Asthma and Allergy Awareness Month: Tips for Parents

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Spring is peak season for those of us who suffer from asthma and allergies. When sneezing, sniffling, and coughing becomes a crescendo of misery in your home, passing the tissue box may be insufficient. Over 6 million children suffer from asthma, and even more have to deal with seasonal allergies, which means that parents must be equipped to respond proactively to potential triggers.

Forty percent of children suffer from some form of allergies, but what many parents do not realize is that many of their kids’ symptoms may be alleviated by simple changes in routine. Here are a few tips:

  • When it comes to seasonal allergies, showering at night could mean the difference between sleeping tight and a restless night. Even a quick, five-minute rinse in the shower is enough to wash the pollen and other allergy-inducing particles off of the skin, hair, and eyelashes. If nightly showering does not fit into the established routine, simply washing the face can remove enough irritants to make a noticeable difference at nighttime.
  • If your child is suffering from an allergic skin reaction accompanied by swelling, itching, and irritation, a few different methods could relieve the pain without reaching into the medicine cabinet. An oat bath is known to soothe skin and alleviate redness. A cool compress applied to the irritated area will also soothe the skin. Finally, be sure to dress your child in loose or baggy clothing. Tight clothing can cause chafing and further irritate the rash.
  • Keeping a journal documenting allergy and/or asthma flare-ups helps to track your child’s triggers and outbreak trends. This information comes in handy when discussing treatment plans with your child’s doctor, as well. When keeping a journal, be sure to include the date and time of day, the activity that your child was participating in, and where your child was during the asthma attack or allergic reaction. Also, include any physical symptoms and the duration of the reaction.
  • As much as your child probably loves to cuddle up with the family pet at bedtime, pet dander can be a dangerous trigger for asthma sufferers. Be sure to keep animals out of your child’s bedroom at bedtime and wash pillowcases and bedding regularly to avoid any nighttime attacks brought on by your four-legged friends.
  • Checking the weather seems obvious, but air quality and pollen count can have a severe effect on a child’s asthma and allergy symptoms. Plan ahead for field trips, vacations and prolonged outdoor activities. Excessively hot and humid weather can potentially cause problems as well—so it is always better to be proactive, rather than reactive.  

Food allergies often require even more foresight on the part of parents. Students with severe food allergies are typically aware of which foods to avoid. Also, school nurses and teachers are made aware of the student’s severe allergy and are trained to respond to instances of anaphylaxis. However, since classrooms and lunchrooms are areas where students socialize and interact closely, they can also be dangerous places for students with food allergies. Here are some things you can do to avoid an allergy emergency:

  • If your child has severe food allergies, it is important to ask about specific seating in the cafeteria where your child can avoid the allergen.
  • It is also important to ensure that any treats or snacks provided in the classroom are free of the allergen or are substituted with “safe” snacks. Many schools encourage parents to store a classroom supply of snacks for such occasions.

Down Syndrome

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Down syndrome is a genetic condition that affects approximately 1 in 700 people. While many believe that Down syndrome is fairly rare, it is actually the most frequently occurring genetic condition, affecting almost half a million Americans. While this condition may be accompanied by moderate to severe learning disabilities, children with Down syndrome are fully capable of learning, developing, and socializing.

It is our job as educators to provide the most encouraging, supportive, and increasingly challenging classroom for any and ALL students. So, what are some important factors to consider when providing the necessary accommodations to students with Down syndrome? Below are helpful strategies and accommodations to better serve the unique needs of students with Down syndrome.

Promote a positive mindset

Children with Down syndrome are like every other young learner in that they need positive, self-esteem boosting support. It is a common misconception that people with Down syndrome do not experience the full range of emotions. This is totally false—children with Down syndrome experience frustration, sadness, and defeat when faced with failure just like everyone else. Your child with Down syndrome should be praised and recognized often. When he or she is struggling with a skill or concept, encourage the effort as opposed to the outcome—put the focus on his or her determination as opposed to the errors or missteps.

Provide ample opportunities for success

It is especially important to provide encouragement and opportunities for success in order to boost confidence and build independence. Providing additional practice is essential in order to increase self esteem when tasks are especially difficult. Another way to promote student success is to begin the day or lesson with the most difficult activities or contents first. As with all children, little ones lose steam as the day progresses. For students with Down syndrome, the early part of a day or activity is when the ability to process information is at its peak.  As patience dwindles, frustrations may grow. Thus, the best way to ensure success is to start with the most difficult tasks first, when a child’s patience is the most amenable.

