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Mentors: Managing your schedule and importance of being a consistent and reliable mentor

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Mentors: Managing your schedule and importance of being a consistent and reliable mentor

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WHAT MAKES A GOOD MENTOR

An authentic desire to be involved with a young person

Respect for young people

Active listening skills

Empathy

Ability to see solutions and opportunities

Flexibility

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Mentors: What's the impact of mentoring and why it matters

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Mentors: What's the impact of mentoring and why it matters

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The National Mentor org states that or"more than 1 in 3 young people are growing up without a mentor, either through a formal mentoring program or informally through a community member, leaving them disconnected from a critical resource to help navigate growing up."

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Hear from real college mentors: Mentoring, for me, required...

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Hear from real college mentors: Mentoring, for me, required...

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We all have behavior(s) and not only understanding young people matters - but our responses matter equally!

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We all have behavior(s) and not only understanding young people matters - but our responses matter equally!

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Hear from real college mentors: The impact of mentoring for me, has been...

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Hear from real college mentors: The impact of mentoring for me, has been...

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Mentors: Importance of learning about the community you serve in

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Mentors: Importance of learning about the community you serve in

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It will add great value if you do your research first before serving within a community and/or school. Know the neighborhood, the principal, the teacher or community partner. Know how to get there, where to park, and the time you need to show up by and how long you will be there!

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Mentoring the Next Generation: Michael Benko at TEDxOU

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When hearing the word "mentor," the first thing that usually comes to mind is an older and wiser individual advising someone young. These days, however, this is not always the case. A mentor can be someone at the same career stage (peer mentor), an earlier career stage (reverse mentoring) or just a couple of levels above rather than someone very senior.

An "ideal mentor" is someone who is the best fit, depending on personal goals, skills, preferences, personality and values. This "ideal fit" is something that mentoring software platforms (such as Brancher) can help to achieve. Modern mentoring programs are challenging the stereotype of who a traditional mentor is, and creating cross-functional mentoring relationships across the organisation to create a genuine culture of mentoring and learning.

But does this change mean that a mentor's role has also transitioned? What does a mentor do in an organisational mentoring program? In this article, let's talk about people's expectations of what mentors do and what happens in real life.

What is a Mentor?

A mentor is someone who guides, supports, challenges and directs a mentee. Sometimes the mentor will be directive and give information and advice to another individual (called a mentee) in a field they have gained extensive knowledge or experience. Other times, the mentor will be asking challenging questions and guiding the mentee to arise at their own solution.

In traditional mentoring programs, a mentor is an industry veteran who likely knows a lot of things in the organisation. But in modern mentoring programs, a mentor does not necessarily need to be older, they just need to have the relevant skills, compatible experience, and personal chemistry to connect with the mentee.

Mentoring is a two-way developmental relationship where both the mentee and mentor learn from each other. Because of the wealth of information amassed by the mentor, they are considered valuable to mentees. They provide their mentees with the information they need to grow in their line of work. 87% of individuals in a mentor-and-mentee relationship have felt empowered and gained a more prominent sense of confidence.

While the mentoring program is beneficial for mentees, 97% of mentors have developed leadership skills as a result of the program. Providing a mentoring program shows employees that the organisation cares about them, their development and their careers. Organisations thrive from mentorship and often experience an increase in employee engagement . This is why organisations adopt a mentoring program in their efforts to improve retention and productivity rates.

What Does a Mentor Do?

Mentorship can be a life-changing experience for both the mentor and mentee. Unfortunately, not all mentoring pairs experience the same outcome. There are plenty of reasons why mentoring programs fail , which include poorly matched mentors and mentees. This typically happens when the program administrator has to manually pair the participants. But it can also happen when there are too many expectations from the mentors, or when the mentors are not supported or trained.

All mentors should participate in an induction training session and have access to ongoing online learning and resources that support them to be at their best. Understanding the role of a mentor is critical to knowing a mentor's limitations, including what they are responsible for. This sets the stage for the mentoring relationship and expectations can be met. Let's talk about what to expect from a mentor:

Expectation #1: Mentors Are The Same As Coaches or Therapists

Reality: No, there is a difference between mentorship, coaching, and therapy. Many people often confuse these things since the engagements involve discussions and focus on an individual's growth.

Unlike therapy, a mentor is not trained on how to counsel or deal with financial or mental health issues and should refer the mentee to a professional where appropriate. A therapist will engage deeply in topics that are personal and historical. A mentor will engage mostly on professional topics, only talking about personal topics to build rapport. A therapist has undergone formal accreditation and training, however, a mentor does not need any formal qualifications.

Coaches are often people who have a formal accreditation. Whilst coaching is a largely unregulated industry (so anyone can call themselves a coach), most of the time, a coach has completed a coaching course that teaches them how to coach. A coach might discuss both personal and professional topics and is more likely to focus on personal topics than mentors, particularly if personal challenges or barriers are in the way of their professional goals.

A coach asks lots of reflective questions and believes the participant "has the answers" (similar to a therapist), they will never "tell" the participant what to do, instead, they will ask questions that aim to raise self-awareness, confidence and clarity on how to move forward.

A mentor does not need any formal accreditation or training, however, good mentors have often participated in some kind of mentoring training (such as Brancher's online training). A mentor will mostly focus on professional topics however might discuss personal interests or background to build rapport.

Further, work-life balance or integration is an example topic that blurs the line between personal and professional life, which would be commonly discussed. A mentor would use a combination of mentoring styles and techniques including:

Being directive: Telling the mentee what to do, providing advice, and storytelling.

Asking the right questions: Coaching allows a mentee to come up with their own answers to their problems without telling them what to do.

Providing encouragement: Encouraging the mentee by giving emotional support and recognition.

Offering constructive feedback: Pushing the mentee to go out of their comfort zone by challenging their perspective.

In this way, a mentor can be similar to a coach by using the coaching principles of coaching.

Expectation #2: Mentors are Subject-Matter Experts

Reality: Not all the time. Mentors need not be experts in their line of work to be one. They can still mentor someone even if they have more experience and knowledge than their mentee in the area they want to learn more about. Especially in the case of peer mentoring (when people are at a similar career stage), the relationship is a learning process where both parties learn from each other by sharing stories, advice, and perspectives.

Expectation #3: Mentors Will Open the Door to Opportunities

Reality: It doesn't happen often. This is a misconception that many mentees expect from their mentors. At the beginning of a mentoring program, it is important to clarify the roles and responsibilities of mentees and mentors to all participants, including what mentors are not responsible for (i.e. opening doors to opportunities). Without this clear expectation, mentees can sign up for the wrong reasons or be disappointed with the mentoring relationship.

Instead of becoming the bridge for opportunities, mentors empower their mentees to carve out their paths. This can be achieved when mentors help them understand their development pathways and build their confidence to step outside their comfort zones. Only when rapport and trust have been established in a mentoring relationship will it evolve and potentially flourish into a relationship where the mentor wants to open up doors for the mentee, however, this should not be expected or a given.

Expectation #4: Mentors Support the Growth of Their Mentees

Reality: Yes, every mentoring relationship aims to support a mentee's growth in their personal and professional life. The mentor can do this through the knowledge, advice, and direction they impart to their mentees.

But mentors can only do so much. They cannot be the ones to make decisions for the lives of their mentees. Even if they share valuable advice, it is still up to the mentee to assess their situation and make the call. If the mentee decides not to listen to the mentor, it does not invalidate the mentoring relationship. The mentor will continue to support their mentee, whatever decision they make.

Expectation #5: Mentoring Takes Too Much Time

Reality: Not all the time. One of the advantages of modern mentoring programs is remote mentoring . This saves the time of mentors and mentees since they no longer have to meet each other in person. Mentoring software can also help streamline the scheduling of mentoring meetings, providing smart conversation starter prompts and summarising action items and reminders. The average time spent is about 2 hours per month - 1 hour to meet, and 1 additional hour to prep/follow up (or complete mentoring training).

The mentor and mentee can meet virtually at a time they have agreed upon without having to leave their homes or workplace. Pairs can arrange a regular time/day of the month and schedule their meetings in advance. Most organisations will support pairs to meet within working hours, so they can do it within their workday.

Managing Expectations

Having unrealistic expectations of your mentor can lead to disappointment, frustration or a relationship breakdown. If expectations are not managed or clarified, it can lead to an unnecessary breakup of your mentoring relationship. The best way you can manage expectations with a mentor is to participate in mentoring training (to learn about key roles and responsibilities) and establish a Mentoring Agreement . This document keeps expectations at bay and lets the participants be aware of the other person's goals, expectations and boundaries.

Call Brancher today to see how our mentoring software has supported other large organisations with their mentoring efforts.

Sources:

1. Marett, Timma. (2017, September 12). Moving Ahead. Moving Ahead: Mentoring is Improving Gender Balance in Major Organisations - New Research. https://www.businesswire.com/news/home/20170912005963/en/Moving-Ahead-Mentoring-is-Improving-Gender-Balance-in-Major-Organisations-%E2%80%93-New-Research

2. National Mentoring Day. https://nationalmentoringday.org/facts-and-statistics/

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What Does a Mentor Do: Expectations vs Reality

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What does a mentor do? We explain the common expectations and what they're really like to prepare mentees for a successful mentoring program.

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Dedication to understanding a young person as more than a behavior is critical to serving as a mentor. Get the facts first, these tools are essential to being the best role model too!

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Supporting young people authentically matters!

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Supporting young people authentically matters!

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From Children's Network

Loving, reliable and responsive relationships are fundamental to child development.

Through relationships, children learn how to think, understand, communicate, behave, express emotions and develop social skills.

Playing with children strengthens relationships and encourages children to explore, observe, experiment and solve problems.

A child’s early relationships shape how their perceptions of themselves and others.

They also influence how children learn to regulate their emotions and control their impulses.

Children who can control their emotions and behaviors are better able to settle into the classroom and to learn.

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As a mentor, you will be required by the organization you are serving through to take certain steps to assure safety of you and the young people you will serve. 

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As a mentor, you will be required by the organization you are serving through to take certain steps to assure safety of you and the young people you will serve. 

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Examples:

Background Check

Fingerprints

Mandated Reporter Training

Code of Conduct

Employment (if paid) - Verification (i 9)

Volunteer Agreement

Photo Release

Blood Borne Pathogyns Training

Child Abuse Prevention

Bully Prevention

Mental Health First Aid

Basic First Aid

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Mentors: Why is this an important role for you? 

