# data[].attributes.body
kathleenconaway@mcps.org

My name is Katie Conaway, I am the BMS school counselor working with 7th grade for the 2023-2024 school year. I am excited to begin my 8th year at BMS!  I moved to Blacksburg from Colorado in 2001 to pursue my graduate degree in counseling from Radford University.  I worked in community counseling in the New River Valley for 10 years before becoming a school counselor. I love being a part of a school community and watching the growth students have over the middle school years.  I’m looking forward to working with this awesome group of students!

# data[].attributes.body
jordanglick@mcps.org

My name is Jordan Glick and I am a native of Blacksburg, VA. I attended Gilbert Linkous Elementary, Kipps Elementary, Blacksburg Middle School and am a 2006 graduate of Blacksburg High School. I received my B.A. in History from Virginia Tech in December of 2010 and completed my M.S. in School Counseling and Human Development from Radford University in May of 2015. I first began my work as a school counselor in 2015 at Washington-Lee (now Washington-Liberty) High School in Arlington, VA. In the Spring of 2019, I left WL and the Arlington area and moved back to Blacksburg. I began in my role as a school counselor at BMS during the Fall of 2019. In addition to my role as school counselor, I work as a soccer coach for New River United and serve as the Head Coach of the junior varsity boys team at Blacksburg High School.

# data[].attributes.attachment_link.title
91 Free Educational Websites for Kids + Companies Offering Free Lesson Plans for Kids

# data[].attributes.attachment_link.description
Today we have an updated version of our massive resource of free educational websites and companies offering free learning opportunities for kids. Over

# data[].attributes.attachment_link.readable_text
Parents often tell me they don't know where to begin to have a "real" conversation with their child. These questions will get you started. Rather than badgering your child with them, use one as the jumping off point for a two-way conversation. Start by asking your child the question, and listen to the answer, remembering to reflect back what she's saying so she knows you understand.

Don't shy away from expressing your opinions; kids are often curious what parents think. Just be sure that you listen first, and that you listen more than you talk.

And resist the urge to lecture, which will make your child tune you out. The point is developing the habit of conversational back and forth that deepens your relationship.

These questions also work well to launch family dinner table conversations.

Getting to Know Your Child

Your Relationship with Your Child

What is your favorite thing about our relationship?

What is your least favorite thing about our relationship?

Do you feel like you could talk with me about anything at all?

What would you be most likely to want to lie to me about? Why?

If you got into really big trouble, how do you think I would respond?

Is there something I can do better as your parent that I am not doing now?

If we had a special day together what would you want to do?

Do I ever embarrass you?

What are the most important things I have taught you?

If you had to choose only three words to describe me as a parent, what would you say?

If you and I could switch places for a day, what are the first things you would do?

Family

Blended Families and Adoptive Families

Do blended families take more work? Can they be as happy as birth families?

Do you ever miss your dad?

Do you think things would be different if your dad was still with us and I had never met your step-dad? How?

Even though your step-dad is not your biological dad, you know he adores you. Do you feel close to him?

You know, to your little sister you are completely her sister, not her stepsister. Do you feel that way, or is it different for you? Do you feel close to her?

When you grow up, do you think you and your step-sibs will stay connected?

Do you think it's harder for children who have been adopted than for children who weren't?

Do you think it's a good idea for kids who were adopted to look up their birth parents? Why or why not?

If you met your birth parents, how do you think they'd be different from us? In what way?

If you met your birth parents, what would you want to ask them?

If you met your birth parents, how would your life be different?

Values & Character

School & Learning

Who is or was your favorite teacher? Why?

What do you like best about school?

What is the hardest thing about school?

How do you manage your homework so you can stay on top of it and feel good about it?

Do you think there is a difference between being smart and being wise?

What is your favorite time of the school day?

What is the most embarrassing thing that ever happened to you at school?

What do you know how to do, that you could teach someone else?

How common do you think cheating is at your school?

What would you do if all the other kids were planning to cheat on the final and you knew that doing so would lower your grade?

Do you respect your teachers? Why or why not? Do you think they respect you?

Would you ever want to be a teacher? Why or why not?

What do you think makes the most difference in how kids do at school? Hard work, innate ability, parental supervision, peer attitudes, how good the school is?

Do you think it makes sense to admit students to a college based only on academic achievement or should an attempt be made to achieve racial and ethnic diversity as well?

Do you think kids from wealthier school districts have an unfair advantage?

What do you think about home-schooling?

Emotions

Friendship & Peers

Who do you usually sit with at lunch at school? What do you talk about?

Who is your best friend and why?

What traits do you look for in friends?

Do you have friends who are different races or religions than you? Does that have any effect on the friendship?

Do you think you're good at making friends?

How do you work things out with a friend when you have a disagreement?

Where do you consider yourself on the shy to outgoing continuum?

Have you ever been mad at one of your friends? How did you handle it?

Do you think there is a such thing as peer pressure? Do you ever feel peer pressure? Do you think some people are more susceptible to peer pressure than others? Why do you think that is?

What do you think makes a person popular? Are wealthier kids more popular? Kids who mature faster?

Are you popular? Why or why not? Would you like to be?

What do you think leadership is? What makes a good leader?

Bullying

Drug and Alcohol Use

Consent, Sex, Love, Marriage and Sexual Preference

Body Image and Gender Roles

What matters most, attractiveness or being strong, smart, brave, responsible, caring, etc?

Who decides whether someone is pretty or attractive?

How do you think the bodies of models and actors on TV compare to ordinary peoples' bodies? How does it make you feel to watch them?

What do you think of the way girls and guys in middle and high school dress these days?

Do you think girls look better with or without makeup?

Is attractiveness innate or is it something we can make ourselves into?

Does making ourselves attractive have a cost? (for instance, comfort, adventure, or fun.) Is that different for girls than for boys?

Is someone pretty who acts ugly?

Is someone pretty who is in rags but acts bravely and with caring?

Is there a difference between "attractive" and "hot"? Between "hot" and "sexy"?

How would you define "sexy"? Is it important to be "sexy"? Are some of the kids at school sexy?

How does someone know if they're sexy?

Is it important that your future boyfriend or girlfriend be sexy?

What are the most important qualities you would want in a boyfriend or girlfriend?

Do you think most girls are glad when they reach puberty? Why or why not? Do you think most guys are glad when they reach puberty? Why or why not?

What's the hardest thing about being a girl?

What's the hardest thing about being a boy?

Have you ever met someone who felt they had been born into the wrong body? For instance, a girl who thought she should have been born into a boy's body? What do you think about that?

Do you know anyone with an eating disorder? Why do you think kids develop eating disorders? Why do you think there's such an emphasis on thin-ness in our society?

Can you name three things that you really like about yourself that have nothing to do with what you look like?

Spirituality

Do you believe in God? Why or why not? If so, how do you picture God?

