ISB School Psych

Play is essential to success in school and life. It is a central part of children’s lives that allows for fun and relaxation while also supporting development and learning. Through play, children develop motor and cognitive (thinking) skills, explore emotional expression and relationships, and learn to negotiate, solve problems, and communicate. Fantasy or symbolic play often serves to help children cope with the demands and pressures of the adult world.

Key Strategies to Enhance the Value of Play

Take time to observe your child’s play. This will give you the opportunity to learn about your child’s motor, language, and cognitive development. Observe how they interact during play, perceive the world around them, and handle frustration and reaching resolution. All of these skills will be important later in life.

Mix it up. Children need a variety of play activities that develop gross motor, fine motor, cognitive, and social-emotional skills. Play that involves large muscles (running, climbing, jumping) develops gross motor skills, helps prevent weight problems, and promotes physical wellness. Drawing, painting, and building with blocks can help develop fine motor skills, while organizing and sorting objects, doing puzzles, and playing guessing games are important to cognitive development. And, make-believe games support creativity, communication, social-emotional skills, and problem solving.

Make room to play. Provide space for physical activity, noise, and mess, as well as quiet play. Setting the range of space helps children understand boundaries and limits. Be sure to always include cleaning up at the end play time to begin teaching a sense of responsibility and task completion.

Go battery/electricity-free for a day. Many of today’s toys are battery operated or electric and pre-programmed to operate a specific way. It may be necessary to set aside play days where these toys are not used. Instead, encourage your child to put on a play, play a board game, write a story, build a fort, draw, etc. These kinds of free-form activities offer children a way to play creatively and make decisions about not just what to play but how they play.

Play with your child. If you really want to know your kids, you have to play with them. Play between parents and their children is essential in developing children’s feelings of attachment, security, and connectedness. Your child needs your time and focus in the context of their world.

Let your child lead. Allowing your child to choose activities that seem fun to them enhances development of autonomy and self-direction. Look for opportunities where your child can make safe and developmentally appropriate choices that encourage independence. Remember, if your child wants you to play, play as a partner, not the play leader. This is not a time for you to be in charge. Reflect your child’s feelings and reinforce efforts to try something different. Above all, support your child.

Keep basic play items around the house. Keeping a few basic items around the house can make any free time a great play time. This can include simple art supplies (crayons, colored pencils, paper, glue, popsicle sticks, pipe cleaners, felt, safety scissors); empty boxes, egg cartons and old pie tins and pans; old blankets or sheets; dress up clothes; cards and board games; and outdoor equipment (rubber kick ball, soft ball or tennis balls, mitt, sidewalk chalk). Objects should always be age appropriate and inspected by parents.

You want your child to play and have fun. But remember, children should not be left unsupervised for any length of time. Even if children are old enough to play by themselves, check in periodically to see how they are doing. (This is a habit you will want to keep up even as they get older.)

Adapted from: “Play: Key to Learning,” Deborah Johnson and Stephen P. Demanchick, Helping Children at Home and School II: Handouts for Families and Educators, NASP, 2004. The full handout is available online at www.nasponline.org/families.

Photo by sk8geek on Flickr

Adversity is a natural part of life. At some point, we all face difficulties, such as family problems, serious illness, a personal crisis, or a painful loss. Being resilient is important to dealing with adversities like these. While most parents hope that their children never face extreme adversity, successfully facing tough situations can actually foster growth and give children the skills to be more resilient in the future.  

Most people have a natural tendency to adapt and bounce back from adversity. However, parents can help their children learn to face challenges successfully, whether it is the stresses of everyday life, such as academic difficulties or problems with friends, or severe adversity, such as losing a home and being displaced from normal routines for months. Following are five ways to promote resiliency in your children and help protect them from long-term ill affects of difficult experiences.

1. Think positive!! Modeling positive attitudes and positive emotions is very important. Children need to hear parents thinking out loud positively and being determined to persist until a goal is achieved. Using a “can do” problem-solving approach to problems teaches children a sense of power and promise.

2. Express love and gratitude! Emotions such as love and gratitude increase resiliency. Praise should always occur much more often than criticism. Children and adolescents who are cared for, loved, and supported learn to express positive emotions to others. Positive emotions buffer kids against depression and other negative reactions to adversity.

3. Express yourself! Resilient people appropriately express all emotions, even negative ones. Parents who help kids become more aware of emotions, label emotions appropriately, and help children deal with upsetting events are giving them useful life skills.

4. Get fit! Good physical health prepares the body and mind to be more resilient. Healthy eating habits, regular exercise and adequate sleep protect kids against the stress of tough situations. Regular exercise also decreases negative emotions such as anxiety, anger, and depression.

5. Foster competency! Making sure that children and adolescents achieve academically is great protection against adversity. Children who achieve academic success and who develop individual talents, such as playing sports, drawing, making things, playing musical instruments or playing games are much more likely to feel competent and be able to deal with stress positively. Social competency is also important. Having friends and staying connected to friends and loved ones can increase resiliency. Social competency can even be created by helping others.

Protecting our children against all of life’s unexpected painful events is not possible. Giving them a sense of competency and the skills to face adverse circumstances can be a valuable legacy of all parents. Resiliency can be built by understanding these important foundations. The more we practice these approaches; the better able our children will be to weather whatever life brings.