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Mentors: Why is this an important role for you? 

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WHAT ARE THE BENEFITS OF BECOMING A MENTOR?

The National Mentor org states that "relationships are a shared opportunity for learning and growth. Above all, a good mentor is willing to take the time to get to know their mentee, to learn new things that are important to the young person, and even to be changed by their relationship."

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Hear from real college mentors: Why I value experiential learning while in college...

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Hear from real college mentors: Why I value experiential learning while in college...

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Hear from real college mentors: Why I value experiential learning while in college...

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Hear from real college mentors: Why I value experiential learning while in college...

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What is the Experiential Learning Theory?

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SUPPORT ASSETS

1 FAMILY SUPPORT Family life provides high levels of love and support.
2 POSITIVE FAMILY COMMUNICATION Young person and their parent(s) communicate positively, and young person is willing to seek advice and counsel from parent(s).
3 OTHER ADULT RELATIONSHIPS Young person receives support from three or more non-parent adults.
4 CARING NEIGHBORHOOD Young person experiences caring neighbors.
5 CARING SCHOOL CLIMATE School provides a caring, encouraging environment.
6 PARENT INVOLVEMENT IN SCHOOLING Parent(s) are actively involved in helping young person succeed in school.

EMPOWERMENT ASSETS

7 COMMUNITY VALUES YOUTH Young person perceives that adults in the community value youth.
8 YOUTH AS RESOURCES Young people are given useful roles in the community.
9 SERVICE TO OTHERS Young person serves in the community one hour or more per week.
10 SAFETY Young person feels safe at home, school, and in the neighborhood.

BOUNDARIES AND EXPECTATIONS

11 FAMILY BOUNDARIES Family has clear rules and consequences and monitors the young person's whereabouts.
12 SCHOOL BOUNDARIES School provides clear rules and consequences.
13 NEIGHBORHOOD BOUNDARIES Neighbors take responsibility for monitoring young people's behavior.
14 ADULT ROLE MODELS Parent(s) and other adults model positive, responsible behavior.
15 POSITIVE PEER INFLUENCE Young person's best friends model responsible behavior.
16 HIGH EXPECTATIONS Both parent(s) and teachers encourage the young person to do well.

CONSTRUCTIVE USE OF TIME

17 CREATIVE ACTIVITIES Young person spends three or more hours per week in lessons or practice in music, theater, or other arts.
18 YOUTH PROGRAMS Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in the community.
19 RELIGIOUS COMMUNITY Young person spends one or more hours per week in activities in a religious institution.
20 TIME AT HOME

For elementary school students: Young person spends some time most days both in high-quality interaction with parents and doing things at home other than watching TV or playing video games.

For middle and high school students: Young person is out with friends with nothing special to do two or fewer nights per week.

COMMITMENT TO LEARNING

21 ACHIEVEMENT MOTIVATION Young person is motivated to do well in school.
22 SCHOOL ENGAGEMENT Young person is actively engaged in learning.
23 HOMEWORK Young person reports doing at least one hour of homework every school day.
24 BONDING TO SCHOOL Young person cares about their school.
25 READING FOR PLEASURE Young person reads for pleasure three or more hours per week.

POSITIVE VALUES

26 CARING Young person places high value on helping other people.
27 EQUALITY AND SOCIAL JUSTICE Young person places high value on promoting equality and reducing hunger and poverty.
28 INTEGRITY Young person stands up for their beliefs.
29 HONESTY Young person "tells the truth even when it is not easy."
30 RESPONSIBILITY Young person accepts and takes personal responsibility.
31 HEALTHY LIFESTYLE (elementary school students): Parent(s) tell the child it is important to have good health habits.
OR
31 RESTRAINT (middle and high school students)Young person believes it is important not to be sexually active or to use alcohol or other drugs.

SOCIAL COMPETENCIES

32 PLANNING AND DECISION MAKING Young person knows how to plan ahead and make choices.
33 INTERPERSONAL COMPETENCE Young person has empathy, sensitivity, and friendship skills.
34 CULTURAL COMPETENCE Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds.
35 RESISTANCE SKILLS Young person can resist negative peer pressure and dangerous situations.
36 PEACEFUL CONFLICT RESOLUTION Young person seeks to resolve conflict nonviolently.

POSITIVE IDENTITY

37 PERSONAL POWER Young person feels they have control over "things that happen to me."
38 SELF-ESTEEM Young person reports having a high self-esteem.
39 SENSE OF PURPOSE Young person reports that "my life has a purpose."
40 POSITIVE VIEW OF PERSONAL FUTURE Young person is optimistic about their personal future.
41 POSITIVE CULTURAL IDENTITY Youth feels comfortable with and proud of their identity, including but not limited to ability status, body size, ethnicity, faith/religion, family status, gender, gender expression, gender identity, immigration status, language, race, and sexual orientation.

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1 FAMILY SUPPORT Family life provides high levels of love and support. 2 POSITIVE FAMILY COMMUNICATION Young person and their parent(s) communicate positively, and young person is willing to seek advice and counsel from parent(s). 3 OTHER ADULT RELATIONSHIPS Young person receives support from three or more non-parent adults.

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You have identified key roles and know your specific goals. As a good time manager, you need to prioritize your time to achieve those goals.

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Start by prioritizing your tasks into different types such as big, medium, and small.

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The Value of Mentoring: A Kid's Perspective

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Benefits of Volunteering for College Students

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Benefits of Volunteering for College Students - CampusGroups

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8 Benefits of Volunteering for College Students It’s no secret that helping others and contributing to one’s community through positive, impactful action makes people feel good. For college students, spending some time volunteering can be especially beneficial in a variety of ways. Serving others

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Mandated reporting refers to the legal obligation to report abuse. Mandated reporters are individuals or agencies that are legally required to make these reports. In the United States, mandated reporting laws vary significantly. The Rape, Abuse, and Incest National Network (RAINN) allows you to look up mandated reporting laws for your state.

Who Is a Mandated Reporter?

Since laws vary by state, there are some jurisdictional differences about who is required to make these reports. Typically, this includes the following individuals:

In addition, certain organizations and agencies are required to report suspected abuse, which can include:

You do not have to be a mandated reporter to report suspected abuse. Anyone can report suspected abuse, and in some states, non-mandated reporters can make these reports anonymously.

What Are Mandated Reporters Required to Report?

Although states vary on the specifics, mandated reporters exist to ensure safety by reporting suspected abuse. The local department of human services (sometimes called Child Protective Services or Department of Social Services) investigates the report and determines whether intervention is necessary.

Mandated reporters may report suspected child abuse, elder abuse, or vulnerable adult abuse.

Abuse can include physical, sexual, or emotional abuse (though many states do not include emotional abuse under mandated reporting laws), neglect, and exposure to unsafe environments, such as drug use or domestic violence.

Mandated reporters typically do not investigate suspected abuse; rather, their obligation is to report their suspicions. For example, if a child discloses that a parent hit them, the mandated reporter does not reach out to the parent to confirm the report but instead reports the allegation.

Mandated reporters are only required to disclose allegations to the department of human services. They are not required to tell the parent or guardian about the report, and often a mandated reporter will not share the allegation if the guardian might be the perpetrator. The information is kept private for safety reasons and to prevent further abuse in retaliation for making the report.

What Happens If a Mandated Reporter Doesn't Report?

Mandated reporters are legally required to follow state laws about reporting abuse and neglect. Failing to make a report is a crime and is classed as a misdemeanor in most states, with specific penalties varying by jurisdiction. They must report even if they are uncertain about whether or not the allegation is true. Mandated reporters might also be subject to civil litigation for failing to protect a vulnerable individual.

In some states, there is no statute of limitations on failing to make a report. As such, victims of abuse can pursue charges against the mandated reporter no matter how long ago they disclosed the abuse.

Because mandated reporters are required to make these reports, they cannot be penalized for making a report in good faith. In addition, if someone who is not a mandated reporter makes a report that turns out to be unfounded, they cannot be penalized. This is because safety is important, and people must not be penalized for trying to keep vulnerable populations safe.

What Information Is Disclosed in the Report?

Again, requirements vary by state; however, reports must include information about the victim, perpetrator, current location, and the allegation. Sometimes, limited information is available, and the report will only include the information that is available.

The mandated reporter can request a confirmation letter documenting that they made the report. The letter might include information about the outcome of the investigation.

Guardians can request information about the report; however, this might not include who made the report. Because a perpetrator might punish the victim for reporting abuse, information about who made the report is typically kept confidential.

What Other Things Might Be Reported?

Sometimes, information might not fall under mandated reporting, but an individual might still disclose it for safety or legal reasons.

Duty to Warn

Many therapists and other professionals will also report threats to harm self or others, known as duty to warn or duty to protect. In most states, this does not fall under mandated reporting. However, there is civil precedent indicating that a therapist can be held liable if a client discloses a plan to hurt themselves or someone else, and the therapist does not take steps to intervene.

This requirement is based on the legal case, Tarasoff vs Regents of the University of California, a 1976 case in which a client disclosed to his therapist that he intended to commit murder. The victim's family successfully sued the therapist for failing to protect the victim after the client carried out his plan.

Duty to warn can include contacting the potential victim if the information is available. It can also include contacting law enforcement about a threat. If someone discloses that they are suicidal and have a plan or intent to end their life, the therapist might contact crisis or emergency services to ensure their safety.

Because duty to warn involves civil liability, it is separate from mandated reporting laws.

Court Orders

Professionals might be subject to a court order from a judge to disclose information. Refusing to comply with a court order is illegal, and defying a court order can lead to jail time. Judges might request information as part of criminal cases or child custody disputes.

Court orders do not fall under mandated reporting laws.

A Word From Verywell

The goal of mandated reporting is to ensure safety for vulnerable populations and prevent abuse. To learn more about your state's mandated reporting laws, check your government website. You can learn what circumstances require a report and which professionals and organizations are mandated reporters.

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Mandated reporting refers to the legal obligation to report abuse. Mandated reporters are individuals or agencies that are legally required to make these reports. In the United States, mandated reporting laws vary significantly. The Rape, Abuse, and Incest National Network (RAINN) allows you to look up mandated reporting laws for your state.