Do you ever talk to God?

Is spirituality the same as religion or different?

Has religion played a positive or negative role in history?

Do you have good friends who practice religions that are different from ours? Acquaintances? How are you like them? How are you the same or different?

Do you think there is one best religion? Why or why not?

What do you think happens after death?

What do you think is the meaning of life? Why are we alive?

How will you know if you've had a successful life?

# data[].attributes.attachment_link.title
Start Dinner Conversations with Your Child

# data[].attributes.attachment_link.description
Parents often tell me they don't know where to begin to have a "real" conversation with their child. These questions will get you started. Rather than badgering your child with them, use one as the jumping off point for a two-way conversation.

# data[].attributes.attachment_link.title
MajorClarity by Paper | Career & College Readiness Solutions

# data[].attributes.attachment_link.description
MajorClarity offers a one-stop solution to K-12 schools for career readiness, college readiness, academic planning, work-based learning, and micro-credentials.

# data[].attributes.attachment_link.description
Access free guided mindfulness sessions, and subscribe to unlock all Mind Yeti content.

# data[].attributes.headline
8 Ways to Bolster Executive Function in Teens

# data[].attributes.subject
8 Ways to Bolster Executive Function in Teens

# data[].attributes.attachment_link.readable_text
Kross agrees. "Even among neuroscientists, there are probably eight different definitions of executive function," he notes. "When thinking about kids in school, moving up one level to the question of self-control-which I define broadly as a person's ability to align their thoughts, feelings, or behaviors with their goals-ends up being a lot more productive."

We took some of their best insights, and pored over recent research, to find eight powerful, evidence-based strategies.

Talking Ourselves Into It

Consider these strategies:

Have kids write about it.

Learning-Do It On Purpose

To link learning and purpose, try these approaches:

Ask about interests and passions.

Pass the torch to the kids.

Make time for (rigorous) projects.

Plan to Practice, Practice to Plan

Keep these tactics top of mind:

Scaffold scheduling, deadlines, and study habits.

Introduce your tech tools.

Introducing a calendar once or twice during the year is not the same as integrating one into classroom routines, and a great gulf lies between assigning an essay that connects learning and purpose, and asking students to make those connections weekly. To get teens to start "aligning goals with behaviors," in Kross' words, we need to find ways to get them to practice, fail, and practice again.

# data[].attributes.attachment_link.title
8 Ways to Bolster Executive Function in Teens and Tweens

# data[].attributes.attachment_link.description
Middle and high school students suddenly face more complex schedules, tougher academic work, and an expanding network of friends. How can we help them manage it all?

# data[].attributes.attachment_link.readable_text
Millions of people have taken the free VIA survey to discover their greatest strengths so they can use them in their everyday lives.

How is a Report different from the free VIA Survey?

Our free survey provides your rank order list of character strengths with the strengths that are most core to your identity at the top. A VIA Report provides personalized, in-depth analysis of your character strengths, including actionable tips to apply them to find greater well-being.

Explore Reports

# data[].attributes.attachment_link.description
Millions of people have taken the free VIA survey to discover their greatest strengths so they can use them in their everyday lives. Our free survey provides your rank order list of character strengths with the strengths that are most core to your identity at the top.

# data[].attributes.attachment_link.provider_name
Explore Work - Future planning for teens with disabilities

# data[].attributes.attachment_link.readable_text
Welcome! If you are a teen who has a disability, you have choices and things to do to prepare for life after high school and becoming an adult. Just like every teen, this is a time of transition. You are preparing to be an adult, get a job, and become more independent.

We also now offer Teacher Account Subscriptions which will enable you to monitor and track the progress of a group of students you may be working with to complete Explore-Work training activities. Find out more about Teacher Accounts.

# data[].attributes.attachment_link.description
Welcome! If you are a teen who has a disability, you have choices and things to do to prepare for life after high school and becoming an adult. Just like every teen, this is a time of transition. You are preparing to be an adult, get a job, and become more independent.

# data[].attributes.attachment_link.description
Looking for a new career path? This super-quick quiz doesn't require any reading at all-just choose the images that appeal to you most and discover how your choices can point you toward your ideal career. Based on the well-respected Holland Code system, this quiz provides a brief yet complete assessment of your career interest areas.

# data[].attributes.attachment_link.readable_text
District & School Administrators

A research-based future-ready curriculum

We address students' uncertainty in planning their futures by focusing them on developing greater self-efficacy and transferable skills, identifying lifestyles and opportunities, and communicating the next steps before careers, colleges, and other costly commitments.

Not every career pathway will satisfy a student's lifestyle needs, but personalized Find Your Grind will inspire every student-the core ethos of Find Your Grind is to dare to create the life you've always dreamed of.
SEE OUR SOLUTION
Find Your Grind for Administrators and Educators

# data[].attributes.attachment_link.readable_text
When tweens and teens learn how to use self-regulation strategies, much-needed sleep can come more easily.

Healthy sleep habits are a vital life skill that is directly related to higher levels of function across a child's day, and it is vitally important that we teach our students strategies that address this component of wellness. Research shows that sleep actively supports cognitive functioning and mental health in adolescence, and that there is a comorbidity of sleep disruption with nearly all psychiatric and developmental disorders. Sleep also affects self-regulation and mental health.

Moreover, if you think about sleep with respect to Maslow's hierarchy of needs, it's also critical to achieving higher levels of academic and cognitive success, making it eternally relevant in the classroom.

According to Johns Hopkins pediatrician Michael Crocetti, teens need 9 to 9½ hours of sleep per night-about an hour more than 10-year-old kids-to the point that an early start to school can be detrimental. Yet the teens I work with often struggle with going to sleep early enough during the school week. Some have anxiety, others struggle to relax and turn their brains off, and still others have nightmares or fear of the dark.

Here are exercises that can mitigate issues that might interfere with healthy sleep patterns among teenagers that I share with my occupational therapy clients.

4 Ways to Help Students Get Better Sleep

1. Keeping a mental journal: Not all journals are written on paper or on a device. You can suggest that students create one in their mind, where they can "write" or sketch thoughts that are bothering them and that may be keeping them awake. Have them create one as they get ready to go to sleep, envisioning the cover of the journal: What color is it, and what color are the pages? Are they using a pen or a pencil, or maybe a crayon, marker, or colored pencil? They can draw or write anything that may be keeping them awake, distracted, or upset, or that might wake them up later, and then close the cover of the imaginary journal when they're done.

This is a variation of the Worry Box strategy, where the child takes control over anything making them feel anxious and does something tangible with it to improve regulation.

2. Using blankets: Suggest that students snuggle up under a blanket-they can wrap it around themselves tightly, like a burrito, but with their head sticking out. If they need help, they can ask a parent or guardian. They may even want a second blanket on top. They could instead use a coat or sweatshirt. Weight and compression activate the parasympathetic nervous system and decrease heart rate and breathing rate, and provide the body with information of where it is in space.

