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can’t sleep or are getting to bed later than usual

seem fatigued, disengaged, panicky or down

are saying they’re tired all the time, have headaches or stomach aches

engaging in self-harm

are feeling irritable about themselves or others around them

are having trouble concentrating

are avoiding school

aren’t being themselves

aren’t eating very well

are staying in their room a lot on the weekends when they usually would be out with friends

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Resiliency is the capacity to recover quickly from difficulty. What it looks like:

emotional awareness and regulation

control over their impulses

an optimistic mindset

flexible and accurate thinking

empathy towards others

believe that they can achieve things (self-efficacy)

a willingness to seek help when needed.

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Bad things happen to children. As much as we'd like to, we can't change that. What we can do is try to help kids recover in as healthy a way as possible. We can encourage and nurture their natural resilience.

What is resilience? Resilience is the attainment of desirable social and emotional adjustment despite exposure to considerable risk. What kind of risk are we talking about here? We're talking about everything from being a victim of a terrorist attack to being a victim of rape to being a victim of divorce to being a victim of a bad teacher in school or a really tough neighborhood. Because all of those things happen to kids. Some of these problems are worse than others, but they're all real problems that can be serious stressors to kids.

When we talk about trauma, we're not talking about an adverse experience. We're talking about the failure to recover from that adverse experience. It's not the experience itself that causes the trauma, it is the subjective experience of that event that causes the trauma, the not-entirely-adaptive response to that experience. It's the way that we emotionally respond to it, the way that we think about it, the way we sort of "file it away."

Support is key to recovery

That's why a child's response to a disturbing experience depends not only on his temperament and what's happened to him in the past, but on what happens after the experience-the kind of support he gets from his environment. If he has an effective support system, he has a good chance of recovering from the trauma. If he has an ineffective support system, or no support system at all, his chances are much worse.

It helps to think of it in terms of something called social ecology. This derives from the work of a psychologist named Urie Bronfenbrenner. Basically, what Bronfenbrenner said is that there's no such thing as a person. There's only a person within a context. You may see me and find that I'm very well behaved, but you don't know what I'm like at home. I might be very well behaved at home as well, but you just don't know. It depends on the context.

What we're talking about with social ecology is a caretaking environment that includes, but extends beyond, immediate family, to peers, to school, to larger community settings, and ultimately to cultural and political belief systems.

A child exists in what Bronfenbrenner called a microsystem. The microsystem includes things like family, school, peers, religious affiliation, workplace, and neighborhood. All of the social and interpersonal entities with which the child interacts directly comprise this microsystem.

The more support there is in a child's ecological system the better the outcome's going to be.

Communities count

Of course there are individual attributes that relate to the development of resilience: intelligence, social skills, coping skills (the ability to stay psychologically organized even when you have strong emotions, to be calm enough to think), an optimistic temperament, and a sense of agency.

But the research on resilience shows that communities are the things that make a difference. Communities include parents, siblings, teachers, friends, and other peers who share the same experience as the person who's been traumatized. If a child can make contact in her community, especially with peers who have shared experiences, that makes a huge difference in terms of ultimate outcome.

To go back to Bronfenbrenner's model, in the microsystem, what's going to be adaptive is having a supportive relationship with a caring adult. If a child has experienced a trauma, the family is going to be the primary source of support. But what sometimes happens is that there are loving adults who themselves are so overwhelmed by whatever has happened that they may not be available. Which is why, if there are other caring adults in the community who can pick up the slack temporarily, that makes a huge difference. Living in caring neighborhoods, going to school where there is support, and belonging to youth groups-these are all activities that will be helpful in terms of fostering healthy adaptation.

Treating the family

I saw a case where a mother was driving a car; the child and the father were in the car. They had an accident. The father died. The child survived. The mother survived. But the mother felt so guilt-ridden about having driven the car that she was unavailable to her daughter. Until we could help the mother, she couldn't help her daughter. With adequate support and treatment, once everything got sorted out, she was a wonderful, loving, exceptionally competent parent. But she needed some mental health services first.

If you look at the data, the things that make the biggest difference are the community interventions, not the individual interventions. I'm a psychiatrist, so my bias was to think that the individual interventions were going to make the biggest difference. But if you look at the data, it's the community interventions.

After a traumatic event, families have to shift roles and goals. Sometimes what happens is that an older child will have to take care of a younger sibling. Sometimes a child will have to do the cooking and cleaning, because the parents are unavailable to do that. Sometimes a parent who was a stay-at-home parent has to go out and get a job and earn a living, because there isn't enough money to sustain the family. Families have to shift their goals, and sometimes they have to shift their emotional or physical settings.

Rebuilding structure and routine

External support becomes more important, then, as a means of restoring predictability. What you want to do is to re-establish a kind of predictable routine. That helps to establish a sense that there is a future. Organization is unbelievably important. When things are chaotic, it's very difficult to conceive of a future. Some kind of structure is vitally important. This can often be provided by participation in group activities, and sometimes what helps the most is being able to help other people. That's very, very important.

Access to health care, mental health care, social services, and religious institutions all have been shown to make big differences in terms of fostering a resilient response to traumatic experiences. This is called empowered collaboration. When you've got children who've experienced traumatic events, families who have experienced traumatic events, you need social support systems all working together.

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How to Foster Resilience in Kids | Child Mind Institute

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Bad things happen to children. As much as we'd like to, we can't change that. What we can do is try to help kids recover in as healthy a way as possible. We can encourage and nurture their natural resilience. What is resilience? Resilience is the attainment of desirable social and emotional adjustment despite exposure ...

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DEMONSTRATE “RID”:

RID yourself of anxiety by first “Renaming your thought” – remind yourself that you’re just having an anxious thought. Then Insist that YOU are in charge (not your anxious thought). Anxiety plays tricks on us and what we worry about rarely comes true. Then Defy your anxiety by doing the opposite of what your anxiety wants you to do. Anxiety wants you to avoid what you are afraid of. You need to do the opposite: Face your fear and you will overcome it.

TEACH THEM “TLC”:

TLC stands for “Talk to a Friend, Look for the Silver Lining, and Change the Channel.” If your son or daughter is feeling anxious, he or she should talk to a friend/parent/counselor/teacher, then look for the silver lining (no matter how bad things are, there is always a silver lining or a way things could be worse) and then change the channel – which means find a positive distraction such as taking a walk, taking a shower, or doing a mindful breathing exercise.

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Social media can be a great source for connecting with peers, but unfortunately, it can be problematic if overly used. Despite the many advantages associated with social media, there are a number of negative effects caused by its usage. Among the common negative effects are:

Stress

Anxiety

Depression

Addiction

Cyberbullying

Hacking/scams

Relationship problems

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Many parents worry about how exposure to technology might affect toddlers developmentally. We know our preschoolers are picking up new social and cognitive skills at a stunning pace, and we don't want hours spent glued to an iPad to impede that. But adolescence is an equally important period of rapid development, and too few of us are paying attention to how our teenagers' use of technology - much more intense and intimate than a 3-year-old playing with dad's iPhone - is affecting them. In fact, experts worry that the social media and text messages that have become so integral to teenage life are promoting anxiety and lowering self-esteem.

Young people report that there might be good reason to worry. A survey conducted by the Royal Society for Public Health asked 14-24-year-olds in the UK how social media platforms impacted their health and well-being. The survey results found that Snapchat, Facebook, Twitter, and Instagram all led to increased feelings of depression, anxiety, poor body image, and loneliness.