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6  Ways to Build Better Relationships with Youth

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Volunteerism connotes a mindset or a philosophy. It can also mean an attitude of service or a willingness to give back to your community - and in doing so, to make the world around you a better place.

As it turns out, volunteerism doesn't just help the organization, population or community on the receiving end. Volunteering your time or energy can have amazing benefits for you, too. Below are a few ways that volunteering can change your life for the better:

Connection. Volunteering gives you the chance to meet new people and can improve your social and relationship skills. Volunteering with family members or friends can provide an opportunity to spend meaningful time with those people, thereby strengthening those relationships.

A longer lifespan. In addition to its emotional and mental benefits, volunteering can improve your physical health. Volunteering can lower stress levels and enhance peoples' overall sense of well-being, both of which can have positive effects on physical health. Many volunteering opportunities also entail physical labor, which can be a great source of exercise.

Kiwanis club members look at the needs of children in their community and decide on projects that will benefit local kids the most. By coming together with others in your area, you can begin to make your community a better place for everyone in it. Reach out to your local Kiwanis club today to get involved!

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Volunteerism connotes a mindset or a philosophy. It can also mean an attitude of service or a willingness to give back to your community - and in doing so, to make the world around you a better place. As it turns out, volunteerism doesn't just help the organization, population or community on the receiving end.

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How a child's brain develops through early experiences

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The Amygdala, aka Your Brain’s “Fire Alarm”

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The Amygdala, aka Your Brain’s “Fire Alarm”

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5 Surprising Facts About a Child's Developing Brain and How to Help

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As parents and educators, we all know the brain is crucial to who we are, but recent research has unveiled just how important it is-especially during early childhood. Understanding the complexities of a child's developing brain can help you support their cognitive, emotional, and social growth.

Here are five critical facts about your elementary student's developing brain, paired with practical Brain Hacks that will help you support their development at home.

1. The Brain Prunes Itself Early

One of the most fascinating aspects of early childhood brain development is the pruning process, which begins soon after birth. Babies are born with more neurons and connections than they will ever need. This overabundance provides a wide array of possibilities for learning. As children are exposed to different experiences, the brain prunes away unused connections, refining and strengthening the ones that matter most.

This means early experiences have a significant impact on which pathways are retained. Children who are exposed to music, multiple languages, and complex cognitive tasks like puzzles or problem-solving games build richer neural connections. However, balance is key-overloading them with too many activities can backfire, leading to overstimulation. Encouraging your child to pursue hobbies like learning an instrument or playing brain-healthy sports promotes stronger brain development.

Brain Hack: Encourage your child to learn a new skill for 15 minutes a day. This could be a musical instrument, a new language, or even coding. Small, consistent efforts strengthen the neural connections that promote lifelong learning and memory.

2. The Brain Develops Back to Front

The brain does not develop all at once. It grows in stages, from the back of the brain (the cerebellum, which controls movement and coordination) to the front (the prefrontal cortex, responsible for decision-making and impulse control). This is why young children first learn to walk and coordinate their bodies before they master more complex cognitive tasks like planning or managing emotions.

For elementary students, this means that tasks requiring judgment, attention, and focus-things the prefrontal cortex handles-are still in progress. When a child struggles to control their emotions or make good decisions, it's not a sign of defiance or bad behavior, but rather a reflection of their developing brain. Parents can help by setting appropriate boundaries, offering guidance, and understanding that children need time to grow into these skills.

Brain Hack: Practice decision-making at home. Give your child two choices, like what to eat for dinner or what activity to do after school. The act of choosing builds decision-making pathways in the brain, helping them develop their prefrontal cortex over time.

3. The Prefrontal Cortex Develops Last

The prefrontal cortex, often called the "boss" of the brain, controls high-level functions like planning, organization, empathy, and decision-making. Unfortunately for parents and teachers, this part of the brain doesn't fully mature until the mid-20s! This means that children, especially those in elementary school, simply don't have full access to the cognitive tools that adults use daily.

It's common to expect kids to "think before they act" or "plan ahead," but their brains aren't wired to do that yet. By acting as a stand-in prefrontal cortex-helping them plan, make decisions, and reflect on their actions-you can guide them toward better choices. Be patient, set clear expectations, and teach them the steps they can follow to improve their decision-making skills over time.

Brain Hack: Use a "Pause and Reflect" moment with your child. When they act impulsively, calmly ask them to pause and talk through what just happened. Ask questions like, "What do you think happened?" and "What could you do differently next time?" This helps them develop self-awareness and learn from their actions.

4. Children Are Vulnerable to Automatic Negative Thoughts (ANTs)

Children's brains are just as susceptible to Automatic Negative Thoughts (ANTs) as adult brains. These ANTs can include thoughts like, "Nobody likes me," "I'm not good at this," or "This is too hard." Without intervention, these thoughts can impact self-esteem, mental health, and academic performance.

As adults, we know how to talk back to these negative thoughts, but children need guidance. Teaching kids to challenge their ANTs with questions like, "Is this really true?" or "What evidence do I have for this thought?" helps them learn to manage anxiety and boost their confidence. Encourage your child to express their worries and guide them through the process of rethinking these unhelpful patterns.

Brain Hack: Introduce a "Thought Jar" at home. Each week, ask your child to write down a negative thought they've had, then discuss it together. Work through whether the thought is true or exaggerated, and replace it with a more positive or realistic one. This teaches children how to identify and challenge their ANTs.

5. Every Child's Brain Is Unique

Just like fingerprints, every child's brain is unique. The rate at which a child develops cognitive and emotional skills varies, meaning that no two children will learn or grow at the same pace. Some may excel at math but struggle with reading, while others might be gifted in art or music.

It's easy to fall into the comparison trap, especially in today's achievement-oriented world, but it's important to remember that differences in development are normal. Whether your child is an early reader or struggles with social skills, celebrate their unique strengths and support their individual challenges. Encouraging a love of learning and self-confidence is far more important than chasing benchmarks that may not align with their natural development.

Brain Hack: Create a "Strengths Chart" for your child. List their talents and skills, such as being kind, artistic, or good at sports. Each week, add something new they've learned or improved on. This visual reminder builds their self-confidence and highlights the importance of personal growth over competition.

Conclusion: Encouraging Healthy Brain Development

The elementary years are a critical period for brain development. By understanding how the brain grows and what children need to thrive, you can play an essential role in shaping your child's future success. Focus on nurturing their developing skills, provide support where they struggle, and always remember that the brain, while complex, is incredibly adaptable. Positive reinforcement, patience, and mindful parenting will help your child develop the cognitive and emotional tools they need to succeed.

Building a healthy brain isn't about perfection-it's about understanding, supporting, and encouraging your child as they grow. The more you understand how their brain works, the better equipped you are to help them thrive. If you are interested in learning more about the developing brain of young elementary students, check out Brain Thrive by 5 at Amen University!

Written By: Jesse J. Payne, Ed.D.

Instagram/TikTok/LinkedIn: @drjessepayne

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5 Surprising Facts About Your Child's Developing Brain (and How to Help!)

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Discover 5 surprising facts about your elementary student's brain development and learn practical tips to support their cognitive growth and learning potential.

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Mental Floss - understand youth behavior

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Mental Floss - understand youth behavior

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What is the Youth Development Model and how does it work?

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Understanding Youth Development: Stages and Considerations

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Understanding Youth Development: Stages and Considerations for Teachers

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Be real, Be consistent, Be a good listener

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(This is the fourth post in a eight-part series. You can see Part One here; Part Two here and Part Three here.)
The new question-of-the-week is:
What are the best ways to build relationships with students?
This series was kicked-off with responses from Adeyemi Stembridge, Candace Hines, Jacki Glasper, Mary Beth Nicklaus, Valentina Gonzalez, and Julie Jee. You can listen to a 10-minute conversation I had with Adeyemi, Candace, Jacki and Mary Beth on my BAM! Radio Show. You can find a list of, and links to, previous shows here.

Today, Lisa Westman, Kevin Parr, Dr. Cynthia "Mama J" Johnson, Ryan Huels, Catherine Beck, Dr. Sheila M. Wilson, Ed.D., and Steve Constantino provide commentaries on the topic.
Response From Lisa Westman
Lisa Westman is a writer, speaker, and consultant who works with school systems across the country to implement student-driven differentiation, standards-based learning, and instructional-coaching programs. She has over 15 years of experience as a teacher and an instructional coach specializing in differentiation. She is the author of Student-Driven Differentiation: 8 Steps to Harmonize Learning in the Classroom (Corwin). Connect with Lisa on Twitter: @lisa_westman:
One of the most staggering statistics I have read came from the In my book, In short, to ensure teachers and students both perceive relationships to be respectful, teachers must follow these three tenets of respectful relationships: be real, be consistent, and be a listener. And, because teachers are the adults in the relationship, the onus is on us to create these conditions. Be real: Be consistent: Be a listener: Response From Kevin Parr Steven Covey, author of A strong, positive relationship between the teacher and student is paramount to learning. These relationships begin (or don't) on day one and continue throughout the school year. In preparing the environment necessary for positive relationships to flourish, I offer three keys to keep in mind: Be empathic, be real, be consistent. Be empathic Be real Be consistent Keeping these three easy ideas in mind, teachers can build and maintain positive relationships with students throughout the year. Response From Dr. Cynthia "Mama J" Johnson : Even though positive relationships can take a long time to establish, they can be eroded in a heartbeat. Teachers must be aware that once relationships with students are established, they will be watching and waiting for any sign that they should retreat or distance themselves. These signs may not be related to direct interactions with the teacher but also extend to how the teacher interacts with others. Therefore, teachers must be consistent throughout the day and year with their interactions with all students. Building relationships with students is the most important process that takes place in a classroom, school, or district. Without these connections, nothing else matters. There is nothing that will occur in a school that cannot be addressed by building a relationship with a student. Often referred to as soft skills, building relationships is just as meaningful as a strategy to increase rigor or making lessons culturally relevant. In fact, if a positive relationship is not present, students will not come along for the ride to improve achievement or engage in the teaching and learning process. Below, I offer 21 strategies to bridge the gap between despair to hope in building relationships with students. These strategies were initially published in the AMLE Magazine article Leading Learning for Children from Poverty but bear repeating. Connect and Validate Students Seven ways to connect to and validate students

