IT'S that TIME OF THE YEAR...

As the Paris 2024 Olympics games unfold and the new school year approaches, it's time to gear up for a fresh start! 

The saying goes, "It takes a village to raise a child," and the PoND group is here to support that village. We’ve compiled some practical back-to-school tips from parents for parents, designed to help families approach the new school year feeling more ready.  While not exhaustive, these tips offer personal nuggets to support students in making a smooth transition. 

Here’s to a rewarding year filled with growth ahead!

As part of the first annual Neurodiversity Week at SAS just before the Spring break, the Speech and Language Pathologist Team gave two talks on Executive Function – one focused on elementary age children and the other for middle school kids.  I attended the first session, and it was so impactful that I decided to come back the next day for the second session!

When the speakers shared what Executive Function is and how it feels when it is still under development, there were many nods of recognition and agreement.

As parents, we all have moments like these – standing impatiently by the door waiting to leave while watching our kid dawdle across the living room with no awareness of time; asking, for the nth time that term, about the missing water bottle or jacket; finding the bed still undone while our kid lays sprawled reading on it, after having been sent up to clean the room.

When explaining that executive functions skills fully develop only well into adulthood, the speakers had us thinking about the many challenges of planning and organizing that our kids have to routinely tackle to navigate school and life successfully.

We were asking ourselves questions such as ‘does my child remember routines? Is (s)he prompt-dependent? Is my child able to estimate how long a task takes? Can (s)he walk into a room and understand what is going on?’

It became apparent that teaching executive function skills and strategies early and consciously was critical for helping our kids lay strong foundations for life.

Here are some strategies that were shared, based on Sarah Ward’s work:

1)  S.T.O.P – Space Time Object People. Build self-directed observation by helping a child walk into a space, notice S.T.O.P and answer ‘What’s happening now? What do I need to do? What’s expected of me in this setting?’

The biggest insight for me with this strategy was the shift to visual cues – using a picture to show for example the zones at library or a soccer class. If you sense that your child’s situational awareness is lacking, asking ‘What do you see?’ could help throw light on what cues they are missing when observing the environment.

Teaching the skill of reading the room by breaking it down very specifically to understand all the S.T.O.P elements at play can help our kids orient themselves in both familiar and new situations.

2)  Feature Block – Prepare a picture of the end result (clean room, dressed for school, ready for bed etc.), and in the beginning this may need to be staged. Then ask the child to SHOW and TELL you their plan, using both words and gestures to explain. This strategy builds organization, processing speed, memory and cognitive flexibility.

The aha moment for me was realizing how much more powerful a picture of the end state was in developing a plan, compared to my go-to methods of either verbal or written instructions! We brainstormed various scenarios where we could use this strategy at home, and the list was long.

3)  Get Ready, Do, Done, (Get Done) – This strategy is about teaching kids HOW to independently execute tasks. Using the technique of “Mind MIME IT”, this strategy is a game-changer.

M : Make an image of the future, what will it look like?

I   : Imagine yourself in that future, what do I look like?

M : Mentally move through time, how am I moving to achieve this?

E : Emotionally put yourself in that future image, how will I feel?

I  : If-Then, planning for different scenarios, if X happens then what will I do?

T : Talk yourself through the plan, using words and gestures, so both verbal and non-verbal parts of your brain align fully to the plan

This strategy from Russell Barkley is the gold standard on planning and executing, and the speakers broke it down for us using various examples and a simple template on one page.

Working backwards from Done, it was easy to see how useful this strategy could be for both kids and adults alike! Given that planning often happens in a different space from the doing, this plan on a page helps kids hold the mental image from planning into doing.

4) The Working Clock – For any child who is working on their executive functioning skills, a preferred task will be their go-to and the internal sense of time awareness is missing. SO, they’re simply not aware how much time they are spending on their preferred task vs other tasks. Creating this awareness is key.