This is an adaptation of weighted blankets, which use pressure therapy to create a sense of calm.

3. Picturing their happy place: Tell students to close their eyes and imagine themselves in the happiest, calmest place they can think of. This is a real space-maybe they have visited it before, maybe they hope to go there one day. They should think about the sensory details of the place: What does it look like? What does it feel like? What do they hear and smell or even taste? Where are they in this special place? What are they doing, or are they simply being?

4. Imagining a peaceful place: A related exercise is to have students close their eyes and breathe slowly, imagining that the sound of their breath is taking them to a secret, magical place. Next they should stretch out their arms and imagine floating, surrounded by twinkling stars; a shooting star passes by. They should picture a welcoming tunnel with swirling purple, blue, and green, and then swim into it, feeling warm and cozy, as it gently pushes them onto a white fluffy cloud. They sink into the cloud, feeling cuddled and light, and realize that their cloud is slowly sinking, stopping at a bubbling brook surrounded by flowers. When the clouds on the horizon clear, they should picture a silver-and-gold castle, with steps made out of gems sprouting out of the ground in front of them. Tell them to take a step, feeling the cool jewels under their bare feet, and make their way to the castle. The old wooden doors open with a soft creak, and they cautiously step inside, into a room with walls of royal blue and a golden table in its center.

Tell them to picture a note on the table: "Welcome to the Castle of Calm and Peace. Close your eyes. Picture in your mind all of the hopes and dreams that you have for yourself. Do you want to be confident? Then be confident. Do you want to be in control? Then don't just wish it, make it so."

When they feel ready, they should open their eyes, reminding themselves of this place and of the dreams they made for themselves.

You get the idea: Students use their imagination to create the details and narrative for whatever place of calm and peace works for them. It's a variation on guided imagery, a type of meditation that has been shown to improve sleep.

Students I've worked with have used these strategies in both their daily and nightly routines, and they share them with their family members, which bolsters their ability to work on self-regulation. Also, many of these strategies work throughout the school day during times of physical and emotional dysregulation.

# data[].attributes.attachment_link.title
4 Ways to Help Students Get Better Sleep

# data[].attributes.attachment_link.description
When tweens and teens learn how to use self-regulation strategies, much-needed sleep can come more easily. Healthy sleep habits are a vital life skill that is directly related to higher levels of function across a child's day, and it is vitally important that we teach our students strategies that address this component of wellness.

# data[].attributes.headline
Using Technology to Support Executive Functioning

# data[].attributes.subject
Using Technology to Support Executive Functioning

# data[].attributes.attachment_link.readable_text
Teachers can use a variety of digital resources to foster the skills students need for long-term success.

Marmaduke St. John / Alamy

The challenges we have faced when returning to our campuses this year are more than just academic. Some of our students haven't been in a classroom for almost two years. Academic progress and social and cognitive development may be substantially affected, and executive functioning skills are one such impacted area. Teachers already face the arduous task of educating future generations. Because we are charged with meeting academic and social needs, it's important for our approach to be more intentional to support cognitive skills.

Plan to Develop 10 Critical Executive Function Skills

Teaching is a social endeavor. Interaction is essential for the transmission of knowledge from one person to another. In addition to crucial social interactions with classmates, far-reaching implications result when students can't benefit from daily interaction with teachers. Students returning to school to join their friends and classmates this year have a steeper hill to climb.

Teachers can address and help students develop some of the most urgent and critical executive functioning skills:

1. Planning: The ability to figure out how to accomplish goals

2. Organization: The ability to build and maintain a system that keeps materials and plans orderly

3. Time management: Having an accurate understanding of how long tasks will take and using time wisely

4. Task initiation: Independently starting tasks when needed

5. Working memory: The mental process that allows us to hold information in our minds while working with it

6. Metacognition: Being aware of what we know and using that information to help us learn

7. Self-control: The ability to regulate ourselves, including thoughts, actions, and emotions

8. Attention: Being able to focus on a person or task for a period of time and shifting focus when needed

9. Perseverance: The ability to stick with a task and not give up, even when it becomes challenging

10. Flexibility: The ability to adapt to new situations and deal with change

If we can nurture these aspects of executive functioning, we can better ensure that students have the capacity and skills to flourish in school and life.

Strengthen Students' Working Memory

Executive functioning skills in the category of working memory include retrieving information from long-term memory, internalization and transfer of understanding, processing information, and varied instructional modalities. Students can strengthen their long-term memory by using the strategy of visualization and active note-taking during lessons.

Notability is a practical technology resource that can be quickly and efficiently integrated. It's commonly referred to as a "whiteboard app" because it acts similarly to a whiteboard where the teacher or learners can draw or write. Notability provides additional capabilities to the learner by incorporating multimedia, text, and screen recording. Educreations and ShowMe are similar apps.

When a student demonstrates their learning, internalization and transfer of understanding is more assured. For instance, students can use the app ChatterPix to narrate or describe their knowledge of a concept in a fun way using digital puppets or any image they select. The application records audio and imbeds it with the image while moving the mouth of the chosen character in the picture. FlipGrid also allows students to record themselves and share with their teacher or classmates.

Sometimes, chunking information will help students process it. Google Slides, Padlet, Trello, and Mind Maps also make it easy for teachers to create a step-by-step process or break down a complicated task into smaller pieces, so that students don't get overwhelmed.

Teachers can integrate a variety of instructional modalities-such as multisensory stimuli-to support students in demonstrating mastery of skills within a lesson. iBooks and iMovie support several modalities (with multimedia that include sound, images, graphics, text, and video) that allow students to consume and create. Additionally, Adobe Spark provides a platform where students can take advantage of easy creation tools using multimedia to demonstrate their understanding.

Support Students' Flexible Thinking

In the category of flexible thinking, executive functioning skills such as planning, metacognition, organization, time management, and auditory preferences are essential considerations in lesson creation.

When students understand how they process information or have support in planning how to accomplish a task, they can achieve tremendous learning success. Providing students with step-by-step instructions, with which they control the pace, is an advantage for teachers who have a classroom with students whose needs are quite varied. Teachers can use YouTube to create a channel, upload their recordings, or curate others already made for students to view at their own pace. Another practical resource is iorad -a tutorial builder that allows students to control the rate of instruction.

Time management is often a high-priority skill that can be strengthened by posting schedules, agendas, and graphic organizers. Tools that support this skill exist on Google Classroom integrated with Google Calendar. By organizing the workflow of assignments and providing students with access to a schedule created in Google Calendar, teachers can quickly help keep students on track and organized. Apps like Remind and Trello can help students prioritize tasks and send reminders for important events.