Indirect communication

Teens are masters at keeping themselves occupied in the hours after school until way past bedtime. When they're not doing their homework (and when they are) they're online and on their phones, texting, sharing, trolling, scrolling, you name it. Of course before everyone had an Instagram account teens kept themselves busy, too, but they were more likely to do their chatting on the phone, or in person when hanging out at the mall. It may have looked like a lot of aimless hanging around, but what they were doing was experimenting, trying out skills, and succeeding and failing in tons of tiny real-time interactions that kids today are missing out on. For one thing, modern teens are learning to do most of their communication while looking at a screen, not another person.

"As a species we are very highly attuned to reading social cues," says Catherine Steiner-Adair, EdD, a clinical psychologist and author of The Big Disconnect. "There's no question kids are missing out on very critical social skills. In a way, texting and online communicating puts everybody in a context where body language, facial expression, and even the smallest kinds of vocal reactions are rendered invisible."

Lowering the risks

Certainly speaking indirectly creates a barrier to clear communication, but that's not all. Learning how to make friends is a major part of growing up, and friendship requires a certain amount of risk-taking. This is true for making a new friend, but it's also true for maintaining friendships. When there are problems that need to be faced - big ones or small ones - it takes courage to be honest about your feelings and then hear what the other person has to say. Learning to effectively cross these bridges is part of what makes friendship fun and exciting, and also scary. "Part of healthy self-esteem is knowing how to say what you think and feel even when you're in disagreement with other people or it feels emotionally risky," notes Dr. Steiner-Adair.

But when friendship is conducted online and through texts, kids are doing this in a context stripped of many of the most personal - and sometimes intimidating - aspects of communication. It's easier to keep your guard up when you're texting, so less is at stake. You aren't hearing or seeing the effect that your words are having on the other person. Because the conversation isn't happening in real time, each party can take more time to consider a response. No wonder kids say calling someone on the phone is "too intense"- it requires more direct communication, and if you aren't used to that it may well feel scary.

If kids aren't getting enough practice relating to people and getting their needs met in person and in real time, many of them will grow up to be adults who are anxious about our species' primary means of communication - talking. And of course social negotiations only get riskier as people get older and begin navigating romantic relationships and employment.

Cyberbullying and the imposter syndrome

The other big danger that comes from kids communicating more indirectly is that it has gotten easier to be cruel. "Kids text all sorts of things that you would never in a million years contemplate saying to anyone's face," says Donna Wick, EdD, a clinical and developmental psychologist. She notes that this seems to be especially true of girls, who typically don't like to disagree with each other in "real life."

"You hope to teach them that they can disagree without jeopardizing the relationship, but what social media is teaching them to do is disagree in ways that are more extreme and do jeopardize the relationship. It's exactly what you don't want to have happen," she says.

Dr. Steiner-Adair agrees that girls are particularly at risk. "Girls are socialized more to compare themselves to other people, girls in particular, to develop their identities, so it makes them more vulnerable to the downside of all this." She warns that a lack of solid self-esteem is often to blame. "We forget that relational aggression comes from insecurity and feeling awful about yourself, and wanting to put other people down so you feel better."

Peer acceptance is a big thing for adolescents, and many of them care about their image as much as a politician running for office, and to them it can feel as serious. Add to that the fact that kids today are getting actual polling data on how much people like them or their appearance via things like "likes." It's enough to turn anyone's head. Who wouldn't want to make themselves look cooler if they could? So kids can spend hours pruning their online identities, trying to project an idealized image. Teenage girls sort through hundreds of photos, agonizing over which ones to post online. Boys compete for attention by trying to out-gross one other, pushing the envelope as much as they can in the already disinhibited atmosphere online. Kids gang up on each other.

Adolescents have always been doing this, but with the advent of social media they are faced with more opportunities - and more traps - than ever before. When kids scroll through their feeds and see how great everyone seems, it only adds to the pressure. We're used to worrying about the impractical ideals that photoshopped magazine models give to our kids, but what happens with the kid next door is photoshopped, too? Even more confusing, what about when your own profile doesn't really represent the person that you feel like you are on the inside?

"Adolescence and the early twenties in particular are the years in which you are acutely aware of the contrasts between who you appear to be and who you think you are," says Dr. Wick. "It's similar to the 'imposter syndrome' in psychology. As you get older and acquire more mastery, you begin to realize that you actually are good at some things, and then you feel that gap hopefully narrow. But imagine having your deepest darkest fear be that you aren't as good as you look, and then imagine needing to look that good all the time! It's exhausting."

As Dr. Steiner-Adair explains, "Self-esteem comes from consolidating who you are." The more identities you have, and the more time you spend pretending to be someone you aren't, the harder it's going to be to feel good about yourself.

Stalking (and being ignored)

Another big change that has come with new technology and especially smart phones is that we are never really alone. Kids update their status, share what they're watching, listening to, and reading, and have apps that let their friends know their specific location on a map at all times. Even if a person isn't trying to keep his friends updated, he's still never out of reach of a text message. The result is that kids feel hyperconnected with each other. The conversation never needs to stop, and it feels like there's always something new happening.

"Whatever we think of the 'relationships' maintained and in some cases initiated on social media, kids never get a break from them," notes Dr. Wick. "And that, in and of itself, can produce anxiety. Everyone needs a respite from the demands of intimacy and connection; time alone to regroup, replenish and just chill out. When you don't have that, it's easy to become emotionally depleted, fertile ground for anxiety to breed."

It's also surprisingly easy to feel lonely in the middle of all that hyperconnection. For one thing, kids now know with depressing certainty when they're being ignored. We all have phones and we all respond to things pretty quickly, so when you're waiting for a response that doesn't come, the silence can be deafening. The silent treatment might be a strategic insult or just the unfortunate side effect of an online adolescent relationship that starts out intensely but then fades away.

"In the old days when a boy was going to break up with you, he had to have a conversation with you. Or at least he had to call," says Dr. Wick. "These days he might just disappear from your screen, and you never get to have the 'What did I do?' conversation." Kids are often left imagining the worst about themselves.

But even when the conversation doesn't end, being in a constant state of waiting can still provoke anxiety. We can feel ourselves being put on the back burner, we put others back there, and our very human need to communicate is effectively delegated there, too.

What should parents do?

Both experts interviewed for this article agreed that the best thing parents can do to minimize the risks associated with technology is to curtail their own consumption first. It's up to parents to set a good example of what healthy device usage looks like. Most of us check our phones or our email too much, out of either real interest or nervous habit. Kids should be used to seeing our faces, not our heads bent over a screen. Establish technology-free zones in the house and technology-free hours when no one uses the phone, including mom and dad. "Don't walk in the door after work in the middle of a conversation," Dr. Steiner-Adair advises. "Don't walk in the door after work, say 'hi' quickly, and then 'just check your email.' In the morning, get up a half hour earlier than your kids and check your email then. Give them your full attention until they're out the door. And neither of you should be using phones in the car to or from school because that's an important time to talk."

Not only does limiting the amount of time you spend plugged in to computers provide a healthy counterpoint to the tech-obsessed world, it also strengthens the parent-child bond and makes kids feel more secure. Kids need to know that you are available to help them with their problems, talk about their day, or give them a reality check.

"It is the mini-moments of disconnection, when parents are too focused on their own devices and screens, that dilute the parent-child relationship," Dr. Steiner-Adair warns. And when kids start turning to the internet for help or to process whatever happened during the day, you might not like what happens. "Tech can give your children more information that you can, and it doesn't have your values," notes Dr. Steiner-Adair. "It won't be sensitive to your child's personality, and it won't answer his question in a developmentally appropriate way."