1. Establish a caring and believing environment.

2. Get to know each student's name.

3. Determine what each student is interested in.

4. Survey students to learn about family and daily practices.

5. Identify students' learning styles.

6. Allow students to "tell" their story.

7. Build lessons based on information learned about the students in your class.

Educate and Respond to Students Seven ways to educate and respond to children who live in poverty:

1. Teach with confidence.

2. Establish high, consistent expectations and practices.

3. Make reading the default curriculum.

4. Use data to inform instructional changes.

5. Restructure time and space for more flexibility in responding.

6. Create student-centered and culturally responsive lessons.

7. Use multiple ways to keep students actively engaged throughout the teaching and learning process.

Lead and Succeed with Students Seven ways to lead and succeed with children who live in poverty:

1. Establish an environment where every child is accepted, and nothing less than the best is tolerated.

2. Find the positive in every child and every situation.

3. Provide opportunities for educators to learn more about children who live in poverty.

4. Eliminate practices that limit or hinder student success.

5. Change what does not work and incorporate strategies and practices that support achievement.

6. Measure and report progress frequently.

7. Work collaboratively to develop the best environment for children.

Building relationships matter and they matter a lot. So much so that educators are finally returning to focusing on establishing relationships with students after they have tried everything else. Although it has been a long time coming, it is good to see the conversation about building relationships with students rise to the top of discussions for reform in today's schools. Johnson, C. (2013, November/December). Leading learning for children who live in poverty. AMLE Magazine. Response From Ryan Huels : All students are looking to be seen, heard, understood and cared for. They are also very adept at identifying adults' superficial attempts at connecting. This is especially true for students who are less trusting or more resistant to opening up. Each encounter with a student is an opportunity to build a relationship. Unfortunately, teachers do not always have the time to listen intently to each and every student at any given moment. Therefore, sometimes it is better to just offer a friendly, "good morning" than it is to ask a student a question and move on without waiting for a response. As building leaders, we have the unique opportunity to build positive relationships with hundreds of students daily! However, we cannot build those relationships confined to our office. Make it a priority to greet students as they arrive each day, visit classrooms regularly to learn alongside students, and engage in activities with them at lunch or recess. The #GoodNewsCallofTheDay has transformed the mindset students have about their building principals and has been a great tool in building positive relationships with students and their families. More and more of our students come to school facing less than ideal situations, and are eager to come to school for a source of consistency and structure. As leaders, we can do more by taking time out of our day to be an unwavering beacon of positivity for students. This can take the form of an encouraging high five, positive praise in a classroom walkthrough, or a brief follow up conversation when you become aware of student in need of pick me up. I firmly believe school discipline/behavioral management systems are another way we can encourage the use of positive relationships with students. Traditional discipline practices are designed to "punish" students and are far to reliant on consequences that aren't related to problem behavior. Work with your teams to develop natural consequences centered around restorative discipline practices that help repair the relationship between the students and/or staff member involved. Creating ways to celebrate student successes can pay huge dividends in terms of fostering positive relationships with students. Implement the aforementioned #GoodNewsCalloftheDay, celebrate student successes on social media, and work with your team to develop Social/Emotional lessons that help students develop a sense of community, leadership, and collaboration. Leaders can help promote the creation of a positive culture by getting directly involved by visiting classrooms to read stories that directly align with SEL lessons. Not only will you set the tone for the building culture you are attempting to create, you will foster and enhance relationships with students as they see you in a different light, learning along side of them A plan I have for the upcoming year to amplify student voice while building relationships will be the implementation of a "Student Advisory Committee" that I will meet with monthly to go over our school's current successes, areas of growth, and brainstorm ways we can better meet the needs of the students we are so blessed to serve! Some of these tasks may alter your typical daily calendar, but we cannot create a culture that is designed to do what is best for kids, if we as building administrators aren't at the forefront of making a point to build relationships with students on a daily basis. Response From Catherine Beck : Even though it is a common, well-intentioned back-to-school activity, teachers should reconsider the idea to begin the first day with a peer-peer interview or even an "all about me" sheet. The fact is, many students who enter our classrooms are less-than trusting of each new adult that enters their life and are not eager to expose themselves upon first meeting and we need to understand and honor that. Instead, teachers would do well to allow each student their own entry point to the student-teacher relationship. One strategy teachers can use is to get students doing something. An introductory teambuilding activity or design challenge gives the teacher an opportunity to observe students and engage them in a short conversation whenever the student looks willing and comfortable. We all know that building relationships with students is the foundation of everything positive that happens in a classroom. This can include increasing student achievement, student engagement, and improving behavior, to name a few. Nothing says it more simply than, "Students will not care about school until they know that you care about them." Obviously, we must take the time to get to know students. We must ask questions and get to know what students are interested in, who they are outside of school, and perhaps what is bothering them if they seem a bit off their game. Equally important is to let students know us. It is important for us to share about ourselves, our lives, and our interests. We want these relationships to be bidirectional. My husband taught for 39 years and he was a master at establishing relationships with students. He had several strategies that were very successful. One strategy that paid big dividends was that he was an exemplary storyteller. He would take whatever content he was teaching and begin the lesson with a story involving our family, or some experience he had with the skill. Often parents would tell us they felt like they knew him, for their children retold each story at the family dinner table that night. He taught math and every math word problem had our children's names in it. The students felt like they knew our children too. That created a familiarity between him and the class. It was as if he was sharing details of his life with the students and this in turn made them feel special. Never underestimate the power of someone's name. It is important to learn each child's name quickly and use them! Stand in the doorway as students enter the class and greet them using their name. Use their names in conversations with them. When someone learns our name we feel special and this very simple act can be very rewarding early on. Finally, I am going to let you in on a secret strategy that perhaps has been the most impactful. The conditions have to be just right for this to work but it is the secret sauce of all strategies. As you are standing in the hall, position yourself next to another adult. As students walk by, call one over to you and the other teacher. Ask about his/her evening/sporting event, recent movie, whatever. Then as the child is walking away, say something positive about the student to the adult next to you. The student will feel like he/she has overheard a positive comment about himself. Be strategic in the comment. That student's smile will light up the hallway and I guarantee he/she will feel 10 feet tall for the rest of the day. These very specific strategies share a common theme: making a student feel special. We gravitate towards people who make us feel this way, don't we? It is the same in life as it is in the classroom. Making children feel special gives them confidence. The confidence translates in to big effort and positive behavior for the child. This equates to an increase in student achievement and self-confidence. It is the self confidence that the students will need for realizing their dreams. Those dreams begin with a relationship. Response From Dr. Sheila M. Wilson, Ed.D. The best way for teachers to build relationships with students is by being very intentional about taking the time to get to know them. For me, building relationships with students happens at the very beginning of the school year. I'm a firm believer that "before you can teach them, you have to reach them"--and this comes through establishing relationships. This includes learning who your students are, what they like, how they learn best, and what is important to them. Manuel Scott, one of the original Freedom Writers, refers to this as being a student of your students. The information you learn about your students is the most effective way to build a solid foundation from which to grow. Next, it is important to listen to students. I do this by encouraging their input in creating the class culture. In my opinion, when you think about the amount of time that students spend in their classrooms it becomes paramount to include student voice in informing the design of the classroom, creating the rules/agreements, and the developing consequences students believe are appropriate and as they align with the overall school discipline plan. Another key element in building relationships with students is engaging parents and families. Family engagement is key! When students know that you care enough to connect with the people who love and care for them, for me this is a game changer. I make it a point to connect with my parents prior to the start of the school year. I introduce myself to the families and let them know up front that we are a team. I let them know that we are going to have a great year and that my goal is the same as the one that they have for their child, which is a happy environment where students feel safe, can learn, and accomplish great things. To ensure that I can reach parents directly I have changed my form of communication. This past year I used an app named Sideline, which provides an alternate phone number attached to your mobile number. The Sideline app really was perfect for me because I found more traditional methods of communication with parents to be less and less effective. With this app, as long as I had the parent's current mobile number I was able to call parents, send group texts as reminders of school events, send individual texts, or even send pictures. But if you venture to go the route of the Sideline app, be ready to pay $10 a month...it was worth it to me! Being intentional about building relationships with students will yield great dividends for students but also for you the teacher. So, take the time to learn your students and their families. It is an important investment, and in my opinion, there is no better way to get to the heart of what each student needs than by building authentic relationships. Response From Steve Constantino 7 Habits of Highly Effective People In many of the workshops that I conduct throughout the United States and abroad, I tell a story of a typical negative interaction between a teacher and student, and explain how the scenario might be reversed through a positive relationship with families and a commitment to two-way home-school communication. The story goes like this: One morning in a high school, students make their way to first period, taking their seats milliseconds before the bell. In English class, Bill is late. He bursts into the room, drops his book bag on the floor, throws himself across his desk and puts his head down. It is quite a scene. The teacher encourages the students to keep working. "Bill," the teacher says. "You'll need to sit up and pay attention!" "What are you going to do if I don't?" Bill snaps back. "Bill, either sit up and participate or go to the office." With that, Bill stands up and announces that "this class sucks anyway," and storms out. The teacher calls the office to warn them that Bill is probably on his way. That's how the story could have gone. Except, that story, as similar as it is to real circumstances, is actually the fictional one. Here is what really happened: One morning in a high school, students make their way to first period, taking their seats milliseconds before the bell. In English class, Bill is late. He bursts into the room, drops his book bag on the floor, throws himself across his desk and puts his head down. It is quite a scene. The teacher encourages the students to keep working. However, Bill is fortunate to have a teacher who is committed to providing outreach to and forging trusting relationships with families, and encouraging them to share information about their children that might be helpful to their learning lives. That morning, prior to first period, the teacher listened to a voicemail from Bill's mother: "Hi, Mrs. Johnson. This is Bill's mother. I wanted you to know that we have had a tough night at our house. Our family dog, who has been with us since Bill was born, died tonight. The children, especially Bill, are very distraught and have been up most of the night sobbing. I told Bill to stay home, but he insisted he needed to go to school. If he is not himself this morning, please understand why. Thank you, Mrs. Johnson. I know you of all teachers will understand our situation." And so following Bill's disruptive entrance, Mrs. Johnson started the class on a warm-up problem. While the class worked, she went to Bill's desk and knelt in front of him. His head was still face down on his desk, covered with his arms. "Bill," she began. "I am really sorry about what happened last night. I know you are not yourself today and I am quite sure that English class is the last thing you want to do. But please know, that class is just not the same without you. I hope that, when you are ready, you can join us. If not, know that I understand and I am here for you." She then resumed class. About ten minutes later, Bill raised his head, fished his book from his book bag and joined the lesson. No yelling. No storming out. No office referral. A very different ending to a very typical story. When we engage with families, build relationships with those families and allow there to be true two-way communication between home and school, teachers are in a far better position to be the positive influencers they are born to be. Teachers, by their very nature, want their students to be successful and when given the opportunity, can nurture students to success. Family engagement allows them to do just that. sums this tenet up best. He said, "see first to understand, then to be understood." We must ask our students more questions and then ensure we listen and understand their answers." There is no doubt about the fact that some students are more difficult than others. And, there is no doubt that sometimes it requires more effort to respond to our more trying students with the same level of patience and understanding as the less difficult students. However, in order for respectful relationships to exist, we must take care to be consistent in our actions and reactions with all students. Just a reminder--you can subscribe and receive updates from this blog via email or RSS Reader. And, if you missed any of the highlights from the first seven years of this blog, you can see a categorized list below. They don't include ones from this current year, but you can find those by clicking on the "answers" category found in the sidebar. Look for Part Five in a few days. teachers are human, yet, students often don't see this side of us. It frequently amazes me how afraid teachers are of sharing personal information with students. Now, I am not talking about sharing all personal information (no, we don't share information about our dating lives. Yes, we can share that we have lost pets or loved ones and experienced pain in our lives). Student-Driven Differentiation: 8 Steps to Harmonize Learning in the Classroom(Corwin) and outlined in the infographic below, I share my answer to "why" and identify the most crucial components of respectful student-teacher relationships.
2016 National Student Voice Report published by Dr. Russell Quaglia and the Quaglia Institute for Student Aspirations. After surveying over 38,000 students in grades 6-12, the researchers found that only 58% of students feel like their teachers respect them, while 99% of the teachers surveyed reported that they respect their students. This statistic really forced me to ask "why"?
Kevin Parr is a fourth grade teacher from Wenatchee, Washington and an ASCD Emerging Leader:

