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HS transition parent meeting - 2026/03/17 07:13 GMT-05:00 - Recording

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When Parents Split, Schools Feel It Too: The Hidden Impact on Children

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When Parents Split, Schools Feel It Too: The Hidden Impact on Children

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BROOD Magazine & Community – Empowering Working Parents, Every Day

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When Parents Split, Schools Feel It Too: The Hidden Impact on Children – BROOD Magazine & Community

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Relationship expert Sally Land highlights the hidden toll that high-conflict separations can take on children — and how often schools end up caught in the crossfire. Citing research from The Parents Promise, she notes that teachers are regularly seeing the fallout in real time: slipping grades, increased absence, withdrawal, behavioural issues and worsening mental health.

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Herramientas para prevenir casos de intimidación escolar (bullying) y ciberacoso 

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Herramientas para prevenir casos de intimidación escolar (bullying) y ciberacoso 

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Identity is a short film by KJ Adames. The short film criticizes the dominant cultural norms of identity and the self, and beautifully stylized, suggests we be ourselves instead of try to conform to those norms.

Although the use of masks is a tad literal, I found it interesting nonetheless. Everyone wears a mask - even the teachers (or maybe especially the teachers). The main character, the girl, already wears a special, Venetian styled, mask, and eventually takes it off because it broke, causing quite a stir.

The chronology of the film is a bit ambiguous, as it starts and ends at the same moment. Some parts are played backwards, some aren't (for as far as I could tell). It looks nice but doesn't necesarily add to the message in my opinion - or do you disagree? It felt a bit gimmicky to me.

I also wanted to point out what happens at 2:30. A girl approaches a group and takes off a mask to reveal another - this is a great observation of the fact that people have multiple "selves", and show different parts of their selves depending on who or which group of people they are with.

While the message of this short is commendable, I don't think it'll have any real effect. Everyone knows you should be yourself, but rarely anyone does it. In psychology it's an accepted theory that it's part of human group behavior to behave differently with different people. It's just how our brains are wired, and moreover, we humans are way too susceptible and sensitive to outside values and norms in our wish to "belong" to actually "be ourselves". I do think we often forget, though, that "being yourself" is a cultural construct on its own and has its own meanings and societal expectations. So what is the self? Does it even exist outside of culture or society?

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Manon de Reeper

Manon de Reeper is the founder and CEO of Film Inquiry, and a screenwriter/producer. Her directorial debut, a horror short film, is forthcoming in 2021.

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Identity: A Fabulous Short Film On The Cultural Construct of Self

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Identity is a short film by KJ Adames. The short film criticizes the dominant cultural norms of identity and the self, and beautifully stylized, suggests we be ourselves instead of try to conform to those norms. Although the use of masks is a tad literal, I found it interesting nonetheless.

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A Powerful Message about Kids and Smart Phones

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A Powerful Message about Kids and Smart Phones

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Happiness Vibes on LinkedIn: Reducing smartphone use can be challenging, but the benefits are truly… | 47 comments

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Reducing smartphone use can be challenging, but the benefits are truly rewarding. By spending less time on screens, kids can improve focus, perform better in… | 47 comments on LinkedIn

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A Parenting Reset: Raising Independent Kids

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A Parenting Reset: Raising Independent Kids

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Screenagers Blog | A Parenting Reset: Raising Independent Kids

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Spring breaks have begun around the country. It is the perfect time to address this topic: how do we encourage self-efficacy and independence in our kids and teens, given the many obstacles to doing so? Obstacles such as their desire to stay inside and consume (video games, YouTube, shows, social media, etc.) or parents’ fears around letting kids do things out in the world alone.

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Daniela was born in the USA and lived there for most of her childhood and adolescence. She earned her undergraduate degree in Psychology and Specialist certification in Clinical Psychology for Children and Adolescents in Bogota, Colombia.

She has been involved in education for almost 10 years, five of which have been at CNG. She is currently the 8th-grade counselor.

She can be reached through email (daniela.echavarria@cng.edu) or whatsapp 318-359-4657

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6th, 7th, and 8th graders watched to movie Screenagers over the past weeks. They have learned about mental health, the use of screens, and ways to lead a healthier lifestyle. Here is a presentation to support the conversation at home.

