators and other professionals to best serve the growing number of diverse families.

"The hallmark of early intervention and childhood special education is a family-centered approach," said Jerry Aldridge, Ed.D., professor emeritus in the UAB School of Education "We're in a time when more parents work outside of the home, more families reflect various racial and ethnic backgrounds, and more families are composed of individuals other than a mother and father. It is more important than ever to identify and adapt to these evolving family structures to appropriately serve these hybrid families."

In a paper published in the journal Childhood Education, experts in the UAB School of Education Department of Curriculum and Instruction explore ways teachers and other professionals can successfully work with children from hybrid families

A "traditional" or nuclear family, as it is mostly commonly known, is a family group that consists of a father, mother, and their biological or adopted children. Hybrid families, as defined by Aldridge, are different in at least three ways from a traditional family in the areas of ethnicity, gender, race, culture, language, religion, ability or the methods in which children were brought into the family.

For example, a single Korean mother has a daughter with cerebral palsy. She attends public school and also receives early childhood special education services. Her mother doesn't speak English and belongs to a very small congregation of Jehovah's Witnesses who do not celebrate holidays or birthdays. However, her mother cannot pick her up from school each time a celebration is held there. She has limited social support, no family support and does not know what to do about her daughter's exposure to these types of celebrations in school.

"Arbitrary federal, state, local and school regulations often create big challenges for hybrid families," said Jennifer Kilgo, Ed.D., professor of early childhood special education. "Classroom practices and activities can also create challenges. Whether there is a language or cultural barrier or you have a child with same-sex parents who wish to keep the particulars of the family structure private, these families often face invisibility, marginalization or scrutiny, during what may be considered harmless activities such as, "Parents' Night" or assignments that require students to gather and present details about their families. Many teachers have no appropriate models for working with hybrid families or other forms of difference. Alternatives that address the needs of hybrid families require much knowledge, consideration, planning, work and support from other professionals."

"Many teachers have no appropriate models for working with hybrid families or other forms of difference. Alternatives that address the needs of hybrid families require much knowledge, consideration, planning, work and support from other professionals."

Aldridge and Kilgo suggest that three sustained efforts must be taken as the initial steps to determine how early childhood educators can work collaboratively with all families for the best possible education of all children.

Defining family structures

In the United States, children's individual differences have been explicitly defined through the Individuals with Disabilities Education Act (IDEA). However, this is not the case for terminology associated with families or cultures. Educators and researchers have been reluctant to clarify language related to families and cultures.

"To a certain extent, this is understandable because educators already deal with so many definitions and acronyms related to our profession," Aldridge said. "Some educators equate defining with labeling, discriminating and marginalizing. Others question why family structures should be delineated at all, advocating for each family to be considered unique, with its own special needs. Of course, educators should work with families individually to learn about and value their unique characteristics. Defining hybrid families is not intended to label them or to take anything away from traditional families. Educators can strive to continually adjust to the specific nature of each hybrid family."

Working for change at the micro level

Hybrid families and other diverse family structures must be recognized and accommodated in education. For example, teachers can work to change how a school organizes "Parents' Night." A good place to start is with the name for the event. "Family Night," for example, would be a more inclusive term. Beginning to make a difference at the micro level is an excellent place to start for teachers who may be overwhelmed by the thought of becoming change agents.

Working for change at the macro level

Local, state and federal policies must be challenged to be more inclusive. Aldridge and Kilgo suggest educators who are involved in political action networks may have a better chance of influencing systemic change than those who try to make a difference at the macro level by themselves.

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Experts explore how early childhood educators can adapt to a growing number of diverse family structures

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Changes in the classroom and on the state and federal levels are needed to help early childhood educators best serve children from diverse family structures. Written by: Tiffany Westry Need more info? Contact us The perc...

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Students' family structures vary now perhaps more than ever before. It's therefore important for teachers to be inclusive of all types of families when it comes to communication, assignments and many other aspects of classroom life.

Diverse family structures can include:

Single parent (divorced or never-married)

Foster parent(s) (or state as legal guardian)

Adoptive parent(s)

Blended (biological parent and another parent figure to whom s/he may or may not be married)

Unmarried biological parents

Polyamorous parents (multiple romantic partners in household)

LGBT parent(s)

Non-parent relative(s) as guardian(s) (grandparent, aunt, etc.)

No matter the type of family, students do best when educators remain sensitive to--and welcoming of--these differences. Acceptance by both adults and classmates at school contributes to students' social-emotional well-being, which we know positively impacts their academic achievement.

