A Perspective for Parents and Caregivers - We deeply value our connection to family, culture, and our relationships with our children. These are the foundations of how we are able to support their learning and development.  This is one of our core understandings of how our brains function: that all healthy brain development happens within relationships. Despite the ongoing work towards strong relationships, we all struggle at times.  It can feel very frustrating when our relationships with our students and children seem to go “offline,” such as when we feel that the connection we usually have with them is disrupted due to either one of us being stressed, feeling rejected, or having other things get in the way, which we may or may not be aware of.  We can feel frustrated with ourselves and our children, which ends up making it harder to connect and do the parenting or teaching we want to do.  This is where we encourage both teachers and parents to (1) notice and acknowledge the state of stress that either they or their children/students are currently feeling (none of us choose to have our stress systems activated), and then (2) do something as the adult/teacher to regulate and calm ourselves, which will help to calm the child/student, and return to a place of relationship and learning. 

As the Neurosequential Model describes, we are looking for ways to help children regulate through both calming and predictable interactions based in relationships with us, the adults, combined with rhythmic and repetitive activities (such as walking, being in nature, or swinging). This will help them return to, or remain in, a place of feeling regulated and able to be in relationship and learn.  Sharing concepts and strategies like these is a way of coming together with families to gain a shared understanding of the best ways to support our children and walk forward together.  As parents, you are the experts on your children, which makes you an invaluable part of their education.