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As our school year ends and some of our community members are getting ready to embark on a new journey, the counseling department recognizes the importance of providing a supportive environment to ease the transition process and wants to offer a space for departing students.

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8th-grade intervention aligned with the PE curriculum

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Decoding Adolescent Decision-Making On-Screens and Off

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Decoding Adolescent Decision-Making On-Screens and Off

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Screenagers Blog | Decoding Adolescent Decision-Making On-Screens and Off

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As a physician and the creator of the “Screenagers” movies, I’ve always been fascinated by the intricacies of adolescent decision-making. Through the Screenagers podcast, I’ve had the opportunity to delve deep into this topic, and in a podcast episode I just released yesterday, I share some of those insights with you. I invite you to listen to the Podcast, but if you prefer to read, click here for a summary of the podcast.

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WISE stands for Working diligently, Inspiring and Supporting others and Empowering individuals to achieve their goals. The goal of the group is to empower female students to explore their self-worth and identity, develop new healthy relationships with some of their female peers, strengthen their communication skills, and grow trust in themselves to achieve any future goals.

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YouTube Content That Supports Tweens' and Teens' Mental Health and Wellness

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YouTube Content That Supports Tweens' and Teens' Mental Health and Wellness

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These videos from thoughtful, insightful creators offer empathy, information, and insight.

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By Common Sense Media | October 13, 2023

From staying motivated to making and keeping friends, navigating school and life can be complicated. And if your tween or teen is overwhelmed by the amount of helpful advice out there, they're not alone. Whether their challenge is to get organized for college or to find a new hobby, this curated selection of channels, videos, and playlists features creators who break it all down into accessible, efficient advice that kids can count on.

These creator channels, playlists, and videos-available in the separate YouTube Supervised Experience-were reviewed by Common Sense Media's affiliated partner Sensical and chosen for their ability to offer helpful, insightful advice about everyday topics for tweens and teens.

Channels

Kids can do anything, and Kize Bae is here to show them how. Tackling a new hobby in each video, her goal is simple: to show improvement in 30 days. Whether she's learning how to sing, play soccer, or solve a Rubik's Cube, her can-do attitude is bound to encourage viewers to try new things. Her tips on staying motivated and curious help promote life skills that teens can apply at home, in school, and in their relationships.
Cajun Koi Academy (age 15+)
Brothers Mike and Matt use a combination of live action and animation to take viewers on a journey of learning and self-discovery. Join Cajun Koi Academy to supercharge study sessions, level up on self-improvement, and embrace a positive mindset.
Domonique Cynthia (age 15+)
Is your tween or teen wondering what college is like? Domonique interviews college and graduate students from across the U.S. and Europe to get the inside scoop with interesting questions. Their answers will entertain as much as they educate, so get your note-taking pen ready. Class is in session!

In need of study tips, school skills, or college application support? Gohar Khan has your teen covered-often in 60 seconds or less! His videos guide students through school skills such as mastering the art of the essay, completing homework efficiently, and improving memorization skills. Gohar uses his own experiences, a relatable tone, and relevant materials to connect with and engage his audience.

Welcome to Study Hall, where study sessions come to life. Whether your teen is a student in need of course support or is looking to explore new topics, this series will light the way. Study Hall makes learning enjoyable and effective, breaking down complex subjects into digestible, enjoyable content.

Playlists

Join Dr. Erica to learn how to start college off right! From choosing the right school to managing finances after graduation, Dr. Erica demonstrates how to approach every task, no matter how challenging. With lively animation and humor, this engaging series makes college essentials an entertaining breeze.

Videos

Is your tween on a quest to find their passions and inner callings? This Improvement Pill video unpacks 11 general life abilities to help guide kids' journey of self-discovery. From musical and logical to digital and visual, each skill and its related career path is broken down seamlessly, perfect for beginners and curious minds alike.
Guide to Maintaining Friendships | Watchwellcast (age 13+)
We all need somebody to lean on, and Watchwellcast is here to help you find just that. Whether your teen is looking for a best friend or wants to know how to approach a friendly new face in class, the straightforward social skills presented in this video will help them form new bonds, build confidence, and become more self-aware.
How to Balance School & Extracurriculars | Studyquill (age 13+)
Say goodbye to the time crunch! This video provides practical time management tips and strategies to help teens bring better balance to their lives. It is possible to achieve academic and extracurricular goals while staying well rounded-let this video guide the way.
How to Balance School and Extracurricular Activities While Having a Life | Fayefilms (age 15+)
Feeling overwhelmed while trying to balance school, activities, and personal time? This Fayefilms video offers a young person's perspective on mastering time management. By sharing practical tips and tricks, along with real-life experiences, the advice in this video can help teens foster a more balanced, self-caring lifestyle. Make the time to check it out.