In addition Dr. Wick advises delaying the age of first use as much as possible. "I use the same advice here that I use when talking about kids and alcohol - try to get as far as you can without anything at all." If your child is on a social media platform, Dr. Wick says that you should friend them and monitor their page. But she advises against going through text messages unless there is cause for concern. "If you have a reason to be worried then okay, but it better be a good reason. I see parents who are just plain old spying on their kids. Parents should begin by trusting their children. To not even give your kid the benefit of the doubt is incredibly damaging to the relationship. You have to feel like your parents think you're a good kid."

Offline, the gold standard advice for helping kids build healthy self-esteem is to get them involved in something that they're interested in. It could be sports or music or taking apart computers or volunteering - anything that sparks an interest and gives them confidence. When kids learn to feel good about what they can do instead of how they look and what they own, they're happier and better prepared for success in real life. That most of these activities also involve spending time interacting with peers face-to-face is just the icing on the cake.

Frequently Asked Questions

How does social media affect behavior negatively?

How does social media affect social skills?

How does social media affect teenagers' mental health?

Is social media harmful?

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How Using Social Media Affects Teenagers - Child Mind Institute

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How does social media affect teens? Experts say kids are growing up with more anxiety and less self-esteem due to social media. Read advice for parents from specialists in our article.

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MyPlate | U.S. Department of Agriculture

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Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you're on a federal government site.

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Healthy eating during adolescence is important as body changes during this time affect an individual's nutritional and dietary needs. Adolescents are becoming more independent and making many food decisions on their own. Many adolescents experience a growth spurt and an increase in appetite and need healthy foods to meet their growth needs.

Also, a common concern of many adolescents is dieting. Girls may feel pressure from peers to be thin and to limit what they eat. Both boys and girls may diet to "make weight" for a particular sporting or social event.

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Helpful considerations as you prepare meals for your adolescent:

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Helpful considerations as you prepare meals for your adolescent:

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Arrange for teens to find out about nutrition for themselves by providing teen-oriented magazines or books with food articles and by encouraging them and supporting their interest in health, cooking, or nutrition.

Take their suggestions, when possible, regarding foods to prepare at home.

Experiment with foods outside your own culture.

Have several nutritious snack foods readily available. Often, teenagers will eat whatever is convenient.

If there are foods that you do not want your teens to eat, avoid bringing them into the home.

(John Hopkins Medicine, 2020)

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Ever wonder if some diets are really safe? Or how you can excel at sports? Get the lowdown on healthy eats, dieting, strength training, eating disorders, steroids, and more.

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Starting around puberty, kids start getting tired later at night. While it might seem like they need less sleep, in fact, teens need about 9 hours of sleep at night. Unfortunately, most teens do not get the sleep they need.

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Teens who do not get enough sleep are at risk for a number of problems in school and with their health, including:

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Teens who do not get enough sleep are at risk for a number of problems in school and with their health, including:

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Depression and low self-esteem

Sleepiness and trouble concentrating

Decline in school performance and grades

Moodiness and trouble getting along with family and friends

Greater risk of car accidents

Tendency to overeat and gain weight

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Make rules about bedtime

Limit nighttime activities

Offer homework support

Set technology boundaries

Promote relaxing activities before bed

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1. Make a schedule
2. Keep materials organized
3. Write down homework assignments
4. Have a place to study

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How to help your teen with time management - Milestones from GreatSchools

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Every school and student will differ with regard to what courses may be required. The following are a few general tips in selecting courses:

Do create a rigorous – yet balanced – schedule: Students should take challenging classes, but they should balance their schedule with easier classes, too.  Students can talk with their teachers about what courses will offer the appropriate challenge, but parents can also be a voice of reason in these conversations for what seems like an appropriate course load.

Don't take classes for the wrong reasons: Students shouldn't take a class just because their best friend is taking it or it's a course they think they need to get into college. Parents shouldn't set unrealistic expectations either. Focus on where the student fits academically and don't add pressure.

Do consider future plans when selecting high school classes: Students should first think through their career plans and whether they want to go to a four-year college, the military or straight to the workforce after graduation. While students don't need to know exactly what they want to do after high school, the closer they can get to figuring out their career path, the better prepared they will be

Don't neglect to plan early: Freshmen and sophomores should become familiar with all the courses their school offers and what prerequisites are required, otherwise students may miss out on classes they want to take later.

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Parents can play a vital role in helping teens succeed in school by being informed and lending a little support and guidance. Even though teens are seeking independence, parental involvement is an important ingredient for academic success.

Here are 10 ways to keep your teen on track to succeed in high school.

1. Attend Back-to-School Night and Parent-Teacher Conferences

Teens do better in school when parents support their academic efforts. Attending your school's open house or back-to-school night is a great way to get to know your teen's teachers and their expectations. School administrators may discuss school-wide programs and policies, and post-high school options that parents and guardians of juniors and seniors need to know about.

Attending parent-teacher conferences is another way to stay informed, although in high school, staff usually set these up only when parental involvement is needed to address issues like behavior problems, falling below grade-level expectations, or alternatively, benefiting from advanced class work.

If your teen has special learning or behavioral needs, meetings can be scheduled with teachers and other school staff to consider setting up or revising individualized education plans (IEPs), 504 education plans, or gifted education plans.

Keep in mind that parents or guardians can request meetings with teachers, principals, school counselors, or other school staff any time during the school year.

2. Visit the School and Its Website

Knowing the physical layout of the school building and grounds can help you connect with your teen when you talk about the school day. It's good to know the location of the main office, school nurse, cafeteria, gym, athletic fields, auditorium, and special classes.

On the school website, you can find information about:

the school calendar

contacting school staff

special events like dances and class trips

testing dates

current grades and missing assignments

sign-up information and schedules for sports, clubs, and other extracurricular activities

student resources for life after high school

Many teachers maintain their own websites that provide access to textbooks and other resources, and detail homework assignments, and test and quiz dates. Special resources for parents and students are also usually available on the district, school, or teacher websites.

3. Support Homework Expectations

During the high school years, homework gets more intense and grades become critical for college plans. Students planning to attend college also need to prepare for the SATs and/or ACTs. Amid all these changes, many teens are learning how to balance academics with extracurricular activities, social lives, and jobs.

An important way to help is to make sure your teen has a quiet, well-lit, distraction-free place to study that's stocked with supplies. Distraction-free means no phone, TV, or websites other than homework-related resources. Be sure to check in from time to time to make sure that your teen hasn't gotten distracted.

Regularly sit down with your teen to go over class loads and make sure they're balanced, and help him or her stick to a homework and study schedule.

Encourage your teen to ask for help when it's needed. Most teachers are available for extra help before or after school, and also might be able to recommend other resources.

4. Send Your Teen to School Ready to Learn

A nutritious breakfast fuels up teens and gets them ready for the day. In general, teens who eat breakfast have more energy and do better in school.

You can help boost your teen's attention span, concentration, and memory by providing breakfast foods that are rich in whole grains, fiber, and protein, as well as low in added sugar. If your teen is running late some mornings, send along fresh fruit, nuts, yogurt, or a peanut butter and banana sandwich. Many schools provide nutritious breakfast options before the first bell.

Teens also need the right amount of sleep - about 8½ to 9½ hours each night - to be alert and ready to learn all day. But early school start times - on top of schedules packed with classes, homework, extracurricular activities, and friends - mean that it's common for teens to not get enough sleep. Lack of sleep is linked to decreased attentiveness, decreased short-term memory, inconsistent performance, and delayed response time.