With that in mind, here are five ways to celebrate family diversity:

1. Offer books that address a range of family experiences.

Maintaining a diverse classroom library and encouraging students to read these books is an excellent way to raise awareness about different types of families. Try to find books that appeal to students' family situations, whether they have two moms, divorced parents or multigenerational guardians. This way, kids will expand their definitions of "family."

Here are a few book suggestions for preschool and the elementary grades:

Families Are Different by Nina Pellegrini
The Family Book by Todd Parr
Sometimes It's Grandmas and Grandpas: Not Mommies and Daddies by Gayle Byrne
Mommy, Mama, and Me by Lesléa Newman
Molly and Her Dad by Jan Ormerod
And Tango Makes Three by Justin Richardson
Abuela (English edition with Spanish phrases) by Arthur Dorros
Black is Brown is Tan by Arnold Adoff
Every Year On Your Birthday by Rose A. Lewis
Fred Stays With Me! by Nancy Coffelt

2. Use inclusive communication and language.

Avoid phrases such as "Give this to Mom and Dad" when handing out notices or other announcements. Remain broad so you do not point out a specific student's situation. Better to say something like "Make sure this goes home to parents, guardians and families." Work family diversity into everyday discussion and activities without belaboring it. For example, if you're writing sentences for grammar exercises, include the phrases "her dads," "his guardian," etc.

3. Keep activities general.

With holidays such as Mother's Day and Father's Day, crafts and lessons may be difficult for students who feel left out on these days. As an alternative, have students do more general activities, such as drawing "who's important in your life" and sharing with the class something that's unique about their home situation. When doing icebreakers or "all about me" activities, avoid asking kids to draw "your house" (as some may be in a shelter or foster situation). Instead, have them draw "where they sleep" or simply "a possession that's important to you."

4. Present visual diversity.

Hang classroom posters or display other materials celebrating differences in family structure. Whether it is a drug-prevention or other health-promotion poster, or a poster of a family reading a book, educators can communicate acceptance without saying a word. In PowerPoint presentations, make sure to include a diverse selection of photos.

5. Set expectations of respect.

Establish a culture of respect in the classroom and let students know that they are not allowed to disrespect another individual's lifestyle, no matter how different it is from theirs. If any situations arise in terms of student behavior, address them immediately, making sure to re-educate rather than simply punishing. Strive to create a classroom environment where every child feels valued and understood.

Article by Kassondra Granata, EducationWorld Contributor
Education World®
Copyright © 2014 Education World

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Welcoming Diverse Family Structures in the Classroom | Education World

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Students' family structures vary now perhaps more than ever before. It's therefore important for teachers to be inclusive of all types of families when it comes to communication, assignments and many other aspects of classroom life.

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The Family Book [Parr, Todd] on Amazon.com. *FREE* shipping on qualifying offers. The Family Book

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When a teacher asks her class to think about what makes their families special, the answers are all different, but the same in one important way ...

When a teacher asks the children in her class to think about what makes their families special, the answers are all different in many ways ― but the same in the one way that matters most of all.

One child is worried that her family is just too different to explain, but listens as her classmates talk about what makes their families special. One is raised by a grandmother, and another has two dads. One has many stepsiblings, and another has a new baby in the family.

As her classmates describe who they live with and who loves them ― family of every shape, size and every kind of relation ― the child realizes that as long as her family is full of caring people, it is special.

A warm and whimsical look at many types of families, written by award-winning author Sara O'Leary, with quirky and sweet illustrations by Qin Leng.

Correlates to the Common Core State Standards in English Language Arts:

CCSS.ELA-LITERACY.RL.K.1
With prompting and support, ask and answer questions about key details in a text.

CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or lesson.

CCSS.ELA-LITERACY.RL.1.6
Identify who is telling the story at various points in a text.

CCSS.ELA-LITERACY.RL.1.9
Compare and contrast the adventures and experiences of characters in stories.

CCSS.ELA-LITERACY.RL.2.6
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

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A Family Is a Family Is a Family (Who We Are)

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A Family Is a Family Is a Family (Who We Are) [Sara O'Leary, Leng, Qin] on Amazon.com. *FREE* shipping on qualifying offers. A Family Is a Family Is a Family (Who We Are)

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Marcy Pusey (Author), Beatriz Mello (Illustrator)

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Speranza’s Sweater [Pusey, Marcy, Mello, Beatriz] on Amazon.com. *FREE* shipping on qualifying offers. Speranza’s Sweater