Make sure to check out our"Best of" YouTube for Tweens/Teens lists, and don't miss our "Best of" YouTube Kids lists!

Where to watch:

These titles were reviewed by Common Sense Media's affiliated partner Sensical, a free service from the for-profit Common Sense Networks.

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YouTube Content Helping Tweens and Teens Navigate School and Life

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These videos from engaging, inspiring creators offer school and life tips on how to stay organized, get involved, and more. Advice from Common Sense Media editors.

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Small lunch group

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Developing Leadership Skills for Ambassadors

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Developing Leadership Skills for Ambassadors

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Enrichment group for existing and future ambassadors

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Danielle Chavez (Ms. Chavez) - 6th Grade

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Danielle Chavez (Ms. Chavez) - 6th Grade

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This is Danielle's first international school and she is loving every moment at CNG. She has a Bachelor's in Psychology and a Master's Degree in School Counseling. She has been a school counselor for 7 years, 6 of them at the Middle School level. She enjoys using art, reflection, and role play to problem solve with the students. Outside of work, Danielle enjoys yoga, art, and hiking. She is looking forward to improving her Spanish and exploring the beautiful country of Colombia.

She can be reached through email (danielle.chavez@cng.edu) or you can find a time for a Parent Meeting HERE

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RESOURCES FOR EDUCATORS, FAMILIES TO DISCUSS THE EVENTS IN ISRAEL AND GAZA WITH STUDENTS

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RESOURCES FOR EDUCATORS, FAMILIES TO DISCUSS THE EVENTS IN ISRAEL AND GAZA WITH STUDENTS

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Resources for Educators, Families to Discuss the Events in Israel and Gaza with Students

The terror attack perpetrated by Hamas against Israel and resulting declaration of war by Israel against Hamas in the Gaza Strip has led to numerous casualties and injuries on both sides. There is an ongoing hostage crisis of Israeli citizens being held in Gaza and millions of innocent civilians in harm's way. Similar to the crisis in Ukraine, the effects are far-reaching, with images of the war being broadcast on TV and shared on social media. Emotional and economic impacts can be felt at home by all, especially our young people and those with connections to the region.

California is home to students and staff with cultural ties to Israel and Palestine and has seen a rise in antisemitic incidents before the war. Nationally, there has also been an increase in Islamophobic incidents in schools. As with all difficult topics, educators should be keenly aware of the emotional impact these events have on students. Teachers should pay close attention to students who are Jewish or Muslim, or who are Israeli or Palestinian, who many have family members or friends in the region, and students who may be worried about how this crisis could impact them here in the United States. Students and teachers may know people who have been killed, are missing, or have been taken hostage.

It's likely our county's students have been following these events or have overheard conversations and are curious about the cause and impacts this war may have both globally and locally. To help students better understand this event and to place it in a broader context, we've gathered history-social science, mental health, and social and emotional learning resources to support teachers and families in assisting students.

The resources below are intended solely to provide access to information. Educators know their students and school community best and should determine whether the resource best fits the need.
SKIP TO SECTION
Teaching Resources Social and Emotional Resources School Culture Resources

Teaching Resources for Educators

Students want and need to talk about what they see, remember, and feel. To be able to navigate their own emotions and trauma in a healthy, safe, and productive way, students need guidance and a sense of safety from adults in their schools. Classrooms are powerful places to help children process current events, provided educators give renewed energy to creating safe spaces for students.

As with all difficult topics, educators should be keenly aware of the emotional impact these events have on students. Teachers should pay close attention to students who are Jewish or Muslim, those who may have family members in the region, and students who may be worried about how this crisis could impact them here in the United States. It's important to be sensitive, not to single these students out to speak about or explain related topics. Before beginning a discussion, teachers are encouraged to consult resources for creating an environment that supports civil discourse:

Some topics educators may consider adapting for students include:

The impact of geopolitical issues in the United States and the extent of its obligation to respond.