Dr. Cynthia "Mama J" Johnson is an educator with over 30 years of experience in the classroom and as an administrator. Currently, she serves as an educational consultant facilitating presentations throughout the nation regarding children who live in poverty, diverse student populations, equity and social justice, school connectedness, and social/emotional learning:

Ryan Huels is the Assistant Principal of Oregon Elementary School in Oregon, Illinois. He spent 5 years as a 1 st Grade classroom teacher prior to entering administration:

Catherine Beck is the Director of Schools for Cheatham County, TN. She is also the author of "Easy and Effective Professional Development," and "Leading Learning for ELL Students":

Dr. Steve Constantino is the former Acting State Superintendent of Public Instruction in Virginia and an international expert in family and organizational engagement. He is a speaker and consultant and is the author of four books on the topic of family engagement:

Thanks to Lisa, Kevin, Cynthia, Ryan, Catherine, Sheila and Steve for their contributions.

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

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Response: Be 'Real' & 'Consistent' to Build Positive Student Relationships (Opinion)

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(This is the fourth post in a eight-part series. You can see Part One here; Part Two here and Part Three here.) The new question-of-the-week is: What are the best ways to build relationships with students? This series was kicked-off with responses from Adeyemi Stembridge, Candace Hines, Jacki Glasper, Mary Beth Nicklaus, Valentina Gonzalez, and Julie Jee.

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4 Ways to Make Classroom Participation More Inclusive

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We work in and with formal mentoring programs but mentoring can be informal, too. Mentors can be relatives, teachers, neighbors, coaches, the bus driver or any other adult who believes in a young person and helps them be themselves, make choices and discover opportunities. Quality mentoring relationships have powerful, positive effects on young people, making them much more likely to graduate, go to college, volunteer, and less likely to be depressed, to name a few. Unfortunately, one in three young people say they don't have that one adult they feel they can turn to in moments big and small. That's 9 million young people.

​How to pay it forward and embrace your role as a mentor to the kids in your life? We recommend cultivating a Mentor Mindset and practicing Critical Mentoring. For more, check out our conversation with EmbraceRace.

Cultivate a Mentoring Mindset

1. Adopt the "I see you" approach

As an informal mentor you can be intentional in affirming the interests and goals of young people alongside supporting them toward family, community and institutional goals.

2. Share power.

Young people thrive when mentors support them to make their own choices, and develop the capacities they need to know themselves and figure out how they want to be and contribute to the world. (See the Search Institute's Developmental Relationships Framework for more information.)

3. Connect young people to other caring adults who can support their needs and interests.

Young people don't develop in a vacuum, they develop in relation to others. America's Promise Alliance's Center for Promise put out a great explainer on the importance of "webs of support" for young people.

Practice "Critical Mentoring"

1. Be authentic.

Young folks know when you are bluffing, so be natural and open. This helps to build a relationship from a positive starting point.

2. Be reflective.

Understand that your experiences and identities may not align with those of your protege. That's ok, but being reflective, thoughtful and critical helps us to navigate various issues and remain open to feedback and learning.

3. Be willing to do self-work.

Before we get in front of young people we should be willing to explore ourselves, our relationships with other folks and various happenings in our world. We can't help youth work on themselves if we don't work on us first.

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Mentoring strategies to support every child

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Mentors can be relatives, teachers, neighbors or any other adult who believes in a young person and helps them be themselves, make choices and discover...

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Enhancing Peer Relationships Through Social and Emotional Learning

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Insights to Behavior | Quality Behavior Plans in an Hour

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Enhancing Peer Relationships Through Social and Emotional Learning (SEL) | Insights to Behavior

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What is the importance of mandated reporting?

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Child Abuse Prevention Month - What is Mandated Reporting?

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Challenging behaviors are any behaviors that impact the learning process. They might include refusing to work, arguing, calling out, refusing to put the phone away, or not following instructions. These situations can become extremely difficult for educators in the classroom, so it is critical to have strategies and interventions along the way.
UNDERSTANDING CHALLENGING BEHAVIORS
It's important to note that there is always a reason for challenging behaviors. Sometimes, as adults, we don't see or understand the reasons. This can feel frustrating, of course. Regardless, it's important to take a step back and have empathy. It would almost always be easier for a child or teen to follow the rules and meet expectations. Challenging behaviors are ways that kids communicate their feelings and needs. Perhaps a child didn't eat breakfast. Maybe a student is struggling with a family divorce. It's even possible that the child is having difficulty coping with past trauma that no one knows about. There are numerous possible reasons.

Having empathy and understanding for what a child or teen is going through can be the first step in making progress in the right direction.
PROACTIVE STRATEGIES

While it's critical to have strategies prepared for behavioral challenges in the moment, sometimes this can serve as just a "band-aid." Alongside those strategies, it's important to develop proactive approaches as well. Being proactive is all about considering ideas and strategies to put in place when all is calm, long before a behavioral episode happens. In fact, these strategies lay the foundation for growth, change, and progress.

Of course, there are several proactive strategies that can be put into place. Rather than trying to use all the strategies, focus on just a few and practice them with fidelity. Be consistent and make them meaningful.

Be clear with expectations. Kids and teens can only do well when they know how. Explain the classroom expectations, discuss them, and revisit them often. For example, prior to a schoolwide assembly, take a few minutes and talk about what students should do, how they can pay attention, and when they should clap. You can review expectations before group work, walking down the hallway, going to the book fair, during morning work, and many other times. All kids benefit from the reminder, but some truly need it.

Be consistent. Kids and teens thrive on structure and consistency. Be consistent with your expectations, whether it is the first day of school or the day before a break. Students might misunderstand or feel confused when expectations are changed. It's always best to be consistent.

Build strong relationships. Strong connections are paramount to helping kids and teens do their best. If we want kids to do well, we need to make sure they feel connected, respected, and loved. Spend time chatting with learners about their favorite sports, current events, and dreams for the future. Get to know them on a personal level. There are numerous strategies for connecting and building relationships with kids. Use this printable list with relationship-building questions to get started or read up more ideas to build relationships with learners. Simply put, relationships are the foundation for everything.

Teach social skills. When a student is struggling, stop and think about what social skills they might be lacking. Do they struggle with group work because they don't know how to work well on a team? Do they continually interrupt the class because they lack strong self-control skills? Many of these social skills can be explicitly taught and practiced in small groups. You can set up a lunch group to teach to a small group of students or you can spend morning meeting time teaching the entire class.

Consider accommodations. Sometimes, kids struggle because they can't see the board from where they are sitting or because the work is too challenging. If the student has an IEP (Individualized Education Program) or 504, refer back to it to ensure the student has access to their modifications and accommodations. If the student is not on any plan, consider what simple classroom accommodations might help that child. Perhaps move them to the front of the room or give them the choice of two different worksheets during morning work time. There are many different accommodations that you can try and many don't take much effort or time.

Consider health and wellness needs. Take time to consider if the student might be struggling because they are not getting enough sleep, are skipping breakfast, or are getting headaches on a regular basis. While all of these issues aren't easily fixed, understanding them can help pinpoint what your next steps should be.

Teach and practice coping strategies. Coping strategies, or coping skills, are the activities we do to help manage stress and tough emotions. Coping strategies are life skills that are incredibly important to teach and practice with kids and teens. Spend time practicing deep breathing techniques, practice yoga, do some mindful journal writing activities, and practice positive self-talk. All of these activities are coping strategies that kids and teens can use when feeling overwhelmed or upset.

Incorporate interests. Find ways to add student interests into the lessons and activities in the classroom. When working on writing skills, you might model paragraph writing by talking about a student's favorite video game or sport. Know your students first, then add what they love into the day. Not only will this help build relationships, but it helps keep kids motivated, focused, and involved.

Create a calm down area. Every classroom should have a spot where kids and teens can go to calm down and get themselves back on track. This can reduce the amount of time kids are out of your class missing critical instruction. Having a calm down area also helps teach kids that it's okay to feel upset, as long as you manage your feelings in a socially appropriate way.

Start with morning meeting. A morning meeting is a positive check-in time where students greet each other and talk about topics. This can serve as a healthy morning routine while teaching skills that kids need. Learn more about morning meetings, why they matter, and how you can get started with them.