Most teens also have a change in their sleep patterns, with their bodies telling them to stay up later at night and wake up later in the morning. Ideally, teens should try to go to bed at the same time every night and wake up at the same time every morning. You can help by reminding your teen before bedtime to turn off the phone and limit video games and TV. Napping during the day can also push bedtimes back, so it's best if teens don't nap after school. Many teens try to catch up on sleep on weekends. But try to keep your teen's sleep and wake times within 2 hours of what they are during the week.

5. Instill Organizational Skills

Learning and mastering the skills of getting organized, staying focused, and seeing work through to the end will help teens in just about everything they do. But this is not usually explicitly taught in high school, so teens can benefit from some parental guidance with organization and time-management skills.

Parents and guardians can help teens keep assignments and class information together in binders, notebooks, or folders that are organized by subject. Creating a calendar will help teens recognize upcoming deadlines and plan their time accordingly. Don't forget to have your teen include non-academic commitments on the calendar, too.

It also helps for teens to make prioritized daily to-do lists, and to study and do homework in a well-lit, quiet, orderly workspace. You can remind your teen that when it comes to studying and homework, multitasking is a time-waster. Working in an environment free of distractions like TV and texts works best.

6. Offer Help With Studying

Planning is key for helping your teen study while juggling assignments in multiple subjects. Since grades really count in high school, planning for studying is crucial for success, particularly when your teen's time is taken up with extracurricular activities.

When there's a lot to study, help your teen to break down tasks into smaller chunks and stick to the studying calendar schedule so he or she isn't studying for multiple tests all in one night. Remind your teen to take notes in class, organize them by subject, and review them at home.

If grades are good, your teen may not need help studying. If grades begin to slip, however, it may be time to step in. Most parents still need to help their teen with organization and studying - don't think that teens can do this on their own just because they're in high school!

You can help your teen review material and study with several techniques, like simple questioning, asking to provide the missing word, and creating practice tests. The more processes the brain uses to handle information - such as writing, reading, speaking, and listening - the more likely the information will be retained. Repeating words, re-reading passages aloud, re-writing notes, or visualizing or drawing information all help the brain retain data.

Even if your teen is just re-reading notes, offer to quiz him or her, focusing on any facts or ideas that are proving troublesome. Encourage your teen to do practice problems in math or science. If the material is beyond your abilities, recommend seeking help from a classmate or the teacher, or consider connecting with a tutor (some schools have free peer-to-peer tutoring programs).

And remember that getting a good night's sleep is smarter than cramming. Recent studies show that students who sacrifice sleep to study are more likely to struggle on tests the next day.

7. Know the Disciplinary and Bullying Policies

All schools have rules and consequences for student behaviors. Schools usually cite disciplinary policies (sometimes called the student code of conduct) in student handbooks. The rules usually cover expectations, and consequences for not meeting the expectations, for things like student behavior, dress codes, use of electronic devices, and acceptable language.

The policies may include details about attendance, vandalism, cheating, fighting, and weapons. Many schools also have specific policies about bullying. It's helpful to know the school's definition of bullying, consequences for bullies, support for victims, and procedures for reporting bullying. Bullying via text or social media should be reported to the school too.

It's important for your teen to know what's expected at school and that you'll support the school's consequences when expectations aren't met. It's easiest for students when school expectations match the ones at home, so they see both environments as safe and caring places that work together as a team.

It's also important to note that educators may call law enforcement officials to the school for serious infractions, and consequences may differ based on students' ages.

8. Get Involved

Volunteering at the high school is a great way to show you're interested in your teen's education.

Keep in mind, though, that while some teens like to see their parents at school or school events, others may feel embarrassed by their parents' presence. Follow your teen's cues to determine how much interaction works for both of you, and whether your volunteering should stay behind the scenes. Make it clear that you aren't there to spy - you're just trying to help out the school community.

Parents and guardians can get involved by:

serving as a grade-level chairperson

organizing and/or working at fundraising activities and other special events, like bake sales, car washes, and book fairs, or working at a concession stand at athletic events

chaperoning field trips, dances, and proms

attending school board meetings

joining the school's parent-teacher group

working as a library assistant

mentoring or tutoring students

reading a story to the class

giving a talk for career day

attending school concerts, plays, and athletic events

Check the school or school district website to find volunteer opportunities that fit your schedule. Even giving a few hours during the school year can make an impression on your teen.

9. Take Attendance Seriously

Teens should take a sick day if they have a fever, are nauseated, vomiting, or have diarrhea. Otherwise, it's important that they arrive at school on time every day, because having to catch up with class work, projects, tests, and homework can be stressful and interfere with learning.

Teens may have many reasons for not wanting to go to school - bullies, difficult assignments, low grades, social problems, or issues with classmates or teachers. Talk with your teen - and then perhaps with an administrator or school counselor - to find out more about what's causing any anxiety.

Students also may be late to school due to sleep problems. Keeping your teen on a consistent daily sleep schedule can help avoid tiredness and tardiness.

For teens who have a chronic health issue, educators will work with the families and may limit workloads or assignments so students can stay on track. A 504 plan can help teens with medical needs or health concerns be successful at school. Talk to school administrators if you are interested in developing a 504 plan for your child.

10. Make Time to Talk About School

Because many teens spend so much of the day outside the home - at school, extracurricular activities, jobs, or with peers - staying connected with them can be challenging for parents and guardians. While activities at school, new interests, and expanding social circles are central to the lives of high school students, parents and guardians are still their anchors for providing love, guidance, and support.

Make efforts to talk with your teen every day, so he or she knows that what goes on at school is important to you. When teens know their parents are interested in their academic lives, they'll take school seriously as well.

Because communication is a two-way street, the way you talk and listen to your teen can influence how well he or she listens and responds. It's important to listen carefully, make eye contact, and avoid multitasking while you chat. Remember to talk with your teen, not at him or her. Be sure to ask open-ended questions that go beyond "yes" or "no" answers.

Besides during family meals, good times to talk include car trips (though eye contact isn't needed here, of course), walking the dog, preparing meals, or standing in line at a store.

When teens know they can talk openly with their parents, the challenges of high school can be easier to face.

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10 Ways to Help Your Teen Succeed in High School

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Parents can play a vital role in helping teens succeed in school by being informed and lending a little support and guidance. Even though teens are seeking independence, parental involvement is an important ingredient for academic success. Here are 10 ways to keep your teen on track to succeed in high school.

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All over the United States, millions of teenagers are about to start working from home and parents may be wondering how they can set their teenagers up for success. Last semester, I asked a class of freshmen to track their time over a week. It may not be a surprise to parents of teenagers, but students reported spending many more hours on entertainment than on schoolwork. One student reported spending 33 hours watching Netflix and another spent 22 hours on YouTube and other social media. That is the equivalent of a part-time job, while also being enrolled in 4 - 5 classes. After completing their log, the students were surprised at how inaccurately they had estimated how they would spend time and how much time they wasted. Freed from rules about class attendance and class hours, students were unable to make good choices. Your teenagers, now freed from school, sports, and other extracurricular activities, are likely to have the same difficulties making wise decisions.

Here are a few tips for your teen based on what we know helps college freshman make their transition to the freedom of university life. Skills learned now will help them survive the current crisis and in the future.
Creating Cues for Productive Behavior
Establish a schedule and structure for the school day. Your teen has an established pattern that you want to recreate at home. Research has shown that setting up "implementation intentions" helps people accomplish their goals. Implementation intentions are if-then statements or triggers for action. For example, many of us have created habits for when we walk in the door. Without much effort, our minds know that if we walk in the door, then we'll put our keys on the kitchen counter. In the case of working from home, we can help our teenagers create intentions around when they will do their schoolwork. For example, they can set a schedule that after waking up in the morning, they will have breakfast and check their assignments for the day. Having breakfast becomes a cue for checking online for their assignments for the day.