The role and authority of the president (as well as other institutions such as Congress, the media, etc.) in shaping foreign policy.

The president's policy options for responding to this type of crisis.

The lasting impacts of significant historical conflict in the Middle East.

The human costs of war and conflict.

Links to Learn From

Lesson Plans

Social and Emotional Learning Resources

Our students need the guidance and safety of adults in their home and in their schools to be able to navigate their own emotions and trauma in a healthy, safe, and productive way.

Tips for Talking to Kids (All Ages)

For Elementary School Students

Resilience in a time of war: Tips for parents and teachers of elementary school children: This article from the American Psychological Association can help adults guide their young children beyond fear and to resilience.

For Middle School Students

Resilience in a time of war: Tips for parents and teachers of middle school children: The American Psychological Association provides tips and strategies for parents and teachers of middle school-aged children.

For Military Families

The San Diego County Office of Education creates and curates resources to support military families and students, and schools that serve military children.

School Culture Resources

These resources are neither meant to be exhaustive nor is their inclusion an endorsement of a particular political viewpoint.

Trauma-Informed Resources for School Systems

The National Child Traumatic Stress Network provides resources that can be filtered by topic, keyword, and audience with a focus on how adults can identify traumatic responses in young people and how to support them.

Addressing Antisemitism in Public Schools

This SDCOE guide for educators to address antisemitism contains resources from educational organizations, many of which are promoted and used by state departments of education and teachers across the country.

Countering Islamophobia in Public Schools

SDCOE's resource guide on supporting Muslim students includes a section about countering Islamophobia in schools. Teach 9/11 with Compassion guide also contains resources that, while not specific to the war, may be helpful.

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Resources for Educators, Families to Discuss the Events in Israel and Gaza with Students

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To help students better understand the outbreak of war in Israel and the Gaza Strip and to place it in a broader context, SDCOE gathered history-social science, mental health, and social and emotional learning resources to support teachers and families in assisting students.

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Talking to Children About Violence: Tips for Families

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Talking to Children About Violence: Tips for Families

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Resilience in a time of war: Tips for parents and teachers of middle school children

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Resilience in a time of war: Tips for parents and teachers of middle school children

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Just as your child learns reading and writing, he or she can learn the skills of resilience.

Cite this

American Psychological Association. (2012, September 1). Resilience in a time of war: Tips for parents and teachers of middle school children. https://www.apa.org/topics/schools-classrooms/middle-school-resilience

Introduction

A time of war can be scary for children, even older children, especially because terrorism has brought fear so close to home.

Events are uncertain for children. Their friends' parents, or perhaps their own parents, may be called away to serve in the military. They look to teachers and friends as well as to parents to make them feel safe in a time of war.

As children start to study subjects that teach them about the world outside of their home, they will need your help to sort it all out. You may wonder how you can teach your child to move beyond the fears that a time of war brings. The good news is that, just as your child learns reading and writing, he or she can learn the skills of resilience-the ability to adapt well in the face of adversity, trauma, tragedy, threats or even significant sources of stress.

What are some tips that can help you teach your children resilience? As you use these tips, keep in mind that each child's journey along the road to resilience will be different and that your own knowledge of your child will guide you.

10 tips for parents and teachers of middle school children in a time of war

1. Talk with your child whenever you can. Sometimes the best time to talk may be when you are driving your child somewhere. Sometimes, it may be when you are doing chores together that allow your child to focus on something else while he or she talks. When children have questions, answer them honestly, but simply, and with reassurance. Ask them their opinion about what is happening and listen to their answers. Don't discount their feelings-they may say they're afraid or they may express hatred for people from a certain country or religion. Encourage them to avoid generalities, and be honest about your own feelings, but leave them with messages of hope and encouragement. You might say, "I get a little afraid too, but I know that we're prepared for whatever happens, and I know we'll get through it." Your child probably is old enough to appreciate some gray areas in your own feelings, but you should leave no room for doubt when you talk about how you will do whatever it takes to keep him or her safe.

2. Make your home a safe place emotionally for your child. In middle school, cliques and bullies can make life difficult for your child-home should be a haven. Your child is at an age when he or she may start wanting solitude, but be ready to provide lots of family time for your child when he or she needs it, especially during a time of war. Spend more time with your child playing games, reading or just doing side by side chores.

