Resources

Attention Deficit Hyperactivity Disorder, or ADHD, is a common neurodevelopmental disorder that affects areas such as impulsivity, focus, and executive function. Not all children who struggle in these areas will have ADHD. ADHD is a complex disorder and requires a diagnosis from a clinical or medical professional for treatment.

There are two main presentations of ADHD, inattention and hyperactive-impulsive.

Symptoms for Inattentive Presentation

• Difficulty finishing tasks

• Easily distracted

• Trouble following instructions or conversations

• Missing details

Symptoms for Hyperactive-Impulsive Presentation

• Difficulty staying still

• Fidgeting

• Climbing, running, and jumping constantly

• Difficulty taking turns (like interrupting or grabbing things from others)

• Restlessness

If both sets of symptoms are equally present, it is considered a Combined Presentation. A more complete list of symptoms and examples is available here from the National Institute of Mental Health.

Teens, in particular, can have additional difficulties due to ADHD as the level of supervision or oversight decreases and the expectations on them increase. For more information specific to teens with ADHD, visit this page from the Child Mind Institute.

Treatment for ADHD depends on age and may include a combination of medication, parental coaching, and behavior modification. Mentoring youth with ADHD can sometimes be difficult, but there are resources to help! Structure is the most important thing you can provide. That includes consistent rules, boundaries, and expectations. For more tips, check out Ten Ways to Make Mentoring More Effective for Kids with ADHD and Mentoring Children with ADHD.

Girls have the same rate of ADHD as boys, but they can be harder to identify and therefore less likely to get support and treatment. Here is some specific information about how ADHD presents in girls from the Child Mind Institute.

Additional Resources:

• Connecticut State resources

• What is ADHD from the CDC

• Common symptoms of ADHD in boys

Autism Spectrum Disorder is a developmental disability that starts in childhood and is characterized by difficulty in social situations and repetitive behaviors or limited interests. According to The Child Mind Institute, one in 59 children is diagnosed with Autism. For a list of specific signs and symptoms, read this list of examples from the CDC.

Autistic children and teens have a range of abilities and struggles. No two children with an autism diagnosis are the same. It is essential to learn about the individual to understand their needs, interests, and strengths. The best way to do this is by listening and observing. For more tips on mentoring autistic kids and teens, check out this information from the Organization for Autism Research.

Note: You may have heard the term “Aspergers” in the past, but that diagnosis and two others are now considered Autism. Many people consider Aspergers to be offensive. But it’s important to always use the language that someone uses for themselves regardless of what you have heard from others.

For additional information:

• A video that does a great job of explaining neurodiversity and Autism

• Autistic Self Advocacy Network

• National Institute of Mental Health

• 10 Tips to Help Calm Anxiety in Kids with Autism

All youth explore their environment, limits, and relationships with others. It’s a normal part of their development! Our Littles are no different. Some of them even have diagnoses like Oppositional Defiant Disorder that may make it harder for them to control their behavior. Your Little may sometimes exhibit behaviors that you find frustrating or difficult. Here are some things to keep in mind:

• All youth test limits and act out at times. Some do it more than others. These behaviors are a normal part of their development!

• Safety is our number one priority. If your Little’s behavior is causing safety issues, bring them home and speak with your Match Support Specialist immediately.

• You are not your Little’s parent, so remember that discipline is not your role. 

If you are struggling with your Little’s behavior, here are some things you can do.

1. Talk to your Match Support Specialist!

2. Ask your Little questions and help them identify how they are feeling. This article about teaching self-regulation could be a good place to start.

3. Focus on the positive - your Little’s effort and growth. Acknowledge their accomplishments, praise their effort, and encourage their growth.

4. Set boundaries and expectations, and be consistent!

It’s important to be specific in your praise to your Little. Rather than saying, “I like your shirt!” it is more meaningful to say something like, “I was really impressed with how hard you studied to improve your test grade.” Here is a quick video about the most effective way to praise youth.

If you are struggling with boundaries, this is a long but informative session by MENTOR called Boundaries & Expectations: Helping Mentors Approach the “Toughest Kids” in the Best Ways.

Bullying has a negative effect on youth whether they are the bully, they are being bullied, or they witness bullying. Bullying affects youth from all demographics and backgrounds. According to research done by the US government between 2017 and 2019, about 20% of students ages 12-18 experienced bullying. The Centers for Disease Control and Prevention says that almost 15% of high school students in Connecticut were cyberbullied. Persistent bullying brings with it feelings of rejection and isolation as well as potential depression and anxiety.