It's important for students to be able to internalize information based on need or preference. For example, some students internalize information more efficiently when they hear text read to them. The text-to-speech features in the Google Chrome extension Read&Write can accommodate students who have an auditory preference. Students can also take advantage of the speech-to-text feature "voice typing" by using the accessibility tool in Google Docs.

The present challenges are teachable moments. The good news is that teachers are already deploying many resources and strategies to support executive functioning skills. We can be more mindful of moments where they will fit seamlessly into our instruction.

# data[].attributes.attachment_link.title
Using Technology to Support 10 Executive Functioning Skills

# data[].attributes.attachment_link.description
Teachers can use a variety of digital resources to foster the skills students need for long-term success. Marmaduke St. John / Alamy The challenges we have faced when returning to our campuses this year are more than just academic. Some of our students haven't been in a classroom for almost two years.

# data[].attributes.attachment_link.description
Stress is unavoidable in modern life, but it doesn't have to get you down. Here are ways to deal with stress, reduce its harm and even use your daily stress to make you stronger.

# data[].attributes.attachment_link.readable_text
stress management
While it may seem like there's nothing you can do about stress at work and home, there are steps you can take to relieve the pressure and regain control.

The importance of managing stress

If you're living with high levels of stress, you're putting your entire well-being at risk. Stress wreaks havoc on your emotional equilibrium, as well as your physical health. It narrows your ability to think clearly, function effectively, and enjoy life. It may seem like there's nothing you can do about stress. The bills won't stop coming, there will never be more hours in the day, and your work and family responsibilities will always be demanding. But you have a lot more control than you might think.

Effective stress management helps you break the hold stress has on your life, so you can be happier, healthier, and more productive. The ultimate goal is a balanced life, with time for work, relationships, relaxation, and fun-and the resilience to hold up under pressure and meet challenges head on. But stress management is not one-size-fits-all. That's why it's important to experiment and find out what works best for you. The following stress management tips can help you do that.

Tip 1: Identify the sources of stress in your life

Stress management starts with identifying the sources of stress in your life. This isn't as straightforward as it sounds. While it's easy to identify major stressors such as changing jobs, moving, or going through a divorce, pinpointing the sources of chronic stress can be more complicated. It's all too easy to overlook how your own thoughts, feelings, and behaviors contribute to your everyday stress levels.

Sure, you may know that you're constantly worried about work deadlines, but maybe it's your procrastination, rather than the actual job demands, that is causing the stress.

To identify your true sources of stress, look closely at your habits, attitude, and excuses:

Do you explain away stress as temporary ("I just have a million things going on right now") even though you can't remember the last time you took a breather?

Do you define stress as an integral part of your work or home life ("Things are always crazy around here") or as a part of your personality ("I have a lot of nervous energy, that's all")?

Do you blame your stress on other people or outside events, or view it as entirely normal and unexceptional?

Until you accept responsibility for the role you play in creating or maintaining it, your stress level will remain outside your control.

Start a stress journal

A stress journal can help you identify the regular stressors in your life and the way you deal with them. Each time you feel stressed, keep track of it in your journal or use a stress tracker on your phone. Keeping a daily log will enable you to see patterns and common themes. Write down:

What caused your stress (make a guess if you're unsure).

How you felt, both physically and emotionally.

How you acted in response.

What you did to make yourself feel better.

Tip 2: Practice the 4 A's of stress management

While stress is an automatic response from your nervous system, some stressors arise at predictable times: your commute to work, a meeting with your boss, or family gatherings, for example. When handling such predictable stressors, you can either change the situation or change your reaction. When deciding which option to choose in any given scenario, it's helpful to think of the four A's: avoid, alter, adapt, or accept.

The four A's - Avoid, Alter, Adapt & Accept

Avoid unnecessary stress

It's not healthy to avoid a stressful situation that needs to be addressed, but you may be surprised by the number of stressors in your life that you can eliminate.

Learn how to say "no." Know your limits and stick to them. Whether in your personal or professional life, taking on more than you can handle is a surefire recipe for stress. Distinguish between the "shoulds" and the "musts" and, when possible, say "no" to taking on too much.

Avoid people who stress you out. If someone consistently causes stress in your life, limit the amount of time you spend with that person, or end the relationship.

Take control of your environment. If the evening news makes you anxious, turn off the TV. If traffic makes you tense, take a longer but less-traveled route. If going to the market is an unpleasant chore, do your grocery shopping online.

Pare down your to-do list. Analyze your schedule, responsibilities, and daily tasks. If you've got too much on your plate, drop tasks that aren't truly necessary to the bottom of the list or eliminate them entirely.

Alter the situation

If you can't avoid a stressful situation, try to alter it. Often, this involves changing the way you communicate and operate in your daily life.

Express your feelings instead of bottling them up. If something or someone is bothering you, be more assertive and communicate your concerns in an open and respectful way. If you've got an exam to study for and your chatty roommate just got home, say up front that you only have five minutes to talk. If you don't voice your feelings, resentment will build and the stress will increase.

Be willing to compromise. When you ask someone to change their behavior, be willing to do the same. If you both are willing to bend at least a little, you'll have a good chance of finding a happy middle ground.

Create a balanced schedule. All work and no play is a recipe for burnout. Try to find a balance between work and family life, social activities and solitary pursuits, daily responsibilities and downtime.

Adapt to the stressor

If you can't change the stressor, change yourself. You can adapt to stressful situations and regain your sense of control by changing your expectations and attitude.

Reframe problems. Try to view stressful situations from a more positive perspective. Rather than fuming about a traffic jam, look at it as an opportunity to pause and regroup, listen to your favorite radio station, or enjoy some alone time.

Look at the big picture. Take perspective of the stressful situation. Ask yourself how important it will be in the long run. Will it matter in a month? A year? Is it really worth getting upset over? If the answer is no, focus your time and energy elsewhere.

Adjust your standards. Perfectionism is a major source of avoidable stress. Stop setting yourself up for failure by demanding perfection. Set reasonable standards for yourself and others, and learn to be okay with "good enough."

Practice gratitude. When stress is getting you down, take a moment to reflect on all the things you appreciate in your life, including your own positive qualities and gifts. This simple strategy can help you keep things in perspective.

Accept the things you can't change

Some sources of stress are unavoidable. You can't prevent or change stressors such as the death of a loved one, a serious illness, or a national recession. In such cases, the best way to cope with stress is to accept things as they are. Acceptance may be difficult, but in the long run, it's easier than railing against a situation you can't change.

Don't try to control the uncontrollable. Many things in life are beyond our control, particularly the behavior of other people. Rather than stressing out over them, focus on the things you can control such as the way you choose to react to problems.

Look for the upside. When facing major challenges, try to look at them as opportunities for personal growth. If your own poor choices contributed to a stressful situation, reflect on them and learn from your mistakes.