Avoid disrupting the routine

As with most youngsters, students feel secure in the predictability or regularity of a consistent schedule. Following a routine and being able to see what is coming next provides comfort for children with Down syndrome. Any disruption of the daily routine could catch a child off-guard, creating stress and frustration. Whenever possible, it is important to provide your student with a heads-up if the routine is going to be interrupted. Anything from a field trip or fire drill could create anxiety. By preparing the student for the change in the schedule, you can avoid the added stress.

Allow extra time for processing and task completion

Students with Down syndrome, while fully capable of completing tasks, may require additional time to do so. Allowing time for students to process, consider, and complete tasks ensures that he or she has time to fully participate in every activity without feeling rushed or frustrated. Children with Down syndrome often struggle with short term memory. This makes it more difficult for them to recall and retain learned information. Teachers should be sure to present information in a clear and organized manner. Presenting information in order will also allow students with Down syndrome to retain sequential information more readily.

Be attentive to minor muscle limitations

Decreased muscle tone is also common in children with Down syndrome. This symptom affects multiple different skills in and out of the classroom. Fine motor skills are often affected, causing issues with gripping a pencil, writing, eating, buttoning/zipping, etc. Muscle hypotonia also causes poor posture, slow reflexes, and issues with mobility. Speech problems are also common, due to the low muscle tone in the face and jaw.   

By keeping these strategies in mind, educators can help to ensure that students with Down syndrome enjoy the same learning opportunities, and achieve the same successes, as their classroom peers.

 

Anxiety: Ways to Spot a Problem at Home

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As a parent, you have certainly experienced your share of anxiety. Whether stemming from a feeling of nervousness, worry, uncertainty, or fear, that sense of anxiousness from a lack of control is familiar to everyone at some point.

Even if you do not suffer from clinically diagnosed anxiety, it is important to recognize potential signs of an anxiety disorder in your child. The important thing to remember is that, if your child is struggling with anxiety, there are ways to manage it once diagnosed. Research suggests that 80 percent of children with clinical signs of an anxiety disorder are not getting treatment. The key, then, is awareness and the ability to spot how anxiety manifests itself in your child’s behavior.  

One thing is for sure—anxiety affects every child differently. Because anxiety is such a complex condition that is unique to each person, the symptoms vary greatly from child to child. Below are some of the more common indications that your child may be suffering from anxiety.

Avoidance

Again, everyone will experience anxiety from time to time, as it is a normal reaction to stress. However, an anxiety disorder begins to come into play when children start to exhibit avoidance behaviors. Because anxiety creates such a sense of helplessness, sufferers begin to avoid anxiety-inducing situations all together. For instance, if your child appears to be intentionally and regularly avoiding friends or activities, it may be in an effort to escape the anxiety that is produced in certain situations.

Inability to be comforted

Children with an anxiety disorder cope differently depending on each situation. One common thread is that, when anxiety strikes, the child is likely not easily comforted by a parent’s attention or coddling. This is obviously difficult for parents to understand, as your number one role is to comfort and soothe your child’s anguish. Just remember that anxiety can be an all-consuming emotional reaction to stress—one that is not eased simply with attention and hugs.  

Abnormally withdrawn

Shyness is typical in children. However, a child with an anxiety disorder is not only shy, but noticeably intimidated, withdrawn, and reluctant to engage with others. A child with anxiety may also be resistant to making eye contact, especially during one-on-one conversations. Avoiding eye contact or reluctance to speak (selective mutism) are signs that social interactions produce debilitating anxiety for your child. Social anxiety disorder affects children specifically in social situations. This may occur when a child feels uncomfortable with direct attention, large group settings, or meeting new people.

While occasional anxiety is typical and varies from child to child, it is important to know the common signs of a possibly larger problem. Statistics indicate that 1 in every 8 children will suffer from an anxiety disorder. With such a staggering number of affected children, awareness is the first line of defense when diagnosing and treating anxiety. For parents, knowing the signs and symptoms of a larger issue will mean the difference between proactively managing the condition and suffering in silence.  

 

Autism Awareness Month: In the Classroom

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April is Autism Awareness Month. Autism Spectrum Disorder may present itself in many different ways in and out of the classroom. In an effort to raise awareness and support for each and every student, it is important that educators are informed about Autism Spectrum Disorder and learn strategies to help our students feel comfortable and achieve success. With diagnostic data indicating a rising rate of almost 1 in 70 births, it is likely that this information will prove to be helpful in the classroom.