To learn more about bullying, groups at risk of being bullied, and laws protecting youth, visit the US Government anti-bullying website. If you want to know about the reason that may cause a child or adolescent to bully others, check out this post. For more information about how mentoring helps prevent bullying, read this article.

For additional information:

• Stopbullying.gov

• The connection between bullying and anxiety

• Bullying and trauma

Community violence is violence that occurs in public involving people who are not related. This can include fights, shootings, gang violence, or terrorist attacks. Youth who live in areas with chronic community violence do not need to be a victim to be negatively impacted. Exposure to community violence can cause youth to feel unsafe constantly and keep them in fight or flight mode all the time. This can lead to poor physical and mental health outcomes, academic struggles, and increased risk of substance abuse.

According to the CDC, youth, communities of color, and those experiencing economic instability are disproportionately affected by community violence. Many of our Littles fall within these groups and have experienced trauma due to community violence.

Ways to help youth experiencing community violence

• Listen to them and observe their triggers or things that seem to stress them out

• Introduce and practice coping strategies

• Talk to your Match Support Staff about a referral to behavioral health services for your Little

• Ask your Match Support Staff to give you a link to trauma-informed training for mentors

• Talk to your Little: How to for younger Littles, teens

For additional information:

• National Child Traumatic Stress Network Resources

• SAMHSA’s Coping with Grief After Community Violence

It is common for youth to struggle with self-confidence. In fact, anywhere from one-third to one-half of adolescents (pre-teens & teens) struggle with self-esteem. For more statistics on teens and the effects of low confidence, check out this page from DoSomething.org. As a Big, you are in a unique position to help your Little build confidence. Here are some basic steps you can take to promote a positive self-image in your Little:

1. Listen to your Little and learn about them. This short video from Futures Without Violence explains the value of listening in building confidence.

2. Find activities that your Little is good at for the two of you to do together.

3. Make praise targeted and action-based. Instead of saying “you are _______,” you should say “you did ________ and therefore _______ happened.” This shows your Little that their actions matter. Telling them they are just good at something gives the impression that they have no control over when they excel and can create a fear of failure.

4. Model failure as natural and an opportunity to grow.

Here are some quick activities you can do when you are talking with your Little based on their age to help build positive self-esteem.

This video explains how to build confidence in youth. 

Depression is the most common disorder in children and adolescents, followed by anxiety. According to the Centers for Disease Control and Prevention, 4.4% of children ages 3-17 (2.7 million) were diagnosed with depression between 2016 and 2019. Adolescents are twice as likely to struggle with depression than children, and twice as many teenage girls are diagnosed with depression than teenage boys.

Some Littles may not be diagnosed with depression or anxiety but can still exhibit symptoms and benefit from assistance. Here are some things to look out for, especially if they happen suddenly.

Depression

• Sad/depressed mood OR anger and irritability

• Trouble sleeping or sleeping all the time

• Trouble concentrating

• Lack of interest in things they used to enjoy

• Feelings of worthlessness or hopelessness

• Discussion of self-harm or suicide or attempting suicide*

*If your Little mentions anything about hurting themselves, you are required to contact your Match Support Specialist immediately.

Anxiety

• Constant worry or fear more than other kids

• Restlessness or irritability

• Chronic headaches or stomach aches

• Hyperventilating

• Trouble concentrating

Remember, it is not your role to be your Little’s therapist or to fix all their problems. But, if you are concerned that your Little may be depressed or anxious, speak with your Match Support Specialist. You may also want to check in with your Little’s parent/guardian to see if there have been any changes at home so that you can figure out how to best support your Little.

Things you can do to help:

1. Listen to your Little. Acknowledge their concerns and help them learn how to express their feelings. 

2. Use these tips from the Child Mind Institute called How to Help Kids Who Are Too Hard on Themselves.

3. Share any concerns with your Little’s parent/guardian and your Match Support Specialist.

For additional information:

Quick Guide to Generalized Anxiety Disorder

Quick Guide to Depression

Anxiety Disorders Resource Center

CDC Statistics 

Experimentation with substances is common among adolescents. As adults, we know that alcohol and other drugs can have negative consequences for young people, but teenagers tend to feel invincible. The feeling that nothing bad will happen can lead adolescents to make impulsive and risky decisions. That’s why it’s important to be open to conversations about alcohol and other drugs with the goal of sharing information and keeping the lines of communication open. Why you should talk to kids about alcohol and other drugs.