Learn to forgive. Accept the fact that we live in an imperfect world and that people make mistakes. Let go of anger and resentments. Free yourself from negative energy by forgiving and moving on.

Share your feelings. Expressing what you're going through can be very cathartic, even if there's nothing you can do to alter the stressful situation. Talk to a trusted friend or make an appointment with a therapist.

Tip 3: Get moving

When you're stressed, the last thing you probably feel like doing is getting up and exercising. But physical activity is a huge stress reliever-and you don't have to be an athlete or spend hours in a gym to experience the benefits. Exercise releases endorphins that make you feel good, and it can also serve as a valuable distraction from your daily worries.

While you'll get the most benefit from regularly exercising for 30 minutes or more, it's okay to build up your fitness level gradually. Even very small activities can add up over the course of a day. The first step is to get yourself up and moving. Here are some easy ways to incorporate exercise into your daily schedule:

Put on some music and dance around.

Take your dog for a walk.

Walk or cycle to the grocery store.

Use the stairs at home or work rather than an elevator.

Park your car in the farthest spot in the lot and walk the rest of the way.

Pair up with an exercise partner and encourage each other as you work out.

Play ping-pong or an activity-based video game with your kids.

The stress-busting magic of mindful rhythmic exercise

While just about any form of physical activity can help burn away tension and stress, rhythmic activities are especially effective. Good choices include walking, running, swimming, dancing, cycling, tai chi, and aerobics. But whatever you choose, make sure it's something you enjoy so you're more likely to stick with it.

While you're exercising, make a conscious effort to pay attention to your body and the physical (and sometimes emotional) sensations you experience as you're moving. Focus on coordinating your breathing with your movements, for example, or notice how the air or sunlight feels on your skin. Adding this mindfulness element will help you break out of the cycle of negative thoughts that often accompanies overwhelming stress.

Tip 4: Connect to others

There is nothing more calming than spending quality time with another human being who makes you feel safe and understood. In fact, face-to-face interaction triggers a cascade of hormones that counteracts the body's defensive "fight-or-flight" response. It's nature's natural stress reliever (as an added bonus, it also helps stave off depression and anxiety). So make it a point to connect regularly-and in person-with family and friends.

Keep in mind that the people you talk to don't have to be able to fix your stress. They simply need to be good listeners. And try not to let worries about looking weak or being a burden keep you from opening up. The people who care about you will be flattered by your trust. It will only strengthen your bond.

Of course, it's not always realistic to have a pal close by to lean on when you feel overwhelmed by stress, but by building and maintaining a network of close friends you can improve your resiliency to life's stressors.

Tips for building relationships

1. Reach out to a colleague at work.

2. Help someone else by volunteering.

3. Have lunch or coffee with a friend.

4. Ask a loved one to check in with you regularly.

5. Accompany someone to the movies or a concert.

6. Call or email an old friend.

7. Go for a walk with a workout buddy.

8. Schedule a weekly dinner date.

9. Meet new people by taking a class or joining a club.

10. Confide in a clergy member, teacher, or sports coach.

Tip 5: Make time for fun and relaxation

Beyond a take-charge approach and a positive attitude, you can reduce stress in your life by carving out "me" time. Don't get so caught up in the hustle and bustle of life that you forget to take care of your own needs. Nurturing yourself is a necessity, not a luxury. If you regularly make time for fun and relaxation, you'll be in a better place to handle life's stressors.

Set aside leisure time. Include rest and relaxation in your daily schedule. Don't allow other obligations to encroach. This is your time to take a break from all responsibilities and recharge your batteries.

Do something you enjoy every day. Make time for leisure activities that bring you joy, whether it be stargazing, playing the piano, or working on your bike.

Keep your sense of humor. This includes the ability to laugh at yourself. The act of laughing helps your body fight stress in a number of ways.

Take up a relaxation practice. Relaxation techniques such as yoga, meditation, and deep breathing activate the body's relaxation response, a state of restfulness that is the opposite of the fight or flight or mobilization stress response. As you learn and practice these techniques, your stress levels will decrease and your mind and body will become calm and centered.

Tip 6: Manage your time better

Poor time management can cause a lot of stress. When you're stretched too thin and running behind, it's hard to stay calm and focused. Plus, you'll be tempted to avoid or cut back on all the healthy things you should be doing to keep stress in check, like socializing and getting enough sleep. The good news: there are things you can do to achieve a healthier work-life balance.

Don't over-commit yourself. Avoid scheduling things back-to-back or trying to fit too much into one day. All too often, we underestimate how long things will take.

Prioritize tasks. Make a list of tasks you have to do, and tackle them in order of importance. Do the high-priority items first. If you have something particularly unpleasant or stressful to do, get it over with early. The rest of your day will be more pleasant as a result.

Break projects into small steps. If a large project seems overwhelming, make a step-by-step plan. Focus on one manageable step at a time, rather than taking on everything at once.

Delegate responsibility. You don't have to do it all yourself, whether at home, school, or on the job. If other people can take care of the task, why not let them? Let go of the desire to control or oversee every little step. You'll be letting go of unnecessary stress in the process.

Tip 7: Maintain balance with a healthy lifestyle

In addition to regular exercise, there are other healthy lifestyle choices that can increase your resistance to stress.

Eat a healthy diet. Well-nourished bodies are better prepared to cope with stress, so be mindful of what you eat. Start your day right with breakfast, and keep your energy up and your mind clear with balanced, nutritious meals throughout the day.

Reduce caffeine and sugar. The temporary "highs" caffeine and sugar provide often end with a crash in mood and energy. By reducing the amount of coffee, soft drinks, chocolate, and sugar snacks in your diet, you'll feel more relaxed and you'll sleep better.

Avoid alcohol, cigarettes, and drugs. Self-medicating with alcohol or drugs may provide an easy escape from stress, but the relief is only temporary. Don't avoid or mask the issue at hand; deal with problems head on and with a clear mind.

Get enough sleep. Adequate sleep fuels your mind, as well as your body. Feeling tired will increase your stress because it may cause you to think irrationally.

Tip 8: Learn to relieve stress in the moment

When you're frazzled by your morning commute, stuck in a stressful meeting at work, or fried from another argument with your spouse, you need a way to manage your stress levels right now. That's where quick stress relief comes in.

The fastest way to reduce stress is by taking a deep breath and using your senses-what you see, hear, taste, and touch-or through a soothing movement. By viewing a favorite photo, smelling a specific scent, listening to a favorite piece of music, tasting a piece of gum, or hugging a pet, for example, you can quickly relax and focus yourself.

Of course, not everyone responds to each sensory experience in the same way. The key to quick stress relief is to experiment and discover the unique sensory experiences that work best for you.

# data[].attributes.attachment_link.description
stress management If you're living with high levels of stress, you're putting your entire well-being at risk. Stress wreaks havoc on your emotional equilibrium, as well as your physical health. It narrows your ability to think clearly, function effectively, and enjoy life. It may seem like there's nothing you can do about stress.