Because treating and managing a child with an autism diagnosis is often stressful and nerve-wracking for parents, it is common for parents to be more involved and hands-on in many aspects of the child’s education. Especially when transitioning into a new class or school, parents, too, will likely need some extra TLC and reassurance to ease the stress of acclimating their child into a new environment.

Plan to maintain consistent and positive communication with parents of your students with special needs. Be sure to ask parents about successful strategies that they implement at home. As much as possible, reinforce these practices in your classroom. The more consistency that your students experience, the better. Remember that, as always, parents are your biggest assets when finding ways to best serve your students.

Maintaining a stress-free environment is always the goal. However, this is especially important when considering the needs of a student with an autism diagnosis. Stress, loud noises, commotion, or unexpected changes in the routine can totally throw students for a loop. Students on the spectrum are usually most comfortable when routines are maintained and expectations are met. If you are planning a collaborative group activity, a boisterous lesson, or anything that strays drastically from the norm, consider how your student may react. Being proactive as opposed to reactive can mean the difference between a good day and a bad day for your student.

Plan assignments and activities that generate positive self-esteem and celebrate every student’s unique talents. Too often, when we hear of a diagnosis or condition, our minds jump straight to the hurdles—“such and such is more difficult for so-and-so.” Instead, consider how to highlight your student’s unique strengths and hidden talents. Student choice is the best practice as is, but be sure to keep an open mind and truly tap into the interests of your students with special needs.

Providing encouragement while maintaining your perspective is not always a simple task when dealing with a student’s strengths and weaknesses. What we consider to be supporting, praising, or reassuring may actually come across quite differently, depending on a student’s social perceptions. Some students with ASD are not comfortable with any sort of recognition or attention—giving this type of attention, no matter how positive, may cause unnecessary distress. It is also possible that constructive criticism or suggestions could be taken more negatively than intended. Thus, we must be cognizant of student sensitivities and preferences when providing praise or suggestions for improvement.  

Autism Awareness Month

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April is also Autism Awareness Month. In an effort to raise awareness about autism spectrum disorder (ASD), it is important to both spread valuable information and to debunk common misconceptions. With diagnostic data indicating a rising rate of almost 1 in 70 births, it is likely that autism will affect someone that you know. 

An autism diagnosis will affect each member of the family differently.

Because of the time, money, and stress associated with treating and managing a child with an autism diagnosis, the entire family will experience the pressure in some way.

For instance, due to lack of knowledge on the topic, or misconceptions about ASD, parents or guardians may blame themselves for somehow contributing to the disorder. It is a natural instinct for parents to feel that they must shoulder the blame, but this is simply not the case. When the condition was first recognized in the 1940s, experts in the field of psychology believed that autism was an emotional disorder brought on by “detached” or unaffectionate caregivers. Psychologists thought that the child’s inability to socially connect was primarily due to parenting styles. While these theories surrounding children on the autism spectrum have long been discarded, parents sometimes still maintain a sense of guilt or responsibility.

Naturally, other siblings in the family may feel that the parents are focused more on the child with special needs. They may feel neglected or even act out to gain attention. Similarly, it is common for children with ASD to follow very specific routines, including sleeping and eating patterns. This may mean that the family’s meals and schedules revolve primarily on the child with special needs—again creating a sense of jealousy or competition amongst the other siblings in the household.

Early diagnosis and interventions are crucial.

According to autism-society.org, “The estimated lifetime cost of caring for someone with autism ranges from $1.4-2.4 million, but this cost can be reduced by two-thirds through early diagnosis and intervention.” Resources, such as behavior specialists and different nonmedical interventions provide numerous options for families that have encountered a recent autism diagnosis. The many options available—from art, music, and animal therapy—to applied behavior analysis allow families to take multiple approaches when it comes to treatment.

An autism diagnosis should not be a roadblock to independence in adulthood.

Too often, a developmental delay or disability of any kind is seen as an obstacle—a door that is closed. What many people do not know is that autistic children, while they do not grow out of the condition, go on to become successfully independent adults. Mainstream education is simply the beginning. A large percentage of students with ASD further their education after high school, earning degrees and preparing for the workforce. More and more, colleges are providing support for students with special needs. Everything from social skills and career readiness, to life skills and job placement, are provided on campuses.