Create a behavior plan. Sit 1:1 with your struggling learner and develop a behavior plan that works for them. Review expectations, goals, and come up with incentives the student wants to work for. Aim for non-tangible incentives, such as listening to music during morning work time, extra gym time, or class reader. Not only are these rewards that don't cost anything, but they also build relationships.

Give student choice. Choice is a powerful tool, especially when dealing with challenging behaviors. It's important to note that giving choice isn't giving the easy way out or letting kids get away with behaviors. Instead, it is allowing kids some wiggle room while helping them achieve the end goal. It's a win-win. For example, when working on reading skills, let your students choose between two stories with different topics. When practicing spelling words, let kids choose between writing with a pencil or with a gel pen. Small choice options reduce power struggles and allow kids to feel successful in their own way.

Plan for triggers. Consider the situations that cause your student to struggle the most and plan for them. For example, if the student regularly has difficulty working in a larger group, consider putting the student with one or two peer role models instead of choosing friends.

Teach mindful breathing techniques. Mindful breathing is a technique to help kids and teens focus on their breathing in the moment. This can help kids feel calm, focused, and in control. This is one of the best strategies to teach and practice because it can be done easily anywhere when needed. Read more about mindful breathing techniques to try with your learners.

Conference privately. Meet with students privately on a regular basis to talk about what's going well and what could be improved. It's important to not wait until a behavior challenge occurs to do this. Kids need to know that you are their mentor and advocate. You can even set up a weekly review binder and meet with students once a week to talk about their goals, progress, and what's on their mind. This is a great way to build relationships, but also a strategy that can help you have those tough conversations about behavior expectations when they need to happen.
MANAGING CHALLENGING BEHAVIORS

In the moment, it can help to use the word ADAPT to de-escalate and restore calm to the situation. Here are the simple steps:

Act calm. Keeping yourself calm in the moment is critical to help kids and teens regain their calm. Even in moments when you don't feel calm, practice deep breathing and use positive self-talk to help yourself stay grounded. This will help kids and teens get back on track quicker.

De-escalate. De-escalating the situation means helping to restore the calm. This is an important step because kids and teens are overwhelmed when upset and not thinking clearly. You can de-escalate by using a calming voice, giving the student space, co-regulating with a calming strategy, or changing the subject to something positive. Find what works for your learner.

Acknowledge feelings. It's important to let kids know that you acknowledge their feelings. You might say, "I can tell you're angry about that. I would feel angry, too." Then, just listen. Hear kids out.

Problem-solve. When the student is calm, problem-solve together. You might say, "I noticed group work was really tough for you earlier today. What was going on? How could we work on that together?" Remember to stay open-minded and flexible. Again, most importantly, listen to the student. Come up with a plan for next time together.

Think reflectively. Spend time being reflective. Think about what went wrong and what you, as the adult, could have done differently. Could you have asked in a different way? Could you have provided choice instead of expecting one specific assignment done? Being reflective is a critical and healthy process.

If this is a topic you could use more support with, consider signing up to be a Pathway 2 Success member! As a Pathway 2 Success member, you will get updates on blog posts and access to exclusive free resources in the member library, like the Managing Behaviors Cheat Sheet and De-escalation List. Just enter your email address below to join as a Pathway 2 Success member!

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Supporting kids and teens with challenging behaviors in the classroom. Teachers and parents can use this guide to come up with strategies and techniques to help when kids don't follow directions or act out in challenging ways. It also includes a link to a free cheat sheet!

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Dartmouth Trauma Interventions Research Center

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Mentoring Children to Manage their Conflicts — Family Fire

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Tired of playing the referee in your children’s conflicts? Consider this great Biblical advice to help your children learn how to manage their conflicts.

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Lead Author Lead Author: Meagan Scott Hoffman, Ph.D., Associate Professor/4-H Youth Development Specialist

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My goal is always to make sure every child feels welcome, important and that they have what it takes to accomplish anything.

Lori Ampey, Director of Programming and Outreach, Boys & Girls Clubs of the Corridor

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Mentoring for Kids: 5 Ways to Be an Effective Mentor

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My goal is always to make sure every child feels welcome, important and that they have what it takes to accomplish anything.

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Community Service builds YOU - add it to your resume!

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Community Service builds YOU - add it to your resume!

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Community service can be a great addition to your college resume, especially for entry-level candidates or those transitioning to a new field. It showcases your dedication, skills, and commitment to positive change.

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Community service can be a golden ticket, especially entry-level candidates or those transitioning sectors. It not only showcases your dedication and skills but also reflects your commitment to positive change. But is it always appropriate to include on your resume?

In general, you should only include community service on your resume if you're an entry-level candidate with limited paid experience or if the community service is directly relevant to the job you're applying for. Otherwise, it's best to leave it off.

In this article, we will discuss how to determine if community service is a good addition to your resume, the best ways to describe community service while highlighting transferable skills, and where to list community service on your resume.

The difference between "community service" and "volunteering"

While the terms "community service" and "volunteering" can be used interchangeably, there is technically a difference between the two.

While volunteering encompasses any voluntary unpaid work, community service specifically describes volunteering performed to help one's community. Community service can be part of an academic accomplishment, a scouting or guiding program, or a government requirement, such as for citizenship or residency. So, while community service is almost always volunteering, volunteering is not always community service.

That being said, when writing your resume, it is acceptable to use the term community service or volunteering to describe any unpaid work experience, so feel free to choose whichever term best describes the focus of your work.

If you want to check that your community service experience is correctly structured on your resume, upload it to the tool below. It'll let you know if you have effectively highlighted your relevant achievements and transferable skills.

Should you include community service on your resume?

Community service is not a mandatory requirement for any resume. Whether it fits on your resume will depend on what other paid experience you have and its relevance to your intended industry.

Consider these four questions when deciding whether or not to include community service on your resume.

Are the skills you gained relevant to your industry?

Community service is an excellent addition to your resume when your experience is directly related to the job you're applying for. To determine if your experience is relevant, consider the key responsibilities of the new position and if any of these keywords overlap with your volunteering work. This can include hard skills, such as experience with industry-specific software and tools, and soft skills, like leadership, mentoring, and project management.

For example, if you are applying for a role in software development, community service work at your local library is likely irrelevant, but managing a tech project for a local charity would be highly relevant.

To check if your community experience is relevant to your application, use our Targeted Resume Tool to scan your resume for relevant keywords and receive personalized feedback on how to tailor your resume to a specific job.

You can also use the skills search tool below to get a list of skills relevant to the job you're applying for.

How much paid work experience do you have?

For entry-level job seekers with little or no paid work experience, including community service on your resume is a great way to showcase hard and soft skills. Choose community service projects related to your desired field, and describe your work the same as you would a paid role.

If you have ample paid work experience, including community service might clutter your resume. In this case, it is better to leave community service off your resume in favor of paid experience.

How long is your resume?

The optimal length for your resume is 1-2 pages; the shorter, the better. If your resume is already close to 2 pages and you're struggling to cut it down, you can likely remove your community service to save space for higher-priority information, like work experience, skills, qualifications, and education.

How long ago was your community service?

If your community service was over ten years ago, it holds less weight to potential employers than more recent experiences and can likely be removed. The same is true for outdated paid roles, qualifications, and education. A good rule of thumb is to keep everything on your resume within the last 10-15 years.

How to list community service on your resume

List your job title as "Community Service Volunteer," or use a traditional job title followed by "Community Service Volunteer." Include the name of the organization and the dates (month and year) you volunteered. You can include if your work was part-time or full-time if you like, but it's not necessary.

For example:

Community Service Volunteer- St. James Public Library: Jan- Nov 2022

When describing your experience, list accomplishments instead of responsibilities and present it in bullet point format to make your resume easy to scan. Expand on your skills using specific examples, and use numbers and metrics to show the impact of your work and quantify your achievements. Start your bullet points with a strong action verb, such as "planned," "created," or "organized," to make your statements memorable.

For example:

* Planned and implemented five community service events with 40+ attendees each
* Organized a donation event for St. James Public Library that secured $7,000 for renovating the main reading room

Where to include community service on your resume

Your community service can fit into multiple sections of your resume, depending on how much paid experience you have and its relevance to your application.

In your Work Experience section

If your community service is highly relevant to your application or you lack traditional paid experience, list it in your work experience section. As with conventional work experience, list your community service in reverse chronological order (most recent first) and use 3-6 bullet point accomplishments to describe the position.

Here is an example of how to list community service under work experience. Note how this candidate titled this section Work and Community Experience to combine both their paid and unpaid experience.

In a dedicated Community Service section

If you have two or more community service roles to highlight on your resume, you can create a dedicated community service section titled Community Service Experience or Community Service and Volunteering. Keep this section brief by listing only 1-2 bullet points for each position, as shown in the example below.

In an Additional Information section

If you want to include your community service but don't have much space, consider including it in an Additional Information section. As shown below, this allows you to include your job title, employer, and the dates of your volunteer work but doesn't elaborate on your skills or accomplishments within the role. Use this option if you're including your community service to show a personal interest or extracurricular achievement rather than hard skills or work experience.

For entry-level candidates who lack more extensive paid experience, expand your resume by listing your community service under work experience. Highlight relevant transferable skills as well as hard technical skills. Transferable skills might not be from a directly related field but showcase competitive skills relevant to multiple industries.

For example, if you are applying for an entry-level project management position and have community service experience at an animal shelter, list your experience managing feeding schedules or organizing fundraising events. If you are applying for a design position with the same experience, focus on a poster you created for the shelter and the industry-specific tools you used to design it.

Including community service on senior-level resumes

While most senior candidates will have more than enough paid experience to populate their resume, you can still consider using relevant community service to explain a significant gap in your resume. This can highlight the skills and knowledge you gained during a sabbatical or break from work, and frame your time off work in a positive and professional light. Focus on the skills you improved, the projects you were involved in, and your work's positive impact on the community.

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How To Effectively List Community Service On Your Resume

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Community service can be a great addition to an entry-level or senior resume. Dive into hiring manager insights on how, why, and where to effectively list community service on your resume.

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Hear from real college mentors: Why it's important for me to learn about the community I'll be serving in...

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Hear from real college mentors: Why it's important for me to learn about the community I'll be serving in...