According to the American Academy of Child and Adolescent Psychiatry (AACAP), the average age for the first use of cannabis is 14. The Centers for Disease Control and Prevention reports that two-thirds of 12th graders have tried alcohol. Adolescents may also abuse prescription medication, over-the-counter medications, and illegal drugs. Substance use in adolescents can negatively affect physical and brain development, lead to health problems in adulthood, and increase the risk of physical and emotional injury.

To learn more about how to answer common questions about drugs and alcohol posed by youth, read these tips from SAMHSA.

To learn more about teen substance use, read AACAP’s fact sheet. 

To learn more about AL-ATEEN, teen (children's of Alcoholics) support groups, click here to access various CT resources 

Since match activities can occur during mealtime or involve food, you may be in a unique position to notice your Little’s eating habits. There are many reasons why your Little may exhibit “strange” eating habits or attitudes about food that can range from innocuous to life-threatening. Here are a few of the reasons:

Culture

Your Little may eat at different times or in different ways than you. They may not be used to the type of food you tend to eat. Your Little’s family could have specific customs and expectations around meals that you are not familiar with. The best way to learn about and understand these differences is to observe and ask open-ended questions. Remember not to pass judgment or push your opinion of appropriate eating habits and diet on your Little. You are not their parent. 

Shyness

Especially if it is early on in your relationship, your Little may not be entirely comfortable with you yet. Instead of bringing too much attention to the issue, try to let your Little choose what kind of food the two of you eat or ask them what their favorite meal is.

Picky Eating

Lots of children and adolescents are picky eaters. In most cases, this can be frustrating but is not a larger problem. Sometimes pickiness can be due to allergies or sensitivities. In some cases, picky eating can be a sign or symptom of other issues such as mental health concerns. In rare cases, picky eating can even lead to malnutrition and negatively affect growth and brain development. Learn more about what’s normal with picky eating and what is not.

Eating Disorders

Eating disorders affect youth from all different backgrounds and can be life-threatening. The rates of eating disorders are consistent across all races but the rates of treatment are much lower for people of color. Males make up about 25% of those with eating disorders and also have lower rates of treatment.

What to look for:

• A distorted perception of their appearance and a fixation on their appearance as a measure of their self-worth

• Excessive exercising

• Obsessing over diets, calories, or nutritional facts

• Hoarding food

• Spending a lot of time in the bathroom, especially after meals

• Avoiding eating socially

If you have concerns about your Little’s eating habits or believe they may be at risk for an eating disorder, contact your Match Support Specialist for assistance. They can help you to have an open conversation with your Little’s parent/guardian.

For additional information:

• Mental Health America

• Child Mind Institute

• Identity and Eating Disorders

• Statistics from NEDA

• Information on Size Diversity and Health at Every Size

The LGBTQIA+ folks come from all walks of life. The acronym stands for Lesbian, Gay, Bisexual, Trans, Queer/Questioning, Intersex, Asexual, and others. Being open to your Little, who they are, and who they become is important. They may explore their gender identity, gender expression, or sexual orientation. If you don’t know much about LGBTQ folks or culture, it might be helpful to ask your Match Support Staff for resources or additional training. Check out the links at the bottom of this page for more information.

According to GLSEN, on average, LGBTQ+ children can identify something is different about them by the time they are 10. On average, they self-label around age 15 or 16 and come out around age 17 for the first time. LGBTQ+ children are 2x more like to be bullied and more than 4 times more likely to attempt suicide than their straight and cis peers. LGBTQ+ kids who are rejected by the important adults in their life are 8.4 times more likely to report attempting suicide and 3.4 times more likely to use illegal drugs.​

We cannot guarantee that anything about your Little will stay the same throughout the life of your match, so no matter what happens, you need to be affirming and accepting of your Little.  Your job is always to accept your Little for who they are, encourage them to be their best selves, and not judge them. Being a caring, supportive, and affirming important adult in your Little's life can make all the difference.

Be sure to follow the rules and boundaries outlined by your Little’s parent or guardian. Remember that your Little is their child, so it is important to respect their wishes. Speak to your Match Support Staff for guidance if you are unsure.

For more information about LGBTQ youth, check out these resources:

• Glossary of terms

• Genderbread person to learn about sexual orientation and gender identity and expression

• The Trevor Project

• Helping youth navigate sexual orientation and gender identity from The Child Mind Institute

• Supporting transgender youth from PsychCentral 

The internet has an immense impact on youth. They use it for school, socializing,

entertainment, and learning about the world. But the internet can also be a dangerous place. It is important that we keep our Littles safe when they are using the internet. 