In addition to setting cues such as "while I eat breakfast, I'll check my schedule," you can help your teen set a schedule based on times of the day. Again, this reproduces their typical school schedule. Setting an alarm on their phone or sending them a calendar invite for 11:00, for example, can be a reminder to teens that it is time to move on to a different project or assignment. If you are at home with them, you can remind them of what the alarm means. If you are not at home, you can follow-up the alarm with a text or call.

Social activities are part of your teen's usual schedule and should be included in the planning. Typically, students see friends at the beginning of the day, between classes, during lunch, and then after school. However, you want to help them keep focused on their at-home work. So, build "passing periods" into their schedule. This can be 15-20 minutes of time for teens to check social media, get a snack, and just generally veg out. Of course, this time should also be structured with start and stop times.

Because your teen is nearly an adult, you cannot impose this schedule on them. Your teen may already be experiencing anxiety and you want to encourage their sense of control over the situation. Plus, people feel a greater commitment to and satisfaction with outcomes when they experience procedural justice-when they feel that they have had a voice in the decision-making. Sit down with your teen and sketch out a schedule for the first few days of the remote learning. Be clear that the schedule can be altered in the future, as you learn more about how your teen's teachers will be handling the transition. Include a wake-up time in the schedule. They don't need to follow the same early morning routine, but they do need some structure around sleep. Sleep disruption has negative effects on emotional control, attention, and control of behavior (Dahl & Lewin, 2002).

Create a space that signals work. How your teen usually does homework may not be appropriate for how your teen tackles remote learning. When doing homework, students are applying something that has already been learned or becoming familiar with topics that will be covered in-depth later. Now, however, the online interface may be their first contact with the information. To help with this shift, set up a space that signals to your teen that they are "in school." Textbooks and school supplies should be at the ready and gathered in this space. If your teen will be connecting with classes remotely, this means battery chargers are available and the space is clear of distracting items. People respond to cues in spaces without explicit rules. For example, people speak more quietly in libraries, even without an actual librarian being present. You want to set up cues in the space that remind your teen of why they are there and what they should be doing while they are there.
Social Modeling
The earliest social psychology experiments, Triplett's original social facilitation studies, found that people work harder when they aren't alone. They do not necessarily have to be in competition - just co-acting with someone can increase your performance. Other research has found that the presence of others can set social norms for behaviors. If you are at home with your teen, you can set the norms for your teen and facilitate their on-task behaviors. You might doubt that you have any influence over your teen, yet research shows that parents are very influential. And, research by Tanya Chartrand has shown that we unconsciously mimic and respond to people in our environment.

Social modeling and setting norms mean that you follow a schedule that is similar to your teen's. Just as your teen checks their assignments and creates a to-do list for the day over breakfast, you do the same. Just as they stay off social media during work periods, you do the same. They need to see you do it. Knowing that other people are doing the same thing as you is motivational, but impact theory tells us that the closer the other person is to you, the more powerful their influence. Set up your workspace near to them so they can see you working from home.
Accept Emotions
The ending of in-person teaching is a life-altering event for teens. As the closures are extended and postponed events become canceled events, teens are likely to be anxious, scared, angry, and sad. And, teens may be unable to process or label these emotions. Accept that your teens are feeling very valid and very intense emotions. Then show them how to not react to those strong emotions, how to control emotions when they feel out of control, and how to reduce the intensity of those emotions.

Again, here is where you can be a role model. A parent's ability to manage their emotions is related to how well teens weather stressful situations (Bariola, Gullone & Hughes, 2011) and how well teens manage their emotions (Silva, Freire, & Faria, 2018). If you model how to label and think about emotions, you are providing your teens with a guide for how they should label and think about their emotions.
Be Patient
The current shift to remote teaching for elementary, middle, high school, and university students is unprecedented. There are teaching professionals, instructional designers, and tech support people scrambling to prepare technology and materials, administrators working through all the downstream consequences. Parents are trying to make their own transitions to working from home or not working at all. Now is the time for self-compassion as well as social distance.

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Helping Your Teen Succeed at Remote Learning

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All over the United States, millions of teenagers are about to start working from home and parents may be wondering how they can set their teenagers up for success. Last semester, I asked a class of freshmen to track their time over a week.

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Colleges Scholarships & Careers

Colleges, College Scholarships, and Financial Aid - Easy access to information on free college scholarship and financial aid searches, SAT and ACT test preparation tips, and information on colleges and universities throughout the United States.

California Homeschool Network Teen Resources - Offers youth-authored essays about school, free education, information on scholarships, and how to find colleges that accept homeschoolers.

College Board - College prep materials, from planning your future to registering for the SAT. Also includes career information.

Knowhow2go offers guidance and advice to show that college is possible for everyone.

Guide to California Colleges & Universities. Location, admissions, and financial aid information on colleges and universities around California.

Study Zone Guide, a series of free study guides on a variety of standardized tests commonly utilized for admissions, licensing, and educational assessment.

Princeton Review, try the Counselor-O-Matic will match you with a school that's right for you, or decide for yourself based on their many lists (most beautiful campuses, happiest students, etc.).

Trade Schools Guide - Explore the world of trade schools! Find a program that specializes in the career that you simply browse to get an idea of what's out there.

Fast Web - Set up a personalized profile that will match your specific skills, and abilities, and interests to Fast Web's database of over 400,000 scholarships.

FinAid - Comprehensive financial aid information, from scholarships to savings plans.

Free Application for Federal Student Aid (FAFSA) Apply for free! Access to application and information about Federal Student Aid.

Occupational Outlook Handbook - Extensive information, including qualifications, work environments, and salary, on thousands of careers.

What Interests You? Find a career based on what interests you! Comprehensive career information from the Bureau of Labor statistics.

Find information about careers in the military. U.S. Military Recruitment Information
Air Force Army Coast Guard Marines Navy

Music, Movies & More

All Music has extensive information on all your favorite musicians and bands.

Teen Music - Contests, polls, quizzes, music news, and-of course-music, all designed with teens in mind.

International Movie Database Your one-stop shop for all things movie-related.

Movies.com Tons of information, plus movie reviews from the cranky old guys from the Muppets!

Rotten Tomatoes - Movie reviews and more.

DC Comics Join the message boards to chat about your favorite superhero, read the "secret files" of DC Comics stars, and get news about upcoming issues.

Marvel - Read Marvel comics online!

Viz Manga Online has your favorite Viz manga available online.

Game FAQs Answers to all your questions about gaming.

Gamehouse Play online games without downloading or registering.

GamePro Just like the magazine, GamePro online offers cheat codes, game reviews, and news on what's happening in the gaming world.

Internet Public Library Information to help you with life, school, friends, and work. You'll find articles written especially to help you solve problems, links to web sites you can use for homework, and a place to ask questions.

Teens & the law

California Teens - Department of Motor Vehicles - Everything a teen needs to know about getting a license: obtaining
a permit, sample written tests, tips for passing the driving test, and an online appointment system to schedule your tests.

A Guide to the Business of Babysitting - Everything you need to know the become an expert babysitter!

New Teen Drivers - Driving tips for new drivers.

Safe Teens - Internet safety advice from a site that promises "no preaching, just good advice".

Teens 4 Hire - Tons of information here for teen job seekers, including the types of jobs that work best for teens, how to land the perfect job, and the rights of youth workers.

Young Workers' Health & Safety - Information for teens on safe work conditions and other job-related laws.

Youth Rights from a youth-led group dedicated to supporting the rights of young people, this site offers information on your rights as a teenager and updates on changing laws that may affect you.