The working clock strategy uses a glass clock face that can be drawn on with a marker in pie slices, filling it in in the direction of the moving needles, to physically show the passage of time. By doing this, we can visually represent slices of time allocated to each task to build awareness of both direction of time and time estimation.

The workshop involved thinking through various scenarios at home where these strategies could be applicable for our kids, and we came away with deeper awareness of the challenges some of our kids face & actionable tools to help them.

To me, one of the most valuable aspects of the sessions were the involved Q&As afterwards. The speakers not only shared openly and with humor from their own expertise and experience, they were also able to answer parents’ questions ranging from routines to situational awareness to how long such support would be needed by our kids.

One of the questions that many parents are interested to know was at what point we could be confident that our kids no longer needed this level of scaffolded support. The facilitators shared that once a child shows consistently that they can complete the task independently, we could take the guardrails off. The ultimate goal is to get our children applying these strategies across various contexts and eventually to be able to use the strategies themselves independently.

Other useful resources mentioned were strengths cards so each child recognizes what they’re great at and not just what they need to work on, a consequences cabinet to put away confiscated items, and a transparent folder with a picture of our child over which we can draw to show different finished states of readiness for various activities.

With Mandarin translation available for both sessions and translated slide decks shown, the sessions were inclusive in nature. The examples were highly relevant and helped us get a really good idea of how to use the strategies shared.

In all, the sessions were engaging, insightful and delivered with genuine care, compassion and humor. As a parent, I share deep appreciation for the speakers for preparing and conducting these sessions. Personally, I’d love to see such sessions on executive functions not only happen more regularly for parents, but also become a mandatory part of the skills development for our kids starting early in elementary school!

I recently had the opportunity to attend a thought-provoking talk on building blocks of communication and social engagement in education. As parents, we all know how crucial these skills are for our children's development and success. Today, I would like to share with you some key takeaways from the session, along with valuable parenting challenges and tips discussed by the speaker and in the Q&A sessions.

1. Recognizing Neurodiversity:

The speaker emphasized the importance of creating an inclusive environment that recognizes and supports neurodiversity. Each child is unique, and understanding their individual strengths and challenges is essential to providing effective support.

2. Topic Maintenance:

Teaching our children the skill of topic maintenance can greatly enhance their communication abilities. Encouraging them to stay on a specific topic and engage others effectively will help them build stronger connections with peers and adults.

3. Collaboration and Perspective-Taking:

Fostering collaboration and perspective-taking skills is crucial for effective communication. By teaching our children to consider others' viewpoints, we help them develop empathy and build stronger relationships.

4. Behavioral Interventions:

Behavioral interventions and behavior modification plans can be highly effective in helping children develop new skills. Setting clear goals and providing support from a team can make a significant difference in their progress.

5. Effective Communication with Teenagers:

Understanding and effectively communicating with teenagers can be challenging. The speaker recommended the book "Get Out of My Life" as a valuable resource for gaining insights into the teenage mind. Building communication based on their interests and creating a safe space for open dialogue can foster a healthy parent-teen relationship.

6. Modeling Communication Behaviors:

As parents, we play a vital role in modeling effective communication behaviors. Adjusting our tone and volume based on the situation, actively listening, and practicing good communication habits can have a profound impact on our children's own communication skills.

7. Independence and Technology Use:

The concept of independence in children was discussed, particularly in relation to technology use. Finding the right balance between allowing independence and setting appropriate boundaries is essential for their well-being.

These are just a few of the valuable insights shared during the talk. As parents, we face various challenges, but by implementing these tips, we can help our children thrive in their communication and social engagement skills.

Remember, every child is unique, and it's important to tailor our approach to their individual needs. Let's continue to support each other on this incredible journey of parenthood.

As parents, we play a crucial role in supporting our children's education. When it comes to addressing learning and/or behavioral concerns, it's essential to know how to navigate the school's support system effectively.  After speaking with parents from the Elementary and Middle School divisions, here are some valuable tips and insights to help you prepare for relevant dialogs with the School.