As a Big, you can help!

• Keep identifying information about your Little off the internet. Pictures can only be posted with a parent’s or guardian’s permission.

• Monitor your Little when using the internet during activities and outings

• Keep all content age-appropriate

• If you interact with your Little online, do not share photos of each other over private messages. This is behavior that we don’t want normalized because it can be used to victimize youth

• Let your Match Support Staff know if your Little mentions being cyberbullied or cyberbullying others

• Pay attention to what your Little says about their internet activities. It could give you a chance to share information about internet safety!

Resources for talking to youth about internet safety:

• Netsmartz has games, tip sheets, and lessons

• Internet safety for teens from Internet Matters

• Internet safety resources from the Department of Justice

Mental health includes mental, emotional, and behavioral well-being. Many of our Littles or their family members have mental health challenges. Some mental health conditions may be noticeable while others may not. 

As a mentor, you can support your Little’s mental health by paying attention to any major changes in your Little’s mood or behavior. The National Institute of Mental Health has this list of warning signs to look out for. Talk to their parent/guardian about any concerns as well as your Match Support Staff.

Most importantly, support your Little’s accomplishments and wins! This includes participating in their treatment. Positive feedback about therapy or other treatment can be helpful to youth who are embarrassed or unsure.

Treatment for mental health in youth may include:

• Medication

• Therapy 

• Social or behavioral groups

• School interventions

• Hospitalization 

Check out our sections on Depression and Anxiety, ADHD, and Behavior for specific information related to those topics.

For more information about children’s mental health and treatment options:

• Data and Statistics on Children’s Mental Health from the CDC

• Treatment Options for Youth with Mental Health Disorders from youth.gov

• Cognitive Behavioral Therapy for Youth from The Child Mind Institute 

At Big Brothers Big Sisters of CT, we celebrate diversity and encourage people of all backgrounds to join as Littles and Bigs. 70% of the Littles in our program are Black, Indigenous, or other people of color. That means that they could be negatively affected by systemic racism.

The impact of race-based stress on youth can manifest itself in substance abuse, depression, low self-esteem, risky sexual behavior, increased aggression, and defiant behavior. It is associated with difficulties with academic performance as well when experienced at school. ​

One of the most important things to keep in mind is not to ignore race or pretend it doesn’t exist. Decoded has a great video about why colorblindness won’t fix racism. And College Humor does a great job of showing that we all see race. You can also watch this video to learn about bias.

If you are matched with a Little of a different race or ethnicity, it is critical that you understand impact versus intent. Always acknowledge the impact of your words and actions. This video talks about the effect of microaggressions on youth.

PBS has a great page of resources for talking to kids about race and racism. Also, pay attention to current events and how youth-centered media portrays them. Listen to what your Little says and learn about what interests them! 

In a world where news travels fast and often carries stories of tragedy and distress, it becomes a challenging task for us adults to process our own emotions while guiding the young people in our lives through these tumultuous times. The reality is that scary news - be it a local incident or a far-reaching crisis - has a profound impact on children and adolescents. Here at Big Brothers Big Sisters of Connecticut, we've seen firsthand the difficulty in explaining these events to young minds.

No matter the situation, similar to trauma, it's important to remember that everyone will have their own version of understanding and ways to perspective new information due to their own personal life experiences and level of resiliency. 

Here are our top tips for responding to these challenges: 

Understanding Their Worldview

First, it's crucial to acknowledge that everyone, including children and teenagers perceive the world differently. Their understanding is shaped by their developmental stage, personal experiences, and the information they receive from adults and peers. Therefore, our approach to discussing scary news should be age-appropriate and sensitive to their individual needs.

Tips for Creating a Safe Space for Conversation with Your Little

• Open Dialogue: Encourage open and honest conversations. Let them know it's okay to ask questions and express their feelings.

• Take Cues from Your Little: Encourage Littles to share what they've heard and how they feel, and be ready to answer their questions without prompting frightening details.

• Listen Actively: Sometimes, they might just need someone to listen. Offer your undivided attention and validate their emotions.

• Clear Up Any Misunderstandings: Listen and ask questions to ensure your Little understands the situation accurately. Clarify any misinformation they might have and discuss complexities, especially with older Littles. It's also important to be informed yourself, so you can confidently address their questions.

Helping Them Understand the News

• Simplify Complex Issues: Break down the news into simpler terms that match their cognitive level.

