by ANDREA LEGGETT Youth sports have seen children, families, and communities through many life-changing world events since their inception in the US. The Great Depression, several wars, natural disasters, national tragedies like 9/11, and, most recently, the COVID-19 pandemic. Many industries are seeing recovery and a slow return to normal, but youth sports participation continues
by ANDREA LEGGETT Inflation is in the news a lot these days, and youth sports aren’t immune to its effects. When families need to tighten up financially, leisure activities are usually the first to go–which, for some families, means not signing up for a season (or more). We know all the things sports offer that
by Sarah Breeden, MT, 12 year classroom teacher What does a trauma informed classroom look like and function like? What is being trauma informed? There is no one answer to these questions, but essentially, being trauma informed is being educated and informed on trauma so “educators have the opportunity to collaborate in a way that
Sarah Breeden, MT, 12 year classroom teacher We’ve all seen them: fidget spinners, “monkey noodles,” pop-its, and slime. They’re ubiquitous in school prize boxes and store dollar sections. But do fidgets serve a function for some kids? Benefits of fidgets are actually a thing, not just a fad that allows kids to have “toys” in
Sarah Breeden, MT, 12 year classroom teacher We’ve all had students who we struggle connecting with. Whether due to previous trauma, difficulty in academics, or disinterest in school, some kids have a harder time connecting with adults they need to trust. Here are five simple ways you can get started connecting with a student you
by ANDREA LEGGETT One part of youth sports that doesn’t get talked about enough is the way one child’s participation affects the other children in the family. Practices in the evening, early morning games (and all day tournaments), traveling to events, and the overall amount of energy that goes toward this commitment can be draining
This might be the best page in our tantrum course. We talked about this prompt for over an hour, trying to figure out how exactly to word it. As tends to happen with us, we were thinking of a bigger, broader concept and trying to drill it down to something more digestible for our clients.
One of the quickest ways to de-escalate myself when I’m feeling frustrated with another person’s behavior is thinking, “They probably have a good reason to be doing what they’re doing.” Now, that’s not an excuse. And it certainly isn’t implying that we have the same definition of “good reason.” The point of that phrase is