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Why Showing Up Matters More Than Being Perfect

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Why Showing Up Matters More Than Being Perfect - Pathways to Hope

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Who defines or measures how you show up for your children?Too often, we judge and usually condemn ourselves for coming up short. Or we create a measure of what showing up means by mirroring what we THINK others might expect from us.

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Paul Strobl - Master Life Coach - Houston, TX

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While this approach stems from a place of care, it can inadvertently hinder young people's ability to develop resilience, problem-solving skills, and independence.

Downsides of Overprotection

Yeager's research highlights several negative consequences of the Protector Mindset:

Stunted Growth: Without exposure to challenges, young people miss opportunities to develop new skills and competencies.

Lack of Resilience: Shielding them from failure prevents them from learning how to cope with setbacks and persist in the face of difficulties.

Dependency: Over-reliance on adult intervention can hinder the development of autonomy and self-efficacy.

Fixed Mindset Adoption: Constant protection may reinforce the belief that abilities are fixed and that challenges should be avoided.

By preventing young people from experiencing and overcoming obstacles, the Protector Mindset can limit their preparedness for real-world situations where resilience and problem-solving are essential.

How Protectors Can Improve

To evolve from a Protector Mindset to a more effective mentoring approach, it's essential to introduce real standards while maintaining emotional support. David Yeager emphasizes the importance of balancing care with opportunities for growth. Here are strategies Protectors can implement:

1. Set High but Achievable Expectations:

Align Expectations with Developmental Stage: Ensure that goals are appropriate for their age and abilities.

Support Decision-Making: Encourage them to make choices and learn from the outcomes.

3. Provide Constructive Feedback:

Frame Criticism Positively: Present feedback as opportunities for growth rather than as failures.

4. Normalize Challenges and Failure:

Reinforce the Value of Effort: Emphasize that struggling with a task is a natural part of the learning process.

5. Promote a Growth Mindset:

Use Growth-Oriented Language: Replace phrases like "You're so smart" with "You worked really hard on this."

6. Gradually Increase Responsibilities:

Start Small and Build Up: Begin with manageable tasks and progressively introduce more complex challenges.

Example: Assign them a simple chore and, over time, increase the complexity or responsibility.

Celebrate Milestones: Recognize progress to build confidence.

7. Teach Coping Strategies:

: Provide techniques for Equip Them with Tools managing stress and overcoming obstacles.
Example: Teach time-management skills or stress-relief practices like deep breathing.

Encourage Problem-Solving Skills: Guide them in breaking down challenges into manageable parts.

8. Maintain Emotional Support:

9. Model Resilient Behavior:

10. Encourage Peer Support:

By integrating these practices, protectors can create an environment that balances emotional support with the necessary exposure to real-world standards. This approach aligns with Yeager's emphasis on fostering resilience and independence in young people, preparing them to navigate personal and professional landscapes effectively.

Transitioning from a Protector Mindset doesn't mean withdrawing support or care. Instead, it involves redefining support to empower young people to face challenges head-on. By adopting the Mentor Mindset, which combines high expectations with adequate support, adults can effectively foster growth and motivation. In the next section, we'll delve into the core principles of the Mentor Mindset and how it serves as a balanced and holistic approach to guiding young people.

The Mentor Mindset

In 10 to 25: The Science of Motivating , David Yeager highlights the Mentor Mindset as the most effective approach for guiding young people. This mindset uniquely combines high expectations with genuine support, creating an environment where individuals can thrive and reach their full potential.

Why the Mentor Mindset Is the Ideal Approach

The Mentor Mindset encourages young people to believe that their abilities and intelligence can develop through dedication and hard work. By 1. Promotes a Growth Mindset
setting challenging goals and providing necessary support, mentors help individuals:

Yeager emphasizes that fostering a growth mindset is crucial for motivation and long-term success.

2. Balances Challenge with Support Unlike the Enforcer, who imposes strict demands without assistance, or the Protector, who offers support without real challenges, the Mentor strikes a harmonious balance between the two. This balance is essential because:

Challenges Stimulate Growth: High expectations push young people out of their comfort zones, promoting development.

Support Builds Confidence: Providing resources, guidance, and emotional backing helps them navigate difficulties and reduces anxiety.

According to Yeager, this equilibrium leads to optimal motivation, where individuals feel both encouraged and capable of achieving their goals.

Rooted in understanding and 3. Builds Strong, Empathetic Relationships empathy, the Mentor Mindset involves investing time to know each young person's unique background, strengths, and challenges. This personalized approach:

Yeager highlights that strong relationships are a cornerstone of effective motivation, significantly impacting a young person's willingness to strive for excellence.

4. Enhances Intrinsic Motivation By involving young people in goal-setting and acknowledging their autonomy, the Mentor Mindset nurtures intrinsic motivation. Mentors:

Yeager's research shows that when motivation comes from within, individuals are more persistent, creative, and satisfied with their accomplishments.

5. Develops Critical Life Skills The Mentor Mindset focuses not only on immediate achievements but also on cultivating essential skills for the future. Mentors help young people:

These skills are vital for navigating adulthood's complexities and adapting to new challenges.

6. Minimizes Negative Outcomes of Other Mindsets By avoiding the extremes of the Enforcer and Protector mindsets, the Mentor Mindset minimizes:

Fear and Anxiety: Less reliance on punishment reduces stress and the fear of failure.

Dependence and Complacency: Providing challenges prevents over-reliance on support and encourages active engagement.

This balanced approach leads to healthier emotional and psychological development.

Evidence of Effectiveness

Yeager's extensive research supports the effectiveness of the Mentor Mindset. Studies have shown that adolescents who perceive adults as mentors:

Real-World Applications

Implementing the Mentor Mindset has practical benefits across various settings:

Embracing "Do-Overs" as Mentors: Modeling Continuous Improvement

Mentors understand that they are not perfect and will occasionally make mistakes or deviate from the principles of the Mentor Mindset. What distinguishes effective mentors is their willingness to acknowledge these missteps and use them as opportunities to model the growth and learning they encourage in others. By embracing the concept of "do-overs," mentors demonstrate humility and a commitment to continuous improvement, reinforcing a culture where everyone feels safe to learn from errors.

When mentors make a mistake-perhaps by reacting impatiently, neglecting to listen fully, or slipping into Enforcer or Protector tendencies-they take the following steps:

Acknowledge the Misstep: Openly communicate with the individual involved, admitting that their response was not in line with the Mentor Mindset principles.

Explain the Reasoning: Share why the initial reaction wasn't appropriate, providing insight into their thought process and recognizing the impact of their actions.

Offer a Corrected Response: Revisit the situation and respond in a way that aligns with the Mentor Mindset-asking open-ended questions, offering support, and engaging in collaborative problem-solving.

Encourage Open Dialogue: Invite feedback and ensure that the individual feels heard and respected throughout the process.

This approach serves multiple purposes:

Models Accountability: By taking responsibility for their actions, mentors show that accountability is valued and expected at all levels.

Builds Trust and Respect: Demonstrating honesty and vulnerability strengthens the relationship between mentor and mentee.

Reinforces the Learning Culture: Showing that everyone is continually learning and growing encourages others to adopt the same mindset.

Reduces Fear of Mistakes: When mentors admit their own errors, it signals that making mistakes is a natural part of development.

: If a mentor realizes they responded dismissively to a young person's idea, they might say:
"I've been thinking about our conversation earlier and realize that I didn't give your idea the consideration it deserved. I apologize for that. Your perspective is important to me. Could we discuss it further? I'd like to understand more about your thoughts."
By doing so, the mentor not only corrects the immediate situation but also demonstrates how to handle mistakes constructively. This fosters an environment where individuals feel comfortable taking risks and expressing themselves, knowing that errors are opportunities for growth rather than sources of shame.

Effective Communication: Ask, Don't Tell

A hallmark of the Mentor Mindset is the emphasis on open, respectful communication. Mentors prioritize asking questions over giving directives, fostering an environment where collaboration and critical thinking thrive.

Importance of Asking Questions to Foster Collaboration and Problem-Solving

By posing thoughtful questions, mentors invite individuals to engage actively in the learning process. This method:
Examples of effective questions include:

"Can you help me understand how you approached this problem?"

"What strategies have you considered to tackle this challenge?"

"How did that experience make you feel, and what did you learn from it?"

Asking questions demonstrates respect for the individual's thoughts and feelings, legitimizing their experiences. This approach:

By avoiding authoritative commands, mentors encourage individual expression and promote a more engaged, motivated attitude.

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Mentor Mindset for Parents and Leaders: The Science of Motivating

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Discover how the mentor mindset can help motivate and empower young people through strategies that foster growth and resilience.

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Key points

Extracurricular activities provide students opportunities to step out of their comfort zone.

Involvement provides the chance to hone emotional intelligence and a greater understanding of group dynamics.

The growth opportunities that come from campus and community involvement serve students well for the future.

A few nights ago, I was texting with a fabulous former student-turned-friend named Bella, and as conversations with her have always gotten me thinking, this one was no different. She let me know that earlier in the evening she had attended a very tense meeting for an organization she's part of; Bella is now a college sophomore but before gaining admission to her current university, she participated in dual enrollment at age 16 and was in my Introduction to Sociology class at the university where I teach.

Even then, it was plainly obvious to me that this was a student who would get to college and hit the ground running and would know to get involved in as much as she could outside of the classroom to continue to stretch herself as a leader. Growing up near Hilton Head Island in South Carolina as a mixed-race girl who identifies as Black, Bella was no stranger to issues of inequality and social justice and even in the tender ages before entering my class, she joined forces with others in the community here agitating for change to the word, "plantation" that is attached to far too many residential neighborhoods near where we live. So it's no surprise that as a college student, Bella is concerned with issues of gentrification. I watch her as these interests intersect with her passion about the well-being of youth, especially ones labeled and stigmatized in the juvenile justice system, environmental racism, access to educational opportunities, poverty, and crime.

When Bella shared with me how stressful it was to endure the recent meeting of this student organization, I remarked to her how experiences like this will serve her well in college and far beyond. As a professor for nearly three decades, I can say with great certainty that so much learning happens outside of the classroom, in moments with friends, at campus events, in intimate relationships, and in clubs and student organizations.

This got me thinking about the myriad opportunities that exist when students new to campus begin to get involved in clubs and organizations. The benefits are as follows:

1. Getting involved counters feelings of loneliness and boredom or the experience of feeling lost that students complain about, especially in their first semester.