# data[].attributes.body
kbuchanan@mcps.org

This is my first year

at BMS. I have been a high

school counselor for 16 years, in

private practice for 2 years and

served as the MCPS Homeless &

Foster Care Liaison last year. I

enjoy spending time with my

adult sons and our dog on the

river and trails of the NRV.

# data[].attributes.attachment_link.description
WHEN: After school from 3:00-5:30pm, five days a week! Open on Early Release Days! WHERE: A community room on the BMS campus, with physical activity outside COST: $10 per day for each student, $50 a week.

# data[].attributes.headline
Good article about supporting student before the holidays

# data[].attributes.subject
Good article about supporting student before the holidays

# data[].attributes.attachment_link.readable_text
Shortly before Thanksgiving, my principal always sends our staff a key reminder about the two-month-long commercial marathon that is the "holiday season" in our country.

The simple message carries two main points: First, while the holiday season might be joyous and celebratory for many of us, for a large number of our students it is a time of uncertainty and even turmoil. Existing housing or economic instability is exacerbated by extra-short days and extra-long, cold nights; a roof and heat are not necessarily guarantees. The pressures of gift-giving and consumerism amplify the divide between the haves and have-nots as our students navigate that difficult social landscape around who gets what, wants what, or how many gifts end up under the tree. (As one former student put it years ago, "I never understood why Santa always liked the rich kids more...even the ones who were jerks.") Add to all this the financial and personal stresses that the adults in our kids' lives experience...stress that our students observe and absorb...and the kids who walk into our classrooms on these inter-holiday days might be carrying extra burdens we don't see the rest of the year.

And this all leads us to the email's second point: As the adult, be careful not to take things personally. That kid who was always on time and engaged in September and October might fold in on himself in December, or that engagement might drift to mere compliance which might shift to full blown resistance. For others, the simmer might be much quicker to turn to a boil, as pressures from outside crank up the emotional heat. Behavior might deteriorate, focus might be hard to achieve, and tempers might be on edge. The email's message: Don't take it personally, and be mindful about your reaction lest you escalate an already escalated state. This is an important reminder for the adults in our system. We can't take it personally. It isn't us. It isn't even them. How we react makes all the difference if the rest of the kid's world is turmoil hiding behind tinsel.

It is important that we as teachers recognize just how different our students lives might be than what we picture. Teachers, by law, must be college graduates. Teachers, for the most part, maintain stable month-to-month and year-to-year employment. While it is true that far too many teachers do struggle financially and end up taking on additional work, particularly early in their careers, we have to remember that the vast majority of us have levels of economic and housing stability that a huge percentage of our students might not.

The National Center for Children in Poverty digests statistics from the 2016 American Community Survey to help paint the picture about the kids our systems serve. Here in Washington, our childhood poverty and low-income rates are a tick lower than the national average, but on average about two of every five kids in our system falls under either the "low-income" or "in poverty" classification.

Of course, a lower family income doesn't inherently mean family struggle or instability...nor does affluence guarantee that students aren't feeling unusual stresses this time of year. It cannot hurt us as professionals, though, to be extra mindful during these dark months of the unique external pressures that this supposedly festive season might have on our students.

In my own English classroom, I have used daily journaling to get to know about my students' relationships with this time of year. The prompts draw out stories from kids about great winter memories with family and friends as well as clarity about which students love cancelled-school snow days and which ones dread them. Their writing reveals what sorts of excitements or worries this time of year brings for kids.

We must remember that for many kids "Winter Break" may be a time for family togetherness, vacations or playing in the snow. For others, it means a break from the warmth of a classroom, the consistency of meals, and adult support and supervision. We can't solve all of these challenges for our kids, but we can certainly do our best to keep school a safe, welcoming, and stable place, even if the world outside our walls cannot provide the same.

# data[].attributes.attachment_link.description
Shortly before Thanksgiving, my principal always sends our staff a key reminder about the two-month-long commercial marathon that is the "holiday season" in our country. The simple message carries two main points: First, while the holiday season might be joyous and celebratory for many of us, for a large number of our students it is a time of uncertainty and even turmoil.

# data[].attributes.headline
5-Minute Film Festival: Student Voice and Choice

# data[].attributes.subject
5-Minute Film Festival: Student Voice and Choice

# data[].attributes.attachment_link.description
Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

# data[].attributes.attachment_link.readable_text
The 6-year-old boy's eyes welled up with tears. His teacher, 30-year veteran Leigh Yelton, could see the explosive anger building in the first grader. After his mother died unexpectedly in his kindergarten year, he struggled with what his grandmother called "mommy days," or periods during which he would often cry uncontrollably. Instead of asking him what was wrong or trying to distract him, Yelton asked him to do something simple and unexpected: go to a private part of the room and push against a wall. It worked.

Yelton learned the technique from a resilience training program that shows teachers how to help themselves-and their students-calm the central nervous system. Stress and trauma can trigger a response in the amygdala, the part of the brain that sends the body into fight, flight, or freeze mode, hijacking the rest of the brain so it becomes focused solely on responding to or fleeing the perceived threat.

"Our thinking brain is where we process language, so if I have flipped my lid, and you talk to me, you sound like the Charlie Brown teacher," says Ann DuPre Rogers, executive director of Resources for Resilience, the nonprofit organization that conducts the training. When a person is triggered and can't be reached through conversation, the training directs them to take a sip of water, press against a wall, or try a quick walk while paying close attention to their physical sensations.

For example, when drinking a sip of water, a participant might try to feel every droplet of water in their mouth. How does it feel as it passes over the lips? Is it cool or warm? Does it have texture? This process of closely examining sensory details called sensing-in is similar to mindfulness practices which are increasingly backed by research, and even prescribed by doctors, for addressing acute stress and trauma.

"You notice all the sort of sensory elements of the sip," said Rogers, explaining one of the strategies that allows teachers and kids to calm their brains and bodies. Once the amygdala is calmed, she continues, "then the brain can come back and we can talk it through. We can make a plan."

Understanding Triggers

The simple techniques, called rapid resets, are designed for "anyone with a nervous system," Rogers says, but they can be especially helpful in the school setting where teachers and students of all grade levels experience different levels of stress and trauma. Students or teachers who have had many adverse childhood experiences (ACEs), such as living in an abusive household or having an incarcerated parent, may be more easily triggered.

Rogers and her staff train teachers, counselors, and other school personnel to recognize the triggers that cause a person to "flip their lid," or activate the stress response. Triggers in a classroom can seem minor: a student takes another student's pencil or a student teases another student about their appearance. But even these events can spark a response rooted in mounting frustration or underlying trauma and disrupt learning-for both the student and the wider classroom.