3. Limit the amount of news your children watch during a time of war. You don't need to hide what's happening in the world from your children, but neither do you have to expose them to constant stories about war. Put away magazines and newspapers that have extensive photo coverage of war or frightening covers. Monitor your children's Internet usage to ensure that they aren't going to sites that will give gory or sensationalized accounts of war. When you do watch the news, use it as a teaching tool and discuss what you have just seen with your child.

4. Realize that the stresses of war may heighten daily stresses. Your child might already be feeling extreme highs and lows because of hormonal levels in his body; the uncertainty during a time of war can make these shifts seem more extreme. Be understanding but firm when a child responds to stress with bad behavior. Reassure him that you just expect him to do his best.

5. During a time of war, map out a routine and stick to it. Middle school offers your child more choices about how he spends his time. It can be reassuring for home to be a constant, especially in uncertain times. If homework is completed at a certain time, make sure you keep that time for homework. Your child may be less able to handle change at home when the world situation is unstable.

6. Make sure you take care of yourself. If you don't, you may have less patience and less creativity at a time when your child needs both to reassure her about her own safety. Many people find that turning to a higher power, whether through organized religion or privately, can help. Take care of yourself so that you can take care of your child.

7. Tell your children that they will be all right. Reassure them that they will be protected. Have an emergency plan for the family and share it with your children. Give your children instructions for what to do in an emergency and give them a list of your phone numbers-work and home-that they can keep in their backpacks. Share with them the emergency plans their schools have and prepare them-some schools shut down in an emergency with the children inside, and your children need to know they will be protected at school even if they are not with their parents. If children have family in the military, obtain as much information as you can about where their family member will be, how long they'll be gone, and how often their family member will be able to contact them.

8. Watch your child for signs of fear and anxiety he may not be able to put into words. Have your child's grades suddenly dropped? Is your child asking about the welfare of a friend during the war when he may actually be afraid for himself? He may be feeling the pressure of what is going on in the world around him. If he has trouble putting his feelings into words, encourage him to use journaling or art to express his fears.

9. Enlist your child's help, whether it's doing a chore or giving an opinion about a family activity. Include your child in any volunteer activity you do. Make sure your child knows how her actions contribute to the entire family's well-being. If your child knows that she has a role to play, and that she can help, she will feel more in control and more confident.

10. Put things into a positive perspective for your child. Neither you nor your child may have been through a war before, but you should tell your child that wars end. Point out times when your child has faced up to and conquered something that may have frightened him, whether it was fear of the dark or of entering a new classroom for the first time. Point out the important things that have stayed the same, even while the outside world is changing. When you talk about bad times, make sure you talk about the good times in the future as well. Teach your child about how to think positive thoughts or about a particular song to relax himself in a time of stress.

Reslience is a journey

You can teach your children resilience. But just because your children learn resilience doesn't mean they won't have bad times. Bad times hurt, and your children will have times when they aren't happy. Resilience is a journey, and each child will take his or her own time along the way, just as each child acquires the skills of independence and negotiates the social changes of middle school in his or her own time. Your child may benefit from some of these resilience strategies, while other children may benefit from other strategies. The skills of resilience you teach your child in a time of war will be useful to him or her even after war, and they are good skills to have in daily life.

You may feel that you need some help in teaching your child resilience. If you are feeling stuck or overwhelmed and unable to use the tips listed above, you may want to consider talking to someone who can help, such as a psychologist or other mental health professional. Turning to someone for guidance may help you help your child strengthen his or her resilience and persevere in a time of war.

About this guide

Information contained in this brochure should not be used as a substitute for professional health and mental health care or consultation. Individuals who believe they may need or benefit from care should consult a psychologist or other licensed health/mental health professional.

APA gratefully acknowledges the following contributors to this publication:

Mary K. Alvord, PhD, director, Group Therapy Center at Alvord, Baker, and Associates, LLC, Silver Spring, Md.

Rosalind Dorlen, PsyD, ABPP, CAPP board member, Allied Professional Staff, Overlook Hospital, Summit, N.J.

Robin H. Gurwitch, PhD, associate professor, University of Oklahoma Health Sciences Center's Department of Pediatrics

Ronald S. Palomares, PhD, assistant executive director, Practice Directorate, American Psychological Association

American Psychological Association

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