• Focus on the Helpers: Fred Rogers famously said, "Look for the helpers." Highlighting the efforts of those who are working to make things better can be comforting.

• Limit Exposure: Too much exposure to frightening news can be overwhelming. Help them balance their intake with positive stories and activities.

Age-Appropriate Discussions

It's also important to keep your Little's level of emotional and psychological maturity in mind.  Here are a few key strategies to keep in mind: 

• Simplify for Younger Children: Use simple, clear language. Avoid graphic details and focus on reassuring safety.

• More Detail for Older Children: With teenagers, you can discuss more complex aspects of the event. They can handle more information and might have more specific questions.

• Encourage Questions: Let them guide the conversation with their questions. This ensures you're addressing their specific concerns and understanding.

• Be Honest, But Reassuring: Offer truthful explanations but also reassure them about their safety and the rarity of such events.

• Consider Emotional Maturity: Some children might be more sensitive than others. Adjust the depth and tone of the conversation accordingly.

• Use Teachable Moments: For older youth, use the opportunity to discuss broader issues like media literacy, empathy, and resilience.

• Follow Up: Check in with them later to address any emerging questions or concerns and to offer continued emotional support.

Empowering Through Action

• Encourage Empathy: Discuss the importance of empathy and understanding towards people who are affected by these stories.

• Promote Positive Actions: Whether it’s writing letters, volunteering, or just being kind to others, positive actions can help them feel like they’re making a difference.

External Resources

• From Child Mind Institute: Helping Children Cope With Frightening News

• From the National Child Traumatic Stress Network: Talking to Children About War

• From Common Sense Media: How to Talk with Kids About Violence, Crime, and War, Explaining the News to Our Kids, and Media Literacy Tips

• From The New York Times: Some Starting Points for Teaching Media Literacy

Seeking Professional Help When Needed

It's important to recognize when a child might need professional help. If you notice signs of anxiety, prolonged fear, or behavioral changes, don't hesitate to discuss what you're observing in your Little with your Match Support Specialist. 

Conclusion

As mentors, our role is not to shield young people from the realities of the world, but to equip them with the tools and understanding to navigate it. By fostering open communication, providing appropriate information, and encouraging positive actions, we can help them process scary news in a healthy and constructive manner.

Remember, every child is unique, and there's no one-size-fits-all approach. The key is to be present, attentive, and supportive as they learn to understand and cope with the complexities of the world around them.

As a Big, your role is a mentor and not a tutor, but you can help encourage your Little to engage academically. It’s important to remember your role and not push your Little, but it is possible to include learning or talking about school into your outings.

One easy way to encourage your Little is to praise their hard work and achievements. Acknowledge when they do well and celebrate their wins. This applies to behavior and attitude as well as academic achievement! Working on positive communication and emotional regulation will help your Little to apply those skills when they are at school.

The Child Mind Institute has this great article about how to motivate kids to do well in school. According to the National Mentoring Resource Center, mentoring itself can increase school attendance and academic success. That means that the most important way to help your Little is by being a good mentor. Be consistent and reliable and build a positive relationship.

Big Brothers Big Sisters of CT also offers a program called Big Futures that can help your Little plan for the transition to adulthood whether that includes education, employment, or enlistment. Creating goals for the future and building toward them can encourage your Little to take school more seriously. Follow the link to learn more about Big Futures events and access academic and career planning resources! 

When many people imagine mentoring youth, they picture a younger child. But younger children become teens. Many mentors will stay with their mentees through their teenage years. We also encourage mentors to consider mentoring a teen from the beginning. Here is an article from the Center for Parent and Teen Communication on 6 Reasons to Mentor a Teen. 

During adolescence, teenagers undergo drastic physical, emotional, social, and cognitive changes. They begin to form an identity that is separate from their family of origin, have complex emotions paired with a limited ability to understand long-term consequences, and start to develop their personal morals and values. For more detailed information about adolescent development, check out this resource from the Office of Population Affairs with the US Department of Health and Human Services. Research shows that teens benefit from mentoring in the areas of social-emotional development, cognitive development, and identity formation. For more information about the positive effects of mentoring on teens, read this article from Psychology Today.

Check out our Activity Ideas page for activities geared toward teenagers. BBBS of CT also has a new program aimed at helping adolescents make the transition to adulthood. Look at the Big Futures page for enriching activities and events for older Littles.