2. Exposure to difficult meetings like what Bella experienced gives students the chance to navigate challenging conversations about sensitive topics. Bella and I talked about how she might follow up privately with the leader who may have felt ganged up on and defensive in that meeting. It was clear to me how much she was seeing things from so many different angles and wanted to approach it all with compassion and care. The complicated interpersonal dynamics that often arise in student organizations serve as foreshadowing and great practice for what that is like to deal with in future work settings.

3. One way to meet people who share your interests is to join something that provides this literal and figurative meeting ground. For example, when I was a student at the University of Wisconsin-Madison, I joined an art organization and we selected and curated exhibits and sponsored A Day Without Art to create awareness on World AIDS Day. I met other students who cared deeply about art-making, and it was a formative experience.

4. Joining clubs and organizations simultaneously provides a chance to meet like-minded people who might share your worldview and your values, and at the same time are also likely to still be quite different from you, in turn opening you up to new ways of seeing things.

5. Participating in groups like these adds shape, meaning, and purpose to your day, week, and semester. The result is a richer, deeper, and more meaningful college experience.

6. Getting involved in something with which you know very little but have some curiosity can be a great way to stretch yourself and expose you to new ideas and vantage points. This strengthens your muscles for risk-taking that are important for real growth.

7. These groups are typically populated by students of all years in college, which then provides students with the chance to become peer mentors.

8. Clubs and organizations provide students with fertile ground to practice new skills. So often, I hear students say that they never saw themselves as leaders until such an experience. Other times, students tell me that they learned more about time management, collaboration, and stress management through participating in these activities.

9. Connecting with others in these contexts provides you with a chance to discover new things about yourself. This gives you the space to reflect on your strengths, limitations, needs, dreams, hopes, and fears.

10. Sharpening emotional intelligence and cultivating possibilities for connection and joy are inherent in extracurricular involvement. Having the experiences that come from being actively involved in clubs and organizations uniquely positions students for networking possibilities as they seek future internships and jobs.

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10 Benefits of Extracurricular Activities in College

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Study and Time Management Apps for College Students

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The Best Study and Time Management Apps for College Students

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Whether you want to study or relax, there are apps that make it easier for students.

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Educator Workforce and Development Center

The Center focuses on supporting a diverse, qualified and thriving educator workforce. For professional learning and networking opportunities, readings, information on grant programs and other resources, visit the Educator Workforce and Development Center webpage.

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All Kids Deserve a Great School Working with schools, families, and communities to ensure that every child attends an excellent and equitable school.

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Many things can impact a child's development and behaviors.  It's important to have an understanding of development, impacts and resources

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Many things can impact a child's development and behaviors.  It's important to have an understanding of development, impacts and resources

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How Can Mentoring Programs Promote Positive Mental Health?

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How Can Mentoring Programs Promote Positive Mental Health? - Child Welfare Network

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Big Brothers Big Sisters of America - Youth Mentoring

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Kardea Brown is an Emmy Nominated contemporary Southern Chef born in Charleston, South Carolina, and host of the Food Network series, " Delicious Miss Brown," now in its eighth season. Of Gullah Geechee descent, Kardea was raised by her single mother and grandmother and spent much of her childhood on Wadmalaw Island among the Gullah community where she grew up with the foods, flavors, history and heritage of her culture.

The Gullah community formed when West Africans arrived in the Lowcountry as slaves and they developed a cuisine born of necessity, making use of local ingredients harvested from land and sea. It was through her grandmother that Kardea learned of and tasted the traditional foods of her ancestry, learning to prepare many of the dishes she cooks today. While dedicated to preserving her culinary roots and sharing the history of her culture, over time Kardea also began to infuse newer flavors that reflect her innate flair for cooking and exploration of diverse influences.

After graduating from Atlanta's Oglethorpe University, Kardea accepted a job at a child placement agency and cooking became her therapy to work through the emotional toll of social work. When that toll became too great, Kardea moved to Newark, NJ for a fresh start and accepted a position with Big Brothers Big Sisters. There she thrived with exposure to different cultures and people that left her energized for a new journey.
Bringing Gullah Cuisine From the Lowcountry to the TV Screen:
While working in Newark, a former boyfriend learned of a casting call and submitted a lively and engaging tape of Kardea cooking which ultimately came to the attention of a production company who created a pilot with her for a Cooking Channel show. The producers subsequently connected with Food Network executives who responded that they loved her energy and personality but felt that she could benefit from more experience. This feedback proved to be a revelation to Kardea, who realized that she had finally found her true passion and decided to move back home to South Carolina and the food, family and traditions that are such an important part of her identity. Although she hadn't yet mapped out her next career steps, inspiration struck on the return trip home, and she decided to create the New Gullah Supper Club pop-up in 2015. Born of a GoFundMe campaign, this traveling dinner series showcased Kardea's heritage, with a menu that paid homage to the dishes passed down through her family for generations executed with her own signature flair.

Over time, Kardea stayed in touch with Food Network, appearing on several shows, and by fall 2018 she had filmed a proof of concept for her current show, Delicious Miss Brown. The show premiered on Food Network in July 2019 and is now in its tenth season. Filmed at Kardea's home in Charleston, SC, the show celebrates the rich history of her Gullah heritage and the diversity of its cuisine, showcasing her passion for cooking and culture, while sharing stories as she prepares food for dinner parties and events for family and friends. On Delicious Miss Brown, Kardea shows loyal viewers - whom she affectionately refers to as her 'cousins' - another side of Charleston, and that the Gullah people and their cuisine are still thriving on the Sea Islands. Her take on traditional Gullah cuisine is lighter and more vegetable-forward, and part of Kardea's mission is to show that Southern cuisine is much more than just fried food. In April 2023, she was nominated for a Daytime Emmy Award for Outstanding Culinary Host for her performance in Delicious Miss Brown.

Kardea also hosts The Great Soul Food Cook-Off, a series produced by discovery+ and OWN that premiered in November 2021 on the streaming service. The first-ever soul food cooking competition, The Great Soul Food Cook-Off spotlights the traditions of Black chefs and Black food, and the contributions soul food has had on American cuisine.

Kardea is also the newest Cohost of Kids Baking Championship on Food Network. She has also appeared in a range of other Food Network shows including Beat Bobby Flay, Chopped, Chopped Junior, Cooks vs. Cons, BBQ Blitz, Family Food Showdown, Cupcake Championship, Farmhouse Rules, Holiday Wars and Spring Baking Championship as a resident Judge.
From the Screen to the Page:
Kardea shares her multi-generational "passed down" recipes and innovative takes on Gullah classics with home cook in her cookbook The Way Home. "Gullah" and "GeeChee" refer to a distinct group of African Americans living in the coastal areas of South Carolina and Georgia who have preserved much of their West African language, culture, and cuisine. The Way Home is an unabashed love letter to her family's roots, packed with dishes that combine West African herbs, spices, and grains with traditional Southern cooking. "Gullah people laid the foundation for Southern cooking. Before farm-to-table was a fad, it was what Gullah people did," Kardea explains. "I want to show the world that soul food is not monolithic. It's so much more than fried chicken and vegetables cooked in pork. It's seasonal, fresh and delicious!"

Flavoring her recipes with cherished family anecdotes, memories, and helpful tips, The Way Home is a perfect blend of the modern and the traditional. Kardea honors her proud heritage and shows off her own signature class and sass. The result is a marvelous, big-hearted collection of recipes and stories that will nourish you, body and soul. The Way Home became an instant New York Times Bestselling Cookbook, making it to number 6 on the list.

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Childhood Trauma - Big Brothers Big Sisters of America - Youth Mentoring

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Kardea Brown is an Emmy Nominated contemporary Southern Chef born in Charleston, South Carolina, and host of the Food Network series, " Delicious Miss Brown," now in its eighth season. Of Gullah Geechee descent, Kardea was raised by her single mother and grandmother and spent much of her childhood on Wadmalaw Island among the Gullah community where she grew up with the foods, flavors, history and heritage of her culture.

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How teachers can help students navigate trauma | Lisa Godwin

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A radical, long-term solution to escape childhood poverty

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The Role of Educators in Providing Support

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The Impact of Family Dynamics on Student Success: The Role of Educators in Providing Support

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Family dynamics significantly influence student success, and educators can provide vital support to navigate challenges.

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How to Address Mental Health in the Classroom

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The Chronicle of Evidence-Based Mentoring

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Minnesota Department of Health - Mandated Reporting

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MENTOR Minnesota, formerly the Mentoring Partnership of Minnesota, launched in 1994 as a community initiative to promote mentoring for Minnesota youth. For over 25 years, we have led the mentoring movement to ensure youth and mentors have access to high-quality mentoring experiences through our network of 200 mentoring

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Managing Child Meltdowns & Tantrums - Tips From A Board Certified Behavior Analyst

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OUR VISION

We aim to close the mentoring gap and drive equity through quality mentoring relationships for young people. Potential is equally distributed; opportunity is not. We activate a movement across sectors that is diverse and broad and seeps into every aspect of daily life. We are connecting and fueling opportunity for young people everywhere they are from schools to workplaces and beyond.

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We aim to close the mentoring gap and drive equity through quality mentoring relationships for young people. Potential is equally distributed; opportunity is not. We activate a movement across sectors that is diverse and broad and seeps into every aspect of daily life.

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A foundational guide for mentoring students

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A foundational guide for mentoring students - Watermark Insights

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Discover essential strategies for mentoring students effectively. This foundational guide offers insights to enhance your mentoring relationships and student success.

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January is National Mentoring Month. Get the latest statistics on mentoring and its powerful benefits to youth.

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National Quality Mentoring System - MENTOR

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There are many research studies demonstrating that the quality of practices and work implemented by mentoring professionals is critical to achieving the positive outcomes we associate with mentoring. Here are some recommendations for further reading:

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Hollie, 2012 - Culturally Responsive Classroom Management

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Making Classrooms More Inclusive for Multilingual Learners

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Explore reading basics as well as the key role of background knowledge and motivation in becoming a lifelong reader and learner. Watch our PBS Launching Young Readers series and try our self-paced Reading 101 course to deepen your understanding.

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Hello! We hope you find this hub (in progress/draft) to be a useful site for thinking through opportunities as a college students to serve, lead, learn and reflect!