Online Rules of Safety

I will not give out personal information such as my address, telephone number, email, picture, parents' work address/telephone number, credit card number, or the name and location of my school without my parents' permission.
I will tell my parents if I come across any information that makes me feel uncomfortable. I will not open email, files, links, pictures, or games from people that I don't know or trust.
I will always use a pretend name that doesn't reveal anything about me when using the Internet. I will never reveal my password to anyone in order to avoid having it stolen.
I will never agree to get together with someone I "meet" online without first checking with my parents. If my parents agree to the meeting, I will be sure that it is in a public place and bring my parent(s) or guardian along.
I will not believe everything I read on the Internet. I will always check the source of information and confirm it with a parent, teacher, or librarian.
I will practice responsible online behavior.
I will talk with my parents so that we can set up rules for going online including when I can go online, how long I can be online and appropriate areas I can visit online.
I will not make any online purchases without my parents' permission.
I will not post or send inappropriate messages or threats to anyone online.
I will not take words, pictures or sounds from someone else's web site without their permission.
My Rules for Online Safety are inspired by Child Safety on the Information Highway and Media Awareness Network.

Evaluating Websites

Here are some guidelines to help you choose the most useful web site.
Who -- Who is the author of your website? What are his or her qualifications? Is information about the author clearly stated or easy to access? What organization, company, government, school, or university supports the information?
What -- What is the purpose of the website? Is its purpose to inform, persuade, or entertain? Is the information biased?
When -- When was the web site created and last updated? Is it current? Are the links to other sites working?
Where -- Where is this Web page located? Is it a personal home page? Is it part of an organization, government, or school?
Why -- Why would you use this site? Is the information useful to you? Does it answer your questions or help you with your homework?

Remember, ask your librarian to help you find the best information to answer your questions.

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Colleges, College Scholarships, and Financial Aid - Easy access to information on free college scholarship and financial aid searches, SAT and ACT test preparation tips, and information on colleges and universities throughout the United States. California Homeschool Network Teen Resources - Offers youth-authored essays about school, free education, information on scholarships, and how to find colleges that accept homeschoolers.

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Hotlines and Web Sites for Teens

According to experts, you should seek help immediately if you or someone you know is thinking about self-harm or suicide. Below is a list of resources:

HOTLINES:

National Suicide Hotline: 1-800-SUICIDE (784-2433) or the National Suicide Prevention Lifeline: 1-800-273-TALK (8255)
Both toll-free, 24-hour, confidential hotlines which connect you to a trained counselor at the nearest suicide crisis center.

Safe Place: 1-888-290-7233
Project Safe Place provides access to immediate help and supportive resources for young people in crisis through a network of qualified agencies, trained volunteers and businesses in 32 states. Call the hotline to find out if the program operates in your state, or look online.

National Alliance of the Mentally Ill: 1-800-950-6264
Toll-free, confidential hotline operating Mon.-Fri., 10 am- 6 pm (EST). Trained volunteers provide information, referrals, and support to anyone with questions about mental illness.

The Trevor Project: 866-4-U-TREVOR
The Trevor Project operates the only nationwide, around-the-clock crisis and suicide prevention helpline for lesbian, gay, bisexual, transgender and questioning (LGBTQ) youth. The Trevor Helpline is available as a resource to parents, family members and friends of young people as well. Visit www.TheTrevorProject.org for more information and resources for young people, including “Dear Trevor,” an online Q&A forum for non-time sensitive questions.

Suicide Prevention Lifeline
The Web site for this 24-hour, confidential hotline offers details about how to call if you need help, how to identify suicide warning signs, and information for veterans experiencing mental distress.

HELP ONLINE:

The Jed Foundation
The Jed Foundation works to reduce the stigma students feel about having or seeking treatment for emotional problems. It provides safe, accessible resources for students to help themselves or a friend.

ULifeline
A program of the Jed Foundation, ULifeline is an anonymous, confidential, online resource center, where college students can be comfortable searching for the information they need and want regarding mental health and suicide prevention. The Jed Foundation provides ULifeline to all colleges and universities free of charge, regardless of the size or type of institution. Currently, more than 1,200 colleges and universities participate in the program. If your school does not participate, you can still access information on the Web site including suggestions for helping friends or family members suffering from mental illness and links to other online resources.

National Alliance on Mental Illness (NAMI)
A grassroots organization for people with mental illness and their families. NAMI has affiliates in every state and in more than 1,100 local communities across the country. NAMI on Campus clubs are student-run, student-led organizations that provide mental health support, education, and advocacy in a university or college setting.

National Youth Violence Prevention Resource Center
A user-friendly, single point of access to potentially life-saving information about youth violence and prevention and intervention strategies for the general public. Its site includes information on warning signs, prevention strategies and treatment for adolescents struggling with mental illness, and tips on how to prevent and/or respond to violent act in schools.

The Jason Foundation, Inc.
The Jason Foundation provides information, education programs and resources to help in the fight against the “silent epidemic” of youth suicide.

DepressedTeens
This Web site provides valuable information/educational resources for teenagers, their parents and educators to understand the signs and symptoms of teenage depression and get help when needed.

The National Association for School Psychologists
Offers extensive information for teens through its NASP Crisis Resources link.

The Suicide Prevention Action Network USA
A suicide prevention organization dedicated to generate grassroots support among suicide survivors.

Families for Depression Awareness
An organization that helps families recognize and cope with depressive disorders, and prevent suicide. Its Web site contains helpful resources, and inspirational stories about recovering from mental illness.

American Association of Suicidology
AAS is a membership organization for all those involved in suicide prevention and intervention, or touched by suicide. Its Web site includes resources for helping those who are struggling with depression and suicidal thoughts, and inspirational stories from suicide attempt survivors.

Teen Moods
Teen Moods is a depression support community created by an adolescent with depression, and is open to all including teens and parents.

Depression Forums
A supportive, informative Web site that offers a caring, safe environment for members to talk to their peers about depression, anxiety, mood disorders, medications, therapy and recovery.

www.teenscreen.org
The TeenScreen National Center for Mental Health Checkups at Columbia University is a non-profit privately funded public health initiative working to increase youth access to regular mental health checkups and the early identification of mental illness. TeenScreen Schools and Communities is the National Center’s flagship program, offering mental health checkups to youth through more than 500 local sites in 43 U.S. states. Visit the Web site to read facts/figures about teenage mental health, and to learn more about the National Center’s programs and initiatives. You can also call the center’s information line at 866-833-6727.

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Transition services. You may notice that one of the components of your child's IEP is transition services. This is a very important time in your child’s life—and an important part of the IEP when the time comes. Beginning when your child is age 16 (or younger, if appropriate), the IEP team will help your son or daughter plan ahead to life after high school and include statements in the IEP with respect to:

postsecondary annual goals for your child;

the transition services (including courses of study) needed to help your child reach those goals; and

the rights (if any) that will transfer from you to your child when he or she reaches the age of majority, and that your child and you have been notified of these.

IDEA defines transition services as a coordinated set of activities for a student with a disability that is designed within a results-oriented process focused on improving the student’s academic and functional achievement and promoting the student’s movement from school to post-school activities. These activities can include postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. With respect to your child, this coordinated set of activities:

is based on your child’s individual needs, taking into account his or her strengths, preferences, and interests; and

includes instruction; related services; community experiences; the development of employment and other post-school adult living objectives; and, if appropriate, the acquisition of daily living skills and functional vocational evaluation.

Transition services can be provided as special education if they are specially designed instruction or as a related service, if they are required for your child to benefit from special education.