For additional information:

• OJJDP’s National Mentoring Resource Center has 10 handouts for download on topics including youth development, communication, and activities for mentors of adolescents 

• Adolescent Development from youth.gov

• Teen social media use stats from The Pew Research Center

• The effect of social media on teens from The Child Mind Institute 

Trauma is defined as experiences that cause intense physical and psychological stress reactions.  This includes a single event, multiple events, or a set of circumstances experienced by an individual as physically and emotionally harmful or threatening. Research shows that experiencing trauma can impact the physical development of a child’s brain. These effects are more severe if the trauma is chronic or repeated and can lead to lifelong health and social issues. 

According to SAMHSA, over two-thirds of youth under 17 report exposure to at least one traumatic event. And every young person has experienced some form of grief, from the ending of a friendship or relationship to the loss of a loved one. As a mentor, you have the opportunity to help your Little process their grief and trauma and reverse the adverse effects on your Little’s development. Here is a video that talks about the effects of trauma on the young brain in terms of social development.

In addition, events that make national news can have a negative impact on children. School shootings, images of violence, hate speech, and racially charged incidents can all cause trauma and grief through indirect exposure. 70% of the youth in BBBS of CT programs are Black, Indigenous, or people of color which makes them especially affected by racism.

Signs that your Little has experienced grief or a traumatic event vary by age and personality, but any sudden changes in behavior, interests, and mood should be taken seriously and explored. If you notice any drastic changes in your Little:

• Let your Match Support staff know right away

• Give your Little the space to talk about their feelings by asking questions, listening, and being open to what they have to say without pushing them to share if they aren’t comfortable

• Reassure and comfort your Little by staying calm, remaining non-judgmental, and acknowledging that some things are difficult to share and that you appreciate them trusting you

These are just the first steps to helping your Little cope with grief and trauma. The Child Mind Institute provides more background on trauma and has a series of guides aimed at how to help youth of different ages after a traumatic event.

Other great resources:

• National Child Traumatic Stress Network has background information, resources to help, and treatment options

• Futures Without Violence - Changing Minds has resources about the science of trauma and development, healing gestures to reverse the effects of trauma, and real stories of how mentorship changed the lives of youth 

• Helping Children Deal with Grief from The Child Mind Institute

This section will cover neurodiversity including developmental disabilities and learning disabilities. Neurodiversity is a term that means that people’s brains all work in different ways. There is no one “correct,” “normal,” or “typical” way for people to be. Neurodiversity is just another difference that is part of the human experience!

Developmental disabilities (DDs) start before age 20 and can cause difficulties in day-to-day functioning. They can include physical, learning, language, and behavior challenges. According to the CDC, one out of six children has at least one developmental disability or delay. DDs can include anything from using hearing aids or crutches to Autism Spectrum Disorder, ADHD, and Fragile X Syndrome. See our sections on ASD and ADHD for more information on those specific diagnoses.

Developmental disabilities can be caused by genetics, exposure to substances during pregnancy, infections during pregnancy, and preterm birth. They are treated with medication, physical and occupational therapy, speech therapy, psychotherapy, and other interventions. Both developmental disabilities and learning disabilities are diagnosed using an assessment. This can be done by contacting your child’s doctor or sometimes through their school

Learning disabilities (LDs) affect the way a person processes and retains information. Common difficulties associated with learning disabilities are remembering and following instructions, knowing right from left, difficulty reading time, and reversing letters, words, or numbers. 

Many youth with DDs or LDs get extra help at school and some need extra assistance with other daily tasks. If your Little has a DD or LD, it does not make them less smart or capable. Sometimes needing extra help or struggling to do something they see others do more easily could make your Little embarrassed or frustrated. As a mentor, you can help! Read this article from the Child Mind Institute about how to support kids with learning disabilities.

Mentoring can benefit all youth, but research shows that youth with disabilities especially benefit in the areas of emotional health, academics, career readiness, and life skills. To learn more about current research, check out Mentoring for Youth with Disabilities from the National Mentoring Resource Center.

For additional information:

• NIH National Library of Medicine resources on developmental disabilities

• More information from the Child Mind Institute about learning disorders

• Learning disorders from the NIH

A How-To Guide for teaching kids how to ride a bike:

https://youtu.be/V77EIgQeIy4?si=UoMgFyO00I8YrcKm 

Pre-ride Check (ABC Quick Check):

https://youtu.be/xsjO95ouyfs?si=PzOjg0CQoPvhyms-

Starting, stopping, shifting:

https://youtu.be/eU4hXm2eLKE?si=_FvC9cghAmXZfy5j

Explore more resources provided by the League of American Bicyclists:

Learning Center | League of American Bicyclists: SMART CYCLING