Concerns about Academic Skills

For Elementary School students, schedule a meeting with the homeroom teacher to discuss concerns about academic skills. During the meeting, find out if the same challenges have been observed in the classroom and if they are developmentally in line with their peers.  Ask the teacher how they handle similar challenges during classroom learning and for suggestions on managing them during homework time. Discuss when interventions may be necessary and create an action plan or follow-up plan based on the teacher's recommendations.

If your child is in the Middle or High school, schedule a meeting with the subject teacher if the challenge is specific to one subject.  If it's a broader issue such as executive function skills, reach out to the grade-level counselor.  Additionally, learning support lead in each division can be a valuable resource for discussing learning concerns.

Concerns about Behavior

When addressing behavioral concerns, please remember that children do well if they can. If they are struggling, it often indicates a lack of underlying skills. Create a safe environment for your child to express the challenges they face that give rise to their behavior. Consider following Dr. Ross Greene's Collaborative & Proactive Solutions (CPS) approach which involves the child in identifying specific underlying skills that can address the concerns. If your child feels comfortable, involve the classroom teacher in these discussions. If communication with the teacher is challenging, seek advice from the grade-specific vice principal.

Concerns about Friendship/Peer Interaction

If you have concerns about your child's friendship or peer interactions, raise them with your child's grade-level counselor. They can provide guidance and support in addressing these issues.

Tips for Parents with Diagnosed Children

If your child has a diagnosed condition and an Individualized Education Program (IEP) or Individual Accommodation Plan (IAP) from a previous school, here are some steps to follow:

1. Request a meeting with the school psychologist to review existing reports and create a new IAP or IEP plan.

2. Meet with the grade-level learning support teacher to understand the support options available for your child.

3. If in-class support is suggested, schedule meetings with the homeroom teacher and subject teachers to discuss specifics of the support that will be made available to your child.

4. Always bring a printed copy of your child's IAP/IEP plan to meetings, given not all teachers have access to it.

In these meetings, share what has worked for your child based on their previous school experience and your observations at home. Prepare a one-page summary for quick reference during meetings. Conclude meetings with action points and a follow-up plan, scheduling a follow-up meeting around 3-4 weeks later.  After the meeting, send a follow-up email documenting the action plan and follow-up plan discussed.

Additional Tips from Parents

• Share relevant documentation directly with individuals who need it, as school rules regarding access to files can be conservative.

• Don't hesitate to ask who will attend meetings and their roles, and when will actions discussed in the meeting be implemented.

• Be open about your suggestions for support, as options can vary between divisions and teams.

• If the school is unable to provide specific support option, have an open discussion rather than pushing for something that cannot be delivered.

• Explore other resources or ideas that would achieve similar objective(s) if the school cannot provide specific support.

• After the meeting, review the meeting minutes provided by the school (if applicable) to ensure the key actions are documented properly for execution.

Remember, experiences and support options can vary between grade levels and divisions. It's important to approach these discussions openly, honestly and outcome-focused.

Parents can drive meaningful conversations with insights about their child's needs by being well-prepared and asking thoughtful questions. Whether you're having early concerns or have a fully diagnosed child, we hope the above steps can help you navigate the school support system effectively.

Support Services at SAS are guided by the principles of inclusion, positive framing, high-impact instruction, and collaboration. The Support Services team, led by Dr. Jennifer Foss, provides learning support, speech and language therapy, and school psychology services. Intervention programs are available for literacy and mathematics, utilizing various resources and assessment tools.  Documentation such as Accommodation Plans, Intervention Plans, and Individual Education Support Plans (IESP) are used to capture the support services that will be made available to address the student's needs.

At SAS, the case manager plays a crucial role in coordinating support and progress monitoring. According to the school, every student receiving learning support or accommodations will have a case manager assigned to them. Based on the experiences shared by various families, in most cases, if your child receives learning support, the learning support teacher will be their case manager.  They will oversee and coordinate the support and accommodations provided. If your child is offered an Individual Accommodation Plan (IAP) without an intervention plan or individual education support plan, the psychologist will often serve as their case manager.  If your child is receiving speech and language support for the most part, the speech and language pathologist will likely be the case manager.