While the methods tackle the immediate problem-getting the child to calm down is the first step-the program advises teachers to follow up and address the deeper issues as soon as they can. Getting brains back "online" is a vital prerequisite for exploring the student's challenges and making plans to help the child or teen self-regulate in the future.

"These are quick strategies that you can implement into your classroom with a little effort, but get a big response," says Susan Puckett, a counselor at Forest Park Elementary.

Put On Your Mask First

Despite initial skepticism, Yelton calls the training "the most valuable workshop experience that I have ever been to." Like the flight directive about putting an oxygen mask on yourself before helping a child, the training encourages teachers to use the strategies for their own fight, flight, or freeze responses before teaching them to students.

After learning the rapid resets, Yelton tried them first on herself and then her husband. When she found herself growing angry, she would practice the grounding technique by focusing on the sensory experience of feeling the floor beneath her feet. The strategy brought Yelton back to a place where she could interact again.

The skills she learned in the training had immediate application in her classroom and transformed how she relates to her students. She taught her kids to imagine that their amygdala-which produces the first inkling of anger or anxiety-is like a barking dog. When the "lid is flipped," the dog barks to alert the rest of the brain to fight, flight, or freeze, and getting children to recognize the presence of the dog is a necessary prerequisite for getting them back to a place where they can learn. In her class today, Yelton's students use hand signals to demonstrate that a dog is in the house, periodically gesturing to indicate that they are starting to get anxious.

Before the training, if a child became upset, Yelton might ask "What's wrong?" and press the student to articulate the reason for their discontent. "Often I would say, when kids were really flipping their lids, 'Give me your words. Use your words and tell me,' not really thinking that they can't do that at this point," she says.

The training sparked a paradigm shift in Yelton's interactions with her students. Instead of trying to fix the problem, she approaches triggered students with a new sense of patience and understanding. She realized that "when they get that out of control, they're not in a zone where they know what's happening. They are so amped up or so shut down... and they can't hear you. They can't listen."

Yelton related to the grief of her young student who lost his mother in a different way than she would have before the training, acknowledging his anger without trying to distract or control him. "He was angry, and he had every single right to be angry. I never tried to change that," she said. "You have a right to be angry. I get it. I understand where you're coming from. I would be upset too."

Over time, the student's crying became less frequent and he began to self-regulate, taking time-outs when he felt himself getting triggered. The young boy moved at the end of the year, but Yelton feels she sent him off with a toolbox of tactics he could use to deal with some of the effects of the trauma he had experienced.

Changing School Community

The shift in Yelton's classroom is just one of many in the Kannapolis City School system, a small district in the central part of the state that began training school personnel in the resilience practices in 2016.

Teachers and staff appreciate the simplicity of the practices and their easy implementation in the classroom. "I remember walking out and thinking I can use this tomorrow. I don't have to wait," says elementary school psychologist Amy Roberts. "I don't have to prepare anything. I don't have to make anything. I can just do it."

The practices have created a positive shift in the overall school culture at Forest Park. "Teachers would come to my office and say, 'I did this and this worked for these kids. I haven't seen anything work like this before,'" says counselor Puckett.

The shared practices have created a common language in the school community. Fourth grade teacher Kelcie Lewis says her students know the strategies and respond when they observe her using them. "If I am getting frustrated waiting for them to pay attention or if they're not getting a skill, I might just go over and lean against the wall and they're like, 'Uh oh, guys, Mrs. Lewis is about to blow her lid,'" she says.

Bringing themselves back to a calm state is critical for teachers to avoid exacerbating triggers students may be experiencing. "Through the training, I learned that even the way that you approach the room can make such a difference," says Martha Motley, principal of Forest Park Elementary. "If you get called if there's a fight, a disturbance, or a student being disrespectful, and you show up... escalated, even from the quick walk there, then kids are going to respond differently."
Kelcie Lewis
When school takes place in-person, Forest Park teachers create physical space for students who need to take a break and reset. Lewis set up a corner of her classroom for her students to try the strategies with a wall adorned with posters of typical emotions along with more specific synonyms. If a child says, "I'm mad," she asks for a more nuanced understanding of their feelings-are they betrayed, frustrated, or annoyed? For kids who can't yet read, Yelton uses a board with emotion words, coupled with pictures depicting a range of emotional states.

"The student knows that they can go to the calm down corner and do those strategies without the teacher, or they can let the teacher know that they need help," says teacher Lindsay Stowe.

# data[].attributes.attachment_link.title
With Stress in Schools Increasing, Simple Strategies to Stay Calm

# data[].attributes.attachment_link.description
In North Carolina, a program offers 'rapid resets' to help teachers and students calm their minds and bodies and get back to learning.

# data[].attributes.attachment_link.title
BMS School Counseling Newsletter October 23.pdf

# data[].attributes.attachment_link.provider_name
National Association of School Psychologists (NASP)

# data[].attributes.attachment_link.readable_text
School-based support and increased understanding are essential when a student experiences the death of a friend or loved one. While each student will be affected differently depending on his or her developmental level, cultural beliefs, personal characteristics, family situation, and previous experiences. There are some strategies that can be helpful in supporting bereaved students.

General Tips to Support Students of All Ages

Be understanding and tolerant of common grief reactions which include: decreased appetite, difficulty sleeping, a decreased ability to concentrate, increased sadness, and social withdrawal. Students sometimes also feel anger toward the deceased for leaving them.

Be simple and straightforward. Discuss death in developmentally appropriate terms for students.

Use words such as "death," "die," or "dying" in your conversations and avoid euphemisms such as "they went away," "they are sleeping," "departed," and "passed away." Such euphemisms are abstract and may be confusing, especially for younger children.

Let students know that death is not contagious. Although all human beings will die at some point, death is not something that can be "caught" and it is unusual for children to die.

Be brief and patient. Remember that you may have to answer the same question multiple times and repeat key information to ensure understanding.

Listen, acknowledge feelings, and be nonjudgmental.

Express your own feelings in an open, calm, and appropriate way that encourages students to share their feelings and grief.

Avoid making assumptions and imposing your own beliefs on students.

A variety of feelings are normal. Be sensitive to each student's experience, as there is no one right way to respond to a loss. Feelings and behaviors will vary across students and will change throughout the bereavement process.

Normalize expressed feelings by telling students such are common after a death. However, if their expressions include risk to self (e.g. suicidal thoughts) or others, refer immediately to the appropriate professionals.

Be sensitive to cultural differences of students and their families in expressing grief and honoring the dead.

Consider a student's intellectual abilities, behavior, and conceptual understanding of death. For children with developmental disabilities. Their limited communication skills do not mean they are unaffected by the death. Behaviors such as increased frustration and compulsivity, somatic complaints, relationship difficulties, and increased self-stimulatory behaviors may be expressions of grief.

Maintain a normal routine in your classroom and engage students in activities they previously enjoyed.