To learn more about transition planning
Visit the National Secondary Transition Technical Assistance Center
www.nsttac.org/

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Promoting the Readiness of Minors in Supplemental Security Income (PROMISE) is a five-year research project that advances employment and postsecondary education outcomes for 14-16 year old youth who receive Supplemental Security Income (SSI). PROMISE began October 1, 2013 and will continue until September 30, 2018. The program is an interagency collaboration of the U.S. Departments of Education, Health and Human Services, Labor, and the Social Security Administration. Under this competitive grant program, state agencies have partnered to develop and implement model demonstration projects (MDPs) that provide coordinated services and supports designed to improve the education and career outcomes of children with disabilities receiving SSI, including services and supports to their families.

2017 represents the fourth year of the projects (the first year was primarily dedicated to recruitment and enrollment). Thanks to the ongoing efforts to support families and youth, we look forward to hearing about bright future outcomes for the thousands of youth and families being served by PROMISE.

Further information is available at the PROMISE TA Center:

Model Demonstration Project Success Stories

The PROMISE MDPs were created to facilitate a positive impact on long-term employment and educational outcomes by reducing reliance on SSI, providing better outcomes for adults, and improved service delivery by states for youth and families receiving SSI. The six MDPs are comprised of 11 states:

Under the Workforce Innovation and Opportunity Act (WIOA), projects are coordinating with vocational rehabilitation agencies so that youth are receiving pre-employment transition services, to include paid employment. By April 30, 2016, the MDPs recruited a total of 13,444 youth and their families with half of them receiving intervention services targeted around improving outcomes in employment and postsecondary education.

Personal PROMISE Success Stories

Cody-a Youth with Promise
Wisconsin PROMISE
Cody is excelling as a student at Burlington High School and employee at McDonalds. He plays video games, rides bike, and is learning to drive and weld. His goal is to be a welder after college. Cody was born with a brain tumor and has just one hand, but that's not stopping him.

He's a youth with Promise, on a journey to achieve his personal, educational, and career goals.

Watch Cody's story on YouTube.

Xavi's Story: Youth with Promise
Wisconsin PROMISE
She's like most #teenagers... she hangs with her cats, dances with her friends, and loves Criminal Minds. She's also going to have a lung removed. She's a youth with Wisconsin Promise, on a journey to achieve her personal, educational, and career goals. Xavi shares her dreams, challenges, and the steps she's taking with Wisconsin Promise to plan for her future.

Watch Xavi's story on YouTube.

Dorian Shavis-A Firm Foundation
Arkansas PROMISE
As someone who expressed an interest in architecture, one of the Arkansas PROMISE youth participants expressed his desire to work at an architectural firm. Working with the local workforce board, Arkansas PROMISE staff set up an interview with a local architectural firm and secured an internship that resulted in the PROMISE youth and the firm staff learning from one another.

Watch Dorian's story on YouTube.

More PROMISE Success Stories

You can find many more PROMISE success stories at:

Blog articles provide insights on the activities of schools, programs, grantees, and other education stakeholders to promote continuing discussion of educational innovation and reform. Articles do not endorse any educational product, service, curriculum or pedagogy.

Note: October is National Disability Employment Awareness Month

OSERS funds the National Technical Assistance Center on Transition (NTACT), a technical assistance center that connects the work of local education agencies, state education agencies, state vocational rehabilitation (VR) agencies, and VR service providers. NTACT provides support to these entities in implementing practices ensuring students with disabilities graduate prepared for success in postsecondary education and employment. We invite you to read more about the work of NTACT on their website. In recognition of National Disability Employment Awareness Month, this post highlights successes across the country, made possible by NTACT's activities related to transition planning, graduation, post-school success, and data analysis and use. It also highlights critical resources developed by the center. Follow more activities from NTACT by searching the #transitionta and #NDEAM hashtags on social media.

Arkansas

Arkansas' core leadership team for its intensive technical assistance (TA) work with NTACT includes partners from education, VR, career technical education, and blind services. They are implementing the Communicating Interagency Relationships and Collaborative Linkages for Exceptional Students ( CIRCLES) model of interagency collaboration in two school districts this year. Through these efforts, students and their families will be connected efficiently to services, transportation, work-based learning experiences, postsecondary education, and jobs!

Alaska

Alaska's Interagency Transition Council (AITC)-a product of the state's TA partnership with NTACT-has supported four times the number of Transition Camps, hosted by Alaska's state VR agency, Tribal VR, and local education agencies this year. Transition Camps provide three full days of career development and work readiness activities, and focus on entrepreneurship and subsistence living, as well as more traditional employment opportunities. The AITC is also engaged in a summer work program, through which 166 students completed more than 6 weeks of summer employment. Additionally, half of students supported in internships through state VR have achieved full or part-time competitive employment-one participant in this program achieved their GED and five are currently enrolled in postsecondary education. Finally, the Tribal VR agency in Nome, Alaska supported an enterprise to provide students work-based learning experiences while in high school.

Nevada

Nevada's VR Bureau and Department of Education have partnered to develop interagency agreements at the local level and to host cross-agency professional development activities. These steps are part of their overall efforts to increase the number of students with disabilities accessing pre-employment transition services (Pre-ETS), intended to greatly improve integrated employment outcomes. Since initiating these efforts, the state has recorded a 69% increase in the number students engaged in these services, which prepare them for competitive integrated employment. They had set out to increase this number to 600 students by June 30, 2017, a goal which they have far exceeded. Currently there are around 883 students in the state receiving Pre-ETS!

North Dakota

NTACT has assisted North Dakota's education and VR agencies to develop a training guide for job coaches. One large and three rural districts will participate in this professional development opportunity, intended to increase the number of students receiving quality job coaching and workplace readiness skills, thus preparing them for competitive integrated employment.

Resources from NTACT

By Elizabeth Rouse, Central College Class of 2020
Note:
October 12 is World Sight Day and October 15 is White Cane Safety Day / Blind Awareness Day
Elizabeth Rouse is a 19-year-old sophomore at Central College in Pella, Iowa. She is pursuing a bachelor's degree in English with the intention of attending law school in the fall of 2020. In her free time, Elizabeth participates in Bridge Club, belongs to the sorority Zeta Upsilon, and volunteers as a YoungLife leader in her local high school community.
When I was about five-months-old, my daycare provider noticed I was not tracking things with my eyes in a way that was similar to other babies my age. After a visit to my pediatrician that led to a visit to a genetic specialist at the University of Iowa, my parents discovered that I have Leber's Congenital Amaurosis (LCA), a genetic disease that stopped the rods from forming in my eyes. This recessive genetic disease is not common. About 3,000 people in the country have it. My vision is 20/400 in both eyes, and it is something that cannot be corrected with glasses. The "cure" is genetic replacement therapy. Being legally blind has proven to be a challenge, but my parents never allowed me to use it as an excuse to sit on the sidelines. They pushed me to excel in everything I chose to do, and they helped me and others who supported me to succeed.

In elementary school, my accommodations were simple. Verbalizing by the teacher, brailled calendars, and other classroom items supported my participation in classroom activities, and, of course, I used a white cane in the hallways. I had a paraprofessional, a wonderful woman named Bonnie, who learned braille and went to trainings to best support my needs and those of my teacher. Over the years, my friends and classmates got used to my needs and pretty much got out of my way in the hallway, limiting the use of my cane indoors. This helped me feel much more like the other students. I am very grateful that my school was small enough to allow me to get to know everyone and create such a level of comfort and success.