As parents, we are our children's strongest advocates. By actively engaging with the school's support system, we can ensure our children receive the necessary support to thrive academically and socially.

Every parent wants their child(ren) to have a fulfilled life.  And many are constantly thinking about what they can do to best support their child(ren) in their journey to accomplishing individual goals.

Carol S. Dweck, one of the world’s leading researchers in the field of motivation and the Lewis and Virginia Eaton Professor of Psychology at Stanford University, has spent decades studying why people succeed and how to foster success.  Her research findings resonate with many.  Here are a few findings from her research that we feel are particularly relevant:

• “Your mindset profoundly affects the way you lead your life. It can determine whether you become the person you want to be and whether you accomplish the things you value.” 

• “Children are born with a great passion for exploring the world and learning. As they interact with this world and face evaluation and judgment, their belief (and then motivation) about learning may change.”

• “When children are put into a growth mindset, they become more passionate about learning. They believe that success is about stretching themselves, and they would actively look for new challenges to learn. They thrive on challenges and look for different strategies to learn…”

• “Parents, teachers and coaches have the most significant impact on our mindset.” 

• “Parents, teachers, and coaches pass on a growth mindset in their deeds: the way they praise (conveying the process that lead to learning), the way they treat setbacks (as opportunities for learning), and the way they focus on deepening understanding (as the goal of learning).”

As Parent-Teacher conferences (PTCs) are approaching, some parents might wonder how to contribute to a meaningful conference to support their child(ren) as they navigate their learning journey.  

The upcoming PTCs at SAS aim for students to share examples or self-reflection on their current learning, describe their strengths, and identify the next steps in their learning and learning aspirations.  This is an excellent opportunity to put the Growth Mindset into practice!

With these in mind, here are some top tips shared by parents for consideration:

Chat with your child(ren) well before the conference  

- Ensure they understand that you and the teacher(s) have their best interests in mind and that you are meeting to learn more about their learning journey to support them

- Ask if they would like you to speak or ask about anything particular, on their behalf, with the teacher 

Bring your open mind and good listening ears - the airtime is your child(ren)’s. The allotted time goes by quickly.

The work samples showcased need NOT to be perfect. They are artifacts of your child(ren)’s learning efforts and journey so far. Resist the urge to criticize at the Conference even if you feel that the work showcased can be better.   

Praise wisely - praise the effort and progress (something your child(ren) can control), not talent or ability.  Ask questions inviting them to reflect on their strengths, efforts, and strategy behind the work. 

If there is time left for question(s) for the teacher, questions such as “How can I help support my child’s learning at home?” may provide helpful ideas/insights.

Discuss your concerns privately

If any parents would like to have more in-depth conversations about the student’s results and development areas, the most effective way is to set up a separate meeting with the teacher.  Such discussions are best between the teacher and parents to enable a more open exchange without the fear of demoralizing the student.

Finally, sit back and enjoy learning about your child(ren)’s learning. Be sure to celebrate their progress in their first nine weeks of school!

For Elementary School parents, consider joining the ES Parent Coffee titled “Social-emotional learning Spotlight - Partnering with Parents,” where the Elementary School deans of student life will provide additional tips on partnering through parent meetings.

What a productive and information-rich morning! 

The presentation by Support Services provided an overview of:

• What kind of support is (and isn’t) available at SAS 

• Who parents can reach out to for Support Services specific to their kids’  grades and needs 

• How students (or parents, on their behalf) can access support 

The morning’s highlight was a presentation by SAS High School senior Jia Lakhamraju.  Jia shared her self-led research on the neuroscience behind ADHD (Attention Deficit Hyperactivity Disorder) and left the audience with much to ponder, including: 

• Physiologically different brains, and nothing else (!), are responsible for the behavioral differences exhibited by persons with ADHD.  