Independent living and close social relationships are also a reality for many adults with ASD. Simply put, with the right interventions and supports, families managing an autism diagnosis have a plethora of supportive resources and options to help their children thrive and succeed.

National Stress Awareness Month

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April is National Stress Awareness Month. Stress is an unfortunate aspect of our everyday lives that everyone experiences from time to time. Truth be told, even simply thinking about how stressed we are can sometimes result in even more stress. Perhaps the most troubling aspect of stress is the fact that we should expect to experience it at any age. So, how can we combat this culprit without adding to the stress? How can we stop stressing about stress? Take a look below at some tried-and-true methods of managing your day-to-day stress.

Get a healthy handle on the family’s eating and exercise routines.

Too often, our schedules are so hectic that there are not enough hours in the day to accomplish everything. With all of the hustle and bustle, regular exercise and healthy eating habits are left by the wayside. Instead, we may opt for the “quick-fix” dinner options and neglect the gym all together. The unhealthy food and lack of exercise will undoubtedly leave the family feeling sluggish, unmotivated, and yes—stressed. Healthy eating jumpstarts motivation and provides the body with nutritious energy. This energy then motivates us to get out and get moving. Exercise is a proven method of managing stress because it releases endorphins—the body’s natural “feel-good” chemicals. Therefore, daily cardio is not only a method of fitness and weight management, but it is also proven to greatly reduce stress.

Partake in some spring cleaning to reduce the clutter.

April is the perfect month to handle the spring cleaning that you’ve been putting off. Studies show that unkempt or messy environments can contribute to a person’s stress level.  Something as simple as reorganizing your closet can alleviate unnecessary stress and anxiety. Not only will the lack of clutter and mess make you feel better, but it will also allow your morning routine to progress a little smoother.  

Get the family outside.

Now that winter has passed and the weather is improving, it’s time to enjoy the outdoors and get some fresh air. While you may not suffer from full-blown seasonal affective disorder, we can all relate to the notion of the “winter-time blues.” In fact, recent research has shown a strong link between vitamin D deficiency and symptoms of depression. This means that sunshine, one of the body’s main sources of vitamin D, can greatly improve mood by reducing stress.

Focus on the present.

Too often we dwell on the past or future. We perseverate, replaying our thoughts over and over again. We agonize over what we could have done differently, or what we must do next time. Instead of indulging in this act of self-torment, focus only on what you can control right now. It only compounds stress when we allow ourselves to worry about things that are out of our hands. Manage what you are able, to the best of your ability, and let the rest be. Of course, this practice is much easier said than done. However, it is helpful to take a moment, take yourself off of the worry-wheel, and focus solely on what is in front of you.

What NOT To Do When Students Are Stressed

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Seeing as April is National Stress Awareness Month, I thought it would be important to seek the child’s perspective on stress. As educators, we tend to see ourselves somewhat as ambassadors or liaisons between the world of academia and the youths that we are instructing every day. While we may think we know how to help students when they are experiencing overwhelming stress, it is possible that we greatly miss the mark sometimes, too.

In an effort to better understand how children respond to stress, I asked a simple question: What does NOT help you when you are experiencing stress? Here are the answers, “straight from the mouths of babes,” as they say.

Do not tell me that I’m overreacting.

When students were asked what does not help them in moments of extreme stress, many said the same thing, “Don’t tell me to calm down.” This is true for adults, too. Never in the history of calming down has anyone ever calmed down after being told to calm down. Students want to know that their feelings are validated. The initial “it’ll be ok, calm down” response is not only ineffective, but it also discredits what they are feeling in that moment. Instead, sometimes students simply want to know that they’ve been heard.  

Do not correct me.

Another unexpected response was the fact that students are not always seeking straight answers or constant perfection. In moments of stress, teachers or parents often want to alleviate the anxiety by removing the stressor or solving the problem for the child. While at times adult interference is absolutely necessary, sometimes it simply is not. When a student is struggling with a difficult concept or task, it is normal that he or she will experience stress. Working through the struggle independently is part of the process of learning how to self-soothe and persevere through the strife.

Leave me alone.

As adults, we know that sometimes, especially when the stress level is at its peak, we simply need some solitude. This is true for students, as well. As much as we may want to comfort or provide advice, students sometimes just want some alone time to decompress. Respect that.