In middle school, the challenges began to come more frequently as the curriculum got harder and travel became more a part of my daily experience. My paraprofessional continued to support my needs but in a different way. She went to my classes with me to help me learn how to develop specific skills, such as taking notes. Additionally, class materials, such as quizzes, written up by teachers ahead of time, were sent to be brailled by the Iowa Department of the Blind library services. Any materials needing to be brailled that could not be planned ahead of time were transcribed on sight by my paraprofessional.

My textbooks were also available in braille, but these presented a challenge in and of themselves. Because braille takes up a ridiculous amount of space, a normal sized textbook for history or science could be anywhere from 25 to 40 volumes in braille. This made carting my materials from class to class a bit more difficult. The administration in my school allowed me a rolling backpack to lessen the stress on my back. Additionally, I was given a bigger locker than most of the other students to compensate for my larger amount of materials. While I did not want to use my white cane, I found I had to use it to get used to traveling in the middle school as well as let others know of my presence. Eventually, I was able to use it infrequently, as I had done in elementary school.

When I started high school, I was terrified. As I have an older brother, I knew some of the classes I would have to take would be a bit difficult. I am forever grateful to the teachers I had my freshman year as they made my transition to and experience in high school much less stressful. I specifically remember having a biology teacher who went above and beyond to make sure I was included in the learning experience just as much as the other students in my class. The teachers and I learned how to learn together in many ways. Flash drives for exchanging content and assignments became an important tool for us.

Additionally, I was a bit nervous about extracurricular activities. Most of my friends were athletes, but I could not participate in volleyball, basketball, or other fast-paced sports. However, this caused me to seek participation in other activities. Throughout high school, I was an avid member of the choir and theatrical programs in my school. I led my team in a battle of the books club competition, and I was the president of Family, Career and Community Leaders of America. I was super stoked my sophomore year when I decided to become a member of the wrestling cheerleading squad and found much success.

I graduated in 2016 valedictorian of my class and received multiple high-value scholarships to different universities. I chose Central College in Pella, Iowa. As a sophomore, I could not ask for a better place for me to earn my undergraduate degree. I plan to major in English with minors in theatre and religion. My long-term plan is to go to law school.

What I have learned in my life is that the only limits I have are those I put on myself and there is nothing embarrassing about asking for help. My journey so far has helped me understand that achieving greatness is not tied to my gender, race, socioeconomic status, or any accommodation I may have gotten in order for me to have a level playing field. Greatness is achieved because of effort and discipline. Those come from my own desire to be the best at what I choose to do, vision excluded.

Thank you so much for taking the time to read my blog post. If I could teach everyone in the world one thing, I would like to project that just because a person has some limitation that is out of their control does not mean they are less of a person. Given the right tools and supportive people who want to see them succeed, the possibilities are limitless.

Blog articles provide insights on the activities of schools, programs, grantees, and other education stakeholders to promote continuing discussion of educational innovation and reform. Articles do not endorse any educational product, service, curriculum or pedagogy.

As we approach the end of the school year, most high school seniors are preparing for graduation and their future. At this time, I'm reminded that each passing year, more and more students with autism and other disabilities are attending college with their peers. For many of them this will be their first time away from home, a time for excitement and a time for independence. It will also be the first time where they will be responsible to advocate for their own needs at school.

The transition from high school to college can be tough, especially for students with disabilities; however, when students know their rights and where to get help, the transition can be made a little easier. Some students, such as Elijah a high school senior from Jacksonville, Florida, learn the importance of advocating for themselves and their needs for accommodations while still in high school. Here is his story and his wish for all students with disabilities.

A student's ability to advocate for himself is important to succeed at the college level. Every year, I have an opportunity to meet and work with a group of about 15 autistic college students from various backgrounds and ranging in age. Some of them are traditional college students, others are accessing college through a Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) program or a modified course of study. All of them say the same thing - it can be hard.

Part of my job at the Autistic Self Advocacy Network is to provide incoming students with training in self-advocacy through our Autism Campus Inclusion program and give them the tools and resources they need in order to effectively advocate for themselves and get the most out of their college experience.

Under the Americans with Disabilities Act of 1990 and the Rehabilitation Act of 1973, colleges and universities are required to remove any barriers impeding the student, whether these are architectural, communication related, or transportation and to provide reasonable modifications to rules, policies, or practices. It is, however, the student's responsibility to know his or her rights and how to advocate for appropriate accommodations. These accommodations could include:

Wearing noise-cancelling headphones in class,

Using laptops for note-taking

A place to doodle, fidget, pace, or sit on the floor in order to focus and learn.

Live in a single dorm room, even as a freshman if needed

A quiet testing space

Alternative formats of classroom materials, textbooks, and tests

In addition to getting the word out about self-advocacy, we've created resources such as Navigating College and Autism Campus Inclusion (ACI) to assist students with disabilities as they navigate through higher education.

Autistic and other students with disabilities will often face barriers from the day they set foot on campus. In order for these students to succeed in college, we say, self-advocacy is needed. You have to know your rights, have a plan for getting the accommodations and modifications that are appropriate and needed, and be prepared to face an array of challenges. However, by creating a community on campus and bringing students together to share their experiences we remind one another that self-advocacy is easiest when we know we aren't alone.

The opinions expressed and materials contained in this blog are not an endorsement by the U.S Department of Education and herein do not necessarily reflect the position or policy of the United States Department of Education.

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Office of Special Education and Rehabilitative Services Blog

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Promoting the Readiness of Minors in Supplemental Security Income (PROMISE) is a five-year research project that advances employment and postsecondary education outcomes for 14-16 year old youth who receive Supplemental Security Income (SSI). PROMISE began October 1, 2013 and will continue until September 30, 2018. The program is an interagency collaboration of the U.S.

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Individuals with Disabilities Education Act

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(a) General. The obligation to make FAPE available to all children with disabilities does not apply with respect to the following:

(1) Children aged 3, 4, 5, 18, 19, 20, or 21 in a State to the extent that its application to those children would be inconsistent with State law or practice, or the order of any court, respecting the provision of public education to children of those ages.

(i) Children aged 18 through 21 to the extent that State law does not require that special education and related services under Part B of the Act be provided to students with disabilities who, in the last educational placement prior to their incarceration in an adult correctional facility-

(A) Were not actually identified as being a child with a disability under §300.8; and

(B) Did not have an IEP under Part B of the Act.

(ii) The exception in paragraph (a)(2)(i) of this section does not apply to children with disabilities, aged 18 through 21, who-

(A) Had been identified as a child with a disability under §300.8 and had received services in accordance with an IEP, but who left school prior to their incarceration; or

(B) Did not have an IEP in their last educational setting, but who had actually been identified as a child with a disability under §300.8.

(i) Children with disabilities who have graduated from high school with a regular high school diploma.

(ii) The exception in paragraph (a)(3)(i) of this section does not apply to children who have graduated from high school but have not been awarded a regular high school diploma.

(iii) Graduation from high school with a regular high school diploma constitutes a change in placement, requiring written prior notice in accordance with §300.503.

(iv) As used in paragraphs (a)(3)(i) through (iii) of this section, the term regular high school diploma means the standard high school diploma awarded to the preponderance of students in the State that is fully aligned with State standards, or a higher diploma, except that a regular high school diploma shall not be aligned to the alternate academic achievement standards described in section 1111(b)(1)(E) of the ESEA. A regular high school diploma does not include a recognized equivalent of a diploma, such as a general equivalency diploma, certificate of completion, certificate of attendance, or similar lesser credential.

(4) Children with disabilities who are eligible under subpart H of this part, but who receive early intervention services under Part C of the Act.

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Sec. 300.102 (a) - Individuals with Disabilities Education Act

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Statute/Regs Main " Regulations " Part B " Subpart B " Section 300.102 " a (a) General.