• As such, it’s important to implement support systems guided by empathy and understanding.  Key recommendations include providing positive feedback for all attention and behavior skills (not just academic tasks!) and clear communication on the structure, organization, and journey for each academic subject consistently.

• Neuroplasticity means that the brain keeps learning as a child grows.  Even better science-backed news for parents is that executive functions, like any skill, can be trained and improved.  This means that students can find strategies and techniques to develop these skills as they grow, and this is something that everyone, especially parents and teachers, can play a major part in.

After Jia’s thought-provoking presentation, the PASS community had an opportunity to connect face-to-face over coffee and snacks (shout out to the PTA for sponsoring!), some for the first time.  Surrounded by like-minded parents, openly sharing tips and experiences on supporting their kids’ growth journeys was a great capstone to the morning.  

See you at the next PASS event.

I’m writing this with the benefit of hindsight because many things only “clicked” after the diagnosis. While I’m listing it down here, know that each event did not seem that significant in the moment so many events happened repeatedly before we took the plunge. 

That stereotypical ADHD kid. This brings to mind a hyperactive ADHD boy who can't stay still.

My son very much fits that stereotype. He always has high energy. While it was exhausting to tire him out, we accepted it as “who he is”. Somewhere at the back of my mind, I believed he had ADHD. Yes, he was eventually diagnosed with combined ADHD of Hyperactivity and Inattention. Prior to the assessment, I believed that having a confirmation would not make any difference. In some ways, things have not changed but the knowledge has helped us effectively support our child.

“I was really surprised he was so focused, and I had to interrupt him” 

Feedback from a Parent-Teacher Conference while attending a Reggio-based pre-school (pre-SAS)         

His teacher was so delighted yet emphasised her surprise that our son was able to focus for a long period and worked independently on an art project. This is what we know as hyper-focus where they work intently with high attention on a task that interests them. Many with ADHD can focus very well if it interests them but struggle to pay attention on other tasks.

At that time, I heard the feedback and failed to realise she was saying that this was an exception and the default is him not paying attention. In the early days, these periods of hyper-focus and lack of focus confused us.    

“He’s a really smart boy” yet he wasn’t “learning” or performing to his potential

Teachers frequently used “smart”, “bright”, “analytical” and “creative” to describe him. However, his learning would always seem lagging behind his peer group. Initially we thought he was simply a ‘late-bloomer” then we attributed it to a host of other factors. 

At SAS, we would get notes about receiving additional support which we’re grateful to receive. However, we could not reconcile why our “bright” child found school challenging. This pattern repeated itself through Kindergarten and Grade 1. Eventually we followed our instincts to seek an assessment. 

Beyond ADHD. You mean there is more?

Through the assessment, we found out about co-morbidities. He was also diagnosed as Dyslexic. That was a surprise but we had misconceptions about Dyslexia. In fact, our son had these early signs of Dyslexia but we were simply not aware. 

Difficulty with nursery rhymes. This is an important tell-tale sign. All through preschool, he was fascinated by rhymes but the words selected simply did not rhyme. We went along with it thinking he would learn later on. Now we know that without the right teaching approach, a dyslexic child will struggle with reading and writing

Difficulty with the alphabet. It was a tough moment in Grade 1 when an external specialist shared that he could not sing the alphabet song. 

Loved being read to but shows no interest in letters. He was very capable to reading from memory but found it difficult to pick up words. 

It would have been so much easier if we had a crystal ball. But an assessment comes close to that. It gave us a moment of clarity to start on a journey to figure out the best approach to support. If you're thinking about an assessment, I'd say go for it! The gift of knowledge has been so valuable for us.

Developing executive functioning skills in middle school children is crucial for their success. These skills, which encompass aspects like time management and emotional control, continue to evolve throughout adolescence. While some challenges may overlap with ADHD, it's important to distinguish between them and seek support from counselors and teachers if needed. Tools like Google Keep and Google Calendar can aid in homework planning, and fostering independence and responsibility is key, including managing technology use as a privilege earned through responsible behavior.