Don’t tell me to manage my time better.

Similarly to tip number one, recommending that students practice time management and prioritization sometimes only adds more stress. Suggestions are great; however, often times, students are truly overbooked. Validating the stress that is attributed to their packed schedules and to-do lists shows that you understand and care about their emotional well-being. Time management is a great skill that comes with practice as children mature. However, sometimes we need to be mindful of the age-group and help students to taper back.

Don’t skip the reward.

No matter the age, students need to know that their hard work and stressful efforts have paid off. Whether large or small successes, it is important to pause at those achievements that didn’t come easily. Reward students with praise when you’ve recognized great effort and perseverance. Skipping the opportunity to praise a job well-done leaves students wondering if they’ve worked hard enough. We all know what it feels like to persist through stressful situations—recognition after the fact never hurts.

 

It’s Not Always What it Seems: Anxiety in the Classroom

 

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Anxiety is something that educators are seeing more and more of in our children. With countless theories on the causes of this rising diagnosis, one thing is for sure—anxiety affects every child differently. Because anxiety is such a complex condition that is unique to each person, the symptoms vary from child to child. In fact, the symptoms may even vary from situation to situation. For instance, a child with anxiety may display different symptoms in different situations throughout the day.  Anxiety may manifest itself differently from classroom to classroom simply because of the environment or different stressors present.

Because anxiety presents itself in many different ways, it is often hard to initially see or understand, especially in the classroom. With this knowledge, it is important that teachers take a closer look at different behaviors and tendencies. For instance, a child with anxiety may present different behaviors depending on comfort level.

Here are a few signs to look for in children who may be suffering from anxiety:

Eye Contact

A child with anxiety may be resistant to making eye contact, especially during one-on-one conversations. It is important for educators to be mindful that the lack of eye contact is not a defiant or dismissive behavior. Instead, direct eye contact may be intimidating or anxiety-producing because the child feels uncomfortable with the direct attention. This can often be closely related to a more specific form of anxiety called social anxiety disorder. Children who suffer with social anxiety disorder exhibit symptoms of anxiety when they feel that all eyes are on them. Especially in social situations, such as in a classroom, a child may be reluctant to participate, work with others, or even answer one-on-one questions because of the discomfort.

Inattentiveness

Similarly, a child with anxiety may appear aloof, inattentive, or “checked out” during classroom instruction. Again, this may be an anxiety disorder rearing its head. A child with generalized anxiety disorder is often consumed with worries, fears, or concerns about an aspect of his or her life. When children fixate on a concern or worry, they are likely unable to concentrate in the classroom. This is very different from a student that is simply bored or disinterested. Furthermore, the constant fixation and worrying often continues at home, making it difficult for children to refocus or “power down.” The GAD symptoms will often result in insomnia or restlessness.

Irritability

Sometimes due to the insomnia, students with anxiety may exhibit irritability at school, as well. Of course, when sleep is regularly disrupted by anxiety, a child may appear to be more fatigued or ill-tempered. This type of behavior is different from a child who is simply choosing to disrupt or defy. When anxiety takes over, the irritability is simply an outlet for the frustration and stress.

With this in mind, it is important for teachers to identify behavioral concerns that are separate from the anxiety disorder. Often times, taking a little breather or moment to get a drink of water will be enough to allow the student to reset and alleviate the stress.

Alcohol and Drug Awareness Month

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Since the late 1980s, the National Council on Alcoholism and Drug Dependence has spent the month of April educating the public on issues related to drugs and alcohol. This year’s theme, “Talk Early, Talk Often: Parents Can Make a Difference in Teen Alcohol Use,” focuses on the important role that parents play when it comes to negative influences in children’s lives. For this year’s event, the NCADD has helped to organize a series of local, state and national events aimed at educating people about the treatment and prevention of alcoholism, especially among our youth.

The National Council on Alcoholism and Drug Dependence encourages the practice of open and honest conversations between parents and teens. For many different reasons, these conversations can be uncomfortable for both parents and children. Not only is trust involved, but issues pertaining to peer pressure and maturity also impact a teen’s decisions and mind set. Ultimately, you know your teen better than anyone—but it never hurts to have a few suggestions on how to broach the subject of the detriments of drug and alcohol use.