Provide the opportunity to talk and ask questions and use these questions to guide further discussion. Encourage students to share feelings, but in ways that are not disruptive to the class or hurtful to other students.

Keep in mind that some children may have a difficult time expressing their feelings or may not feel comfortable talking at school. Do not pressure these students to talk. Some may prefer writing, drawing, listening to music, or playing a game instead of talking about their feelings. Provide students with a variety of options for expressing grief.

Talk to the bereaved student's classmates about grief and emphasize the importance of being understanding and sensitive.

Help bereaved students find a peer support group. There will likely be other who have also experienced the death of a loved one.

Tips When the Whole School is Affected by a Teacher or Student Death

A letter and/or direct communication via email should be sent home to all parents on school letterhead informing them of the death. Information to include in the communication:

Facts about the death to dispel rumors

Discussion of the range of feelings and reactions that may occur throughout the grief process

Guidance about talking to their children about the death

Indicators of the need for mental health counseling

Direction on how to contact the school if they have questions or believe their child may benefit from counseling

Direction on how to obtain community resources

Share factual information with staff (through meetings and bulletins), students (through class announcements and meetings), and parents (through letters/email). Regularly provide them with relevant updates.

Provide teachers with guidelines on how to share information about the death with their students and establish referral procedures for students requiring additional support.

Pay close attention to students who have experienced recent deaths or key life changes, witnessed the death, or have emotional problems.

Tips for Specific Age Groups

Preschool

Avoid euphemisms as preschoolers have trouble understanding death and may believe the death is reversible.

Provide opportunities to express thoughts and feelings about death through play activities and drawing.

Answer questions using concrete descriptions and be prepared to repeatedly answer questions.

Possible reactions include:

Crying or screaming

Clinging to caregivers or other trusted adults

Fear of separation

Regressive behaviors such as wetting pants and thumb sucking

Decreased verbalization

Elementary School

These students may ask questions and seek to try to understand what happened. Be patient and refer them to adults that can answer their questions.

Students below the age of eight may engage in magical thinking and believe they could have prevented the death. Recognize these feelings and fears but do not validate them.

Students ages nine through twelve may feel less comfortable showing feelings and seeing expressions of grief in others. Make sure to provide these students with a variety of ways to express grief.

Possible reactions include:

Behavioral difficulties

Decreased concentration

Poor school performance

Depression

Irritability

Withdrawal

Somatic complaints (headaches & stomachaches)

Middle and High School

Do not force students to share their feelings with others, including their peers if they do not feel comfortable. Provide them with opportunities to share their feelings privately.

Students often seek support via social media. Be aware of what is being posted and shared. Encourage students to seek support for a friend in need.

Students in their mid-to-late teens tend to feel more comfortable expressing their feelings and grief similar to adults.

High school students may use physical contact to show their support and empathy (e.g., hugging or touching the arm)

Possible reactions include:

Poor school performance

Anxiety

Depression

High risk behaviors or substance use

Emotional numbing

Suicidal thoughts

References:

Black, S. (2005). Research: How teachers and counselors can reach out to bereaved students. When children grieve. American School Board Journal, 192, 28-30. Retrieved from http://www.asbj.com/

Brown, J. A., Jimerson, S. R., & Comerchero, V. A. (2014). Cognitive development considerations to support bereaved students: Practical applications for school psychologists. Contemporary School Psychology. Advance online publication. doi:10.1007/s40688-014-0018-6

Dogan-Ates, A. (2010). Developmental differences in children's and adolescents' post-disaster reactions. Issues in Mental Health Nursing, 31, 470-476. doi:10.3109/01612840903582528

© 2015, National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814, 301-657-0270, www.nasponline.org

Please cite this document as:

NASP School Safety and Crisis Response Committee. (2015). Addressing grief: Tips for teachers and Administrators. Bethesda, MD: National Association of School Psychologists. Bethesda, MD: National Association of School Psychologists.

Contributors: Benjamin S. Fernandez MSEd, Victoria A. Comerchero NCSP, Jacqueline A. Brown NCSP, Catherine Woahn, NCSP

Note. Schools and community agencies may adapt this handout to local needs for educational and student support purposes as long as proper credit is given to NASP.

# data[].attributes.attachment_link.title
Addressing Grief: Tips for Teachers and Administrators

# data[].attributes.attachment_link.description
School-based support and increased understanding are essential when a student experiences the death of a friend or loved one.

# data[].attributes.headline
10 Creative Cooldown Breathing Activities

# data[].attributes.subject
10 Creative Cooldown Breathing Activities

# data[].attributes.attachment_link.readable_text
Just take a deep breath.

You've probably heard it before, or even instructed your students to try it when things start to get out of control. Inhale, exhale, relax.

Breathing exercises can be helpful to cool the body back down after an exciting game, diffuse tension after a conflict, or just recharge and refocus. To make this cooldown tool more fun for kids, try out these 10 creative breathing exercises.

1. Smell Flowers/Blow Dandelions:

Grasp your hands together just below your face as if you're holding a bouquet of flowers. Take a deep breath as if to inhale the beautiful scent of the flowers. Exhale and blow out the air as though you were blowing the little wispy seeds off of a dandelion.

2. Hold one hand out in front of you with your fingers spread apart. With your pointer finger from the other hand, start at the base of your thumb and trace along the edge of your hand. Inhale as your finger traces upward, and exhale as your finger traces down between fingers.

3. Whale Breath:

Take a deep breath in, and then as you exhale, tilt your head up and blow out like a whale spraying water out of a spout.

4. Bunny Breath:

Take three quick breaths through the nose as if you're hopping along, then release one long exhale through the mouth.

Do you have other ideas for creative breathing exercises or want to share these in action? Share them with us on Twitter.
Return to the Keep Playing Homepage

# data[].attributes.attachment_link.title
10 Creative Cooldown Breathing Activities | Playworks

# data[].attributes.attachment_link.description
Just take a deep breath. You've probably heard it before, or even instructed your students to try it when things start to get out of control. Inhale, exhale, relax. Breathing [...]

# data[].attributes.attachment_link.readable_text
2023 Collection

Explore the new 2023 coloring pages collection with the same great Truth Be Told Quotes, only with new images. Teens have their own style, so now their coloring pages can too. Find some mindful inspiration with these new quotes to color in modern designs.

Crashing Waves Coloring Page

"In any conflict, be sure you know what you really want, and whether what you're doing will actually help you get there."

More on this quote Download PDF

Also from this author:

# data[].attributes.attachment_link.title
Mindfulness Coloring Pages- Quotes to color for teen wellness

# data[].attributes.attachment_link.description
Free printable mindfulness coloring pages for teens about real life issues teens face. Mindfulness coloring is a great way to process teen issues. Our free coloring pages on life lessons are free to print for personal use.