The Significance of Middle School Years

Middle school serves as a transitional period, laden with the responsibilities of managing multiple teachers, assignments, and schedules. While it may pose challenges, this phase is indispensable for cultivating executive functioning skills, which are fundamental for success in academics, social life, and daily activities.

Understanding Executive Functioning Skills

Executive functioning skills comprise a suite of cognitive processes that empower individuals to control their thoughts, actions, and emotions to attain specific objectives. These skills encompass:

1. Remembering and Following Multi-step Instructions: The art of comprehending and executing multi-step tasks.

2. Avoiding Distractions and Controlling Impulses: The capacity to maintain focus and resist impulsive actions.

3. Adapting to Changing Environments and Rules: Flexibility and adaptability in various situations.

4. Persisting and Problem-Solving: Determination to surmount challenges and find solutions.

5. Planning and Organizing: The ability to structure tasks and resources toward a goal.

6. Setting Goals with Intention: Establishing clear objectives and diligently working toward them.

Early Development of Executive Functioning Skills

These skills germinate from a young age, often sprouting through play and daily routines. Simple tasks such as tidying up, getting dressed, sharing, and taking turns in early childhood lay the groundwork for these skills.

Transitioning to Middle School

The transition from elementary to middle school ushers in heightened executive functioning demands. Children must grapple with intricate schedules, assignments, and responsibilities. Parents can lend a hand by gradually entrusting their children with more responsibilities, such as organizing their belongings or managing their schedules.

Emotional Management

Emotional management constitutes a critical facet of executive functioning. Middle schoolers experience intense emotions, necessitating the acquisition of emotional regulation skills. Parents can lend support by facilitating opportunities for emotional practice and fostering an understanding of action consequences.

The Role of Sleep

Adequate sleep is imperative for optimal executive functioning. Adolescents, in particular, require sufficient sleep to foster cognitive development and emotional regulation. Prioritizing a child's sleep is pivotal to ensuring they have the energy and focus to nurture their executive functioning skills.

Understanding ADHD and Executive Functioning

It's noteworthy that executive functioning challenges may be intertwined with ADHD (Attention Deficit Hyperactivity Disorder). While overlaps exist, it's imperative to discern between the two. Diagnosis should be predicated on identifying lagging skills and providing support, rather than hastily jumping to conclusions.

Identifying Executive Functioning Challenges

Executive functioning encompasses a spectrum of mental skills that facilitate time management, attention, focus shifting, planning, organizing, memory retention, and social appropriateness. These skills are pivotal for scholastic triumph and daily life efficiency.

Prevalence of Executive Functioning Challenges

It's paramount to acknowledge that executive functioning challenges are widespread, with approximately 95% of individuals encountering varying levels of such challenges. These hurdles might intensify during middle school due to amplified academic demands and social pressures.

Differentiating ADHD from Executive Functioning Challenges

While executive functioning challenges may exhibit similarities to Attention Deficit Hyperactivity Disorder (ADHD), it's imperative to draw distinctions. Critical aspects to consider include:

ADHD Diagnosis Criteria

To diagnose ADHD, specific criteria must be met, including:

- Onset before the age of six.

- Sustained difficulties in multiple domains like attention and impulse control.

- A significant adverse impact on daily life, encompassing academics and social interactions.

Functional Impact

The functional impact on an individual's life is pivotal in ADHD diagnosis. If executive functioning challenges significantly hinder academic performance, social interactions, and daily activities, further evaluation may be warranted.

Teacher Feedback

Teacher input plays a pivotal role in gauging the extent of executive functioning challenges. Consistent observations across different settings, including school and home, raise concerns that go beyond typical developmental variations.

Seeking Support for Executive Functioning Challenges

If a child's executive functioning challenges substantially disrupt their life, seeking support is essential. Consider these steps:

1. Connect with School Counselors: Initiate a dialogue with your child's grade counselor to address concerns and garner resources for comprehensive assessment.