Start the conversation before you think it’s time to start the conversation

Whether we’d like to believe it or not, the average age at which a young person first tries alcohol in the United States is 13 years old. Yes, this means that the average 6th or 7th grader has tried—or at least been given the opportunity to try—alcohol. As astounding as this statistic may seem, it is essential that parents realize that curiosity about drugs and alcohol may begin earlier than expected, especially with easy access to internet information via personal devices. Begin openly discussing these matters early and often. If your child or teen knows that they can come to you openly about these topics, they’ll be more likely to seek your advice when the time comes to make the tough decisions.

Know what is going on inside and outside of your house

Technology has done wonders in terms of connecting and informing today’s youth. Unfortunately, this connectivity can be a double-edged sword. According to recent reports, over 50% of American children own a cell phone by the age of 6. With the rise of social media forums, teens can access and share information like never before. Therefore, stories and photos from last weekend’s party will hit the internet before you’ve even realized that your child may have hosted the party. Between Snapchat, Twitter, and Instagram, today’s kids are able to document their every move. As the parent, it is your job to be fully aware of your child’s activities. Yes, privacy and trust are important, but parents must be aware of the possibility that drugs and alcohol are realistic temptations.

Be direct and honest about the consequences

As we all know, part of growing up and maturing into adults involves making decisions—which sometimes means making mistakes. This is part of the learning curve that we all experience throughout our lives. As the parent, you are fully aware of the lessons, morals, and wisdom that you’d like to instill in your child. Discussing the honest consequences of drug and alcohol use is a difficult yet important step in keeping the communication lines open. These conversations are not meant to scare, but rather to realistically inform about the dangers of harmful decision-making. Teenage brains are naturally curious, impulsive, and spontaneous. That said, teens will possibly make difficult decisions without the slightest bit of contemplation, especially about the severity of the potential consequences. Talk honestly about the dangers of drinking and driving—make sure that you child knows that there is always another (better) option. Prompt your child to think about everything that is important in his or her life—and be sure to highlight the fact that making poor choices could mean gambling all of these things away. As scary as it may sound, teens need to know that some mistakes, while unintentional accidents, are still too severe to be undone.
Even if you still think you have a few years before you need to have this conversation, consider using the NCADD’s “Talk Early, Talk Often” awareness campaign to introduce the topic with your child. It’s never too early to be proactive in shaping good decision-making.

Homework Time Made Easier

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Homework is simply a fact of life for today’s students. As early as kindergarten, children are bringing homework home from school. While homework has its many benefits, the majority of students would rather forget about the additional practices, projects, and papers. With such an aversion, homework time at home can be a real battle. Yet, it does not have to be. There are many tried-and-true strategies when it comes to alleviating the stress of homework.

Here are some of our favorites.

First and foremost, a key to easing homework stress is to make sure that the homework actually makes it home. Depending on your child’s age, it may be a struggle to simply keep track of the many worksheets that need to travel to and from school. Keeping your child’s work organized can make all the difference when sitting down to work. Try using a homework folder designated for nightly assignments. Use color-coded tabs or sticky notes to manage daily assignments and due dates. Staying organized is a significant start to managing the homework routine.

Set a Schedule

Set expectations by creating a homework schedule. Between the many afterschool activities and busy schedules that each family undoubtedly juggles, homework may become an afterthought. Make sure that your child knows when and where he or she should be completing homework each night. Set limits on the use of technology during homework time. Cell phones, television, and other distractions can make homework completion impossible, so it is best that these things remain off limits until homework is completed.

Break It Down

When homework has mounted to a seemingly unmanageable level, break the assignments down to avoid a mental meltdown. Especially during the middle and high school years, the amount of homework assignments can increase greatly. Staring down a mountain of papers can stress out both you and your child. If your child is unable to chunk the assignments into manageable pieces, help them out by creating an “order of importance” list. Arrange the work into a schedule based on difficulty and due date. This way, you and your child can prioritize the homework and alleviate any stress from the many assignments.

Promote Practice, Not Perfection

When it comes to difficult assignments, emphasize the importance of effort and completion, not necessarily perfection or 100% correctness. When homework becomes a frustrating tear-session for your child, explain that homework is meant to be practice. Too often, students stress over the need to answer questions and submit flawless assignments. Yes, that is the eventual goal, but homework is meant to provide practice—not display perfection. In fact, most homework assignments are intended to show the teacher whether or not students understood the content. Teachers also use homework assignments as a way to gauge the pacing of lessons or content. So, when the tears start welling, remind your child that homework is for practice.