2. Gather Information: Collate data and feedback from teachers, caregivers, and relevant stakeholders to gain a holistic understanding of the challenges your child faces.

3. Explore Strategies: Collaborate with teachers and counselors to explore strategies and interventions that can augment your child's executive functioning skills.

The Vitality of Planning

Effective planning is the cornerstone of executive functioning. It entails breaking down tasks, setting objectives, and crafting a roadmap for achievement. To facilitate the development of planning skills, consider these steps:

- Utilize a Calendar: Introduce your child to calendar usage, whether physical or digital, to schedule assignments, projects, and extracurricular activities.

- Task Segmentation: Teach the art of deconstructing sizable tasks into manageable steps, alleviating feelings of overwhelm.

- Concrete Goal Setting: Assist your child in defining clear, specific goals for homework or projects, demystifying the path to completion.

- Priority Discernment: Instill the skill of discerning between urgent and less pressing assignments, aiding in effective task management.

Making Time Tangible

Effective time management is another critical facet of executive functioning. Middle school students are at an age where they begin to grasp temporal concepts. Employ these strategies for enhanced time management:

- Visual Timers: Employ visual timers or clocks with conspicuous markings to enhance time comprehension, aiding in task allocation.

- Time Blocks: Fragment study sessions into digestible time blocks, like the Pomodoro Technique's 25 minutes of focused work followed by a 5-minute break.

- Routine Establishment: Promote the creation of daily routines, affording students a sense of predictability that enhances task management.

Fostering Independence and Accountability

As students ascend through middle school, it is paramount that they gradually shoulder more responsibility for their obligations. Independence and accountability are the bedrock of executive functioning. Here's how to instill these qualities:

- Co-Planning: Initiate collaborative planning for schoolwork, gradually transitioning your child into the driver's seat in setting goals and schedules.

- Ownership of Materials: Encourage ownership of school materials, from textbooks to digital devices, ensuring preparedness for classes.

- Progress Reflection: Regularly engage your child in discussions to evaluate progress. Identify what works well and what necessitates refinement, catalyzing the honing of executive functioning skills.

- Healthy Habit Promotion: Advocate for healthy habits like adequate sleep and a balanced diet, as physical well-being significantly influences cognitive function.

Nurturing Social and Emotional Skills

Executive functioning extends beyond academics, encompassing social and emotional development. As children evolve, they must navigate a spectrum of social scenarios and comprehend their emotions. Facilitate this growth by:

- Face-to-Face Interaction: Foster face-to-face interactions and social play, invaluable for the development of social skills and emotional intelligence.

- Emotion Management: Equip your child with strategies for emotional regulation, such as deep breathing and positive self-talk.

- Conflict Resolution: Impart conflict resolution skills, empowering them to navigate disputes and negotiate with peers for healthy relationships.

- Second Step Curriculum: Recognize the value of programs like the Second Step curriculum, which explicitly educates on emotional intelligence and social skills. Encourage active participation in these lessons.

Relocating to a new country can be an exciting adventure but comes with challenges. One of the most important aspects of settling into your new life in Singapore is building connections and expanding your social circle for parents and children. We understand that making friends in a new environment can be daunting, so here are some tips and resources to help you and your children thrive socially in your new home.

For Parents

1. Parent-Teacher Association (PTA) Connections:

   - The PTA plays a significant role in building the school community. Check out the PTA Info Pages for information on parent-run WhatsApp groups. These groups are a great way to meet fellow parents who share your interests or cultural backgrounds.

   - Keep an eye on the PTA's social event calendar, as they often organize gatherings and activities for parents.

2. School Parent Coffees:

   - Keep an eye on the weekly e-news sent by the school, which includes information about Parent Coffees. These gatherings are hosted on campus and focus on specific topics by divisions (e.g., elementary, middle, or high school). Attending these parent coffees is a fantastic way to meet other parents with children in the same division as yours. It provides an opportunity to connect with families navigating similar experiences and challenges.

3. PTA Volunteer Opportunities:

   - Get involved in school events organized by the PTA. Volunteering is an excellent way to meet other parents and contribute to the school community. Join the PTA volunteer WhatsApp group or join by divisions here: ELC PTA Volunteers / ES PTA Volunteers / MS PTA Volunteers / HS PTA Volunteers.

   - Visit the PTA store on campus, another great spot to meet and socialize with fellow parents.

4. Join the Booster Club if you have a high schooler:

   - The Booster Club is a parent-volunteer organization that focuses on high school students and activities to create Eagle pride and SAS spirit. Every high school parent or guardian is invited to join the Booster Club. Stay connected by checking out Facebook regularly for upcoming events and sign up as a volunteer.

 For Children

1. Making Friends in School:

   - If you notice your child struggling to make friends at school, don't hesitate to reach out to the student's grade-level counselor for advice and assistance. They are there to support your child's social and emotional well-being.

2. After-School Activities:

   - Encourage your child to explore interest-based after-school activities. Eagles After-School Activities (EAA) offers an opportunity to meet other students across grades. For the younger ones wanting a playdate, preparing a card with a note about wanting to connect with a phone number is helpful for your child to distribute.   

Singapore offers a wide range of extracurricular options, from sports to arts and music. These activities can be a fantastic way for children to connect with peers who share their interests. Little Steps has some great recommendations for interest-based after-school activities in Singapore. 

3. Volunteer Opportunities for Kids:

   - Explore volunteer opportunities suitable for your child's age group. Volunteering not only teaches valuable life skills but also provides an opportunity to meet like-minded peers while giving back to the community. Honeykids listed twenty volunteer opportunities for young people in Singapore.

Remember that forming new friendships in a new place can be a gradual process. So, don't rush it, and be open to embracing new adventures along the way. As fellow parents, we've been through this journey ourselves, and we know that by making the most of these resources and actively getting involved in both the school and the local community, you and your children will discover that connecting with others becomes smoother and your time in Singapore will be a truly enriching and socially satisfying experience.

As parents, we know that the first interaction between our child and their teacher sets the tone for a positive school experience. Making this connection meaningful can be easier than you think – just consider using a simple one-pager reference sheet! We've found that sharing some insights about our child's strengths, challenges, and interests with their teacher can make a world of difference in their learning journey.

Celebrating Strengths and Navigating Challenges: Start by jotting down what your child is really good at. Whether it's a talent for art, a love for math, or great teamwork skills, let the teacher know what makes your child shine. It's also a good idea to share any areas where your child might need a bit more support. This open conversation helps the teacher understand how best to encourage their growth.

Sharing Successful Strategies: We've learned that teachers appreciate knowing what strategies work well with our kids. Maybe your child thrives with a bit of extra structure, or perhaps they excel when given creative challenges. Sharing these insights can help the teacher tailor their approach to make learning more enjoyable and effective.

Helping Them Help Your Child: While we're all about strengths, it's also helpful to share what doesn't work as well for our child. If they struggle with certain things or have any sensitivities, mentioning these can prevent any misunderstandings and help the teacher provide better support.

Bringing Out Their Passion: One thing we've found to be a game-changer is talking about our child's hobbies and interests. Whether it's soccer, drawing, or space exploration, these passions can be woven into the classroom to make learning more engaging.

Empowering Your Child: Now, here's the icing on the cake – involving your child in creating this document can make it even more powerful. It's a chance for them to advocate for themselves, showcase their self-awareness, and actively participate in their education journey. Plus, it's a wonderful opportunity for you to collaborate with your child, showing them that their voice matters right from the start.

Remember, this one-pager is like a friendly introduction – it helps your child's teacher get to know them better right from the start. Sharing tips and insights can lead to a fantastic partnership that supports your child's learning journey. So, let's make those introductions count and set the stage for an awesome school year together!