Adapted from: “Resiliency:  Strategies for Parents and Educators,” Virginia Smith Harvey, Helping Children at Home and School II: Handouts for Families and Educators, NASP, 2004

Tags: positive, resilience, tips

Image by Bhernandez on Flickr

Everyone is affected by stress and reacts to it in different ways. Stress is a way that our body responds to the demands made upon us by the environment, our relationships, and our perceptions and interpretations of those demands. We all experience both “good stress” and “bad stress.” Good stress is that optimal amount of stress that results in our feeling energized and motivated to do our best work. Good stress encourages us to develop effective coping strategies to deal with our challenges, which ultimately contributes to our resilience. Bad stress occurs when our coping mechanisms are overwhelmed by the stress and we do not function at our best. It is important to note that the same event can affect children and adults in very individual ways—one person may see a carnival ride as thrilling and another may see it as a major stressor. Stress can become distress when we are unable to cope or when we believe that we do not have the ability to meet the challenge. The solution is to adapt, change, and find methods to turn that bad stress into good stress.

Causes of Stress

• At School: Stress can come from an unstructured classroom, unclear or unreasonable expectations, or fear of failure.
• At Home: Stress can occur through a lack of family routines, over-scheduling, prolonged or serious illness, poor nutrition, change in the family situation, family strife or abuse, or unclear or unreasonable expectations.
• Peer Related: Stress can be a result of changing school buildings, having to deal with a bully, fitting in with the crowd, or moving to a new community.

Stress tends to be additive in nature and with children can result in inappropriate behaviors, academic difficulties, or health problems. Parents can usually look back over recent events and see the causes of the behavior through the building of stressful situations.

Symptoms of Stress in Children

• Irritability or unusual emotionality.
• Sleep difficulty or nightmares.
• Inability to concentrate.
• Drop in grades or other functioning.
• Toileting or eating concerns.
• Headaches or stomachaches.
• Unexplained fears or increased anxiety (that also can take the form of clinging).
• Regression to earlier developmental levels.
• Isolation from family activities or peer relationships.
• Drug or alcohol experimentation.

Factors That Help Prevent Stress

• Positive problem solving and coping skills.
• Close, supportive relationships at home and school, with peers and adults.
• Clear expectations.
• Permission and ability to learn from mistakes.
• Developing competencies (academic, social, extracurricular, and life skills).
• Consistent, positive discipline.
• Ability to express feelings appropriately.
• Feeling physically and emotionally safe.
• Good nutrition and exercise.
• Time to relax or do recreational activities.

How Parents Can Help

• Be aware of your child’s behaviors and emotions.
• Build trust with your child.
• Be available and open to talk with your child when they are ready.
• Encourage the expression of feelings.
• Teach and model good emotional responses.
• Encourage them to tell you if they feel overwhelmed.
• Encourage healthy and diverse friendships.
• Encourage physical activity, good nutrition, and rest.
• Teach your child to problem solve.
• Use encouragement and natural consequences when poor decisions are made.
• Help your child select appropriate extracurricular activities and limit over-scheduling.
• Keep your child aware of anticipated family changes.
• Help your child feel a part of decision-making when appropriate.
• Monitor television programs that could worry your child and pay attention to the use of computer games, movies, and the Internet.
• Make children aware of the harmful effects of drugs and alcohol before experimentation begins.
• Monitor your own stress level. Take care of yourself.
• Contact your child’s teacher with any concerns and make them part of the team available to assist your child.
• Seek the assistance of a physician, school psychologist, or school counselor if stress continues to be a concern.

Adapted from: “Stress in Children: Strategies for Parents and Educators,” Ellis P. Copeland, Helping Children at Home and School II: Handouts for Families and Educators, NASP, 2004. The full handout is available online at http://www.nasponline.org/families.

Image by Bhernandez on Flickr

Tags: coping, stress, tips

You will have received a number of communications from school about the H1N1 virus and the measures that ISB is taking to keep our school community healthy. This H1N1 update by Dr. Bill Gerritz, Head of School, provides information about the virus, examples of preventative measures in place at ISB, and links to additional information and advice.

Parents play an important role in helping to minimize the impact of H1N1 on our community. As outlined in Dr. Gerritz’s update,

·         Sick students should stay at home and parents should notify the school nurse of influenza-like symptoms presented in their child. 

·         Notify the school nurse if your child has been diagnosed with H1N1 influenza

·         The school nurse should be notified if a student or parent were to come in contact with someone with influenza-(N1H1) or influenza-like symptoms.

·         Reassure children that we are all primarily concerned about their health, safety and well-being. Students should also be responsible for their own health as well.

Children look to adults for guidance on how to react to stressful events. If parents seem overly worried, children may panic. Parents should reassure their children that health and school officials are working hard to ensure that people healthy. However, children also need factual, age appropriate information about the potential seriousness of disease risk and concrete instruction about how to avoid infection and spread of the virus. Teaching children positive preventive measures, talking with them about their fears, and giving them a sense of some control over their risk of infection can help reduce anxiety.

Talking to Children About Swine Flu (H1N1): A Parent Resource is compiled by the National Association of School Psychologists, the National Association of School Nurses, and PTA and gives helpful suggestions about how best to address the H1N1 virus with your child(ren), no matter what their age.

Tags: flu, H1N1, health, prevention

Welcome!

The National Association of School Psychologists website has a great handout called Back-to-School Transitions: Tips for Parents which gives some great suggestions for starting out the year on the right foot. Here are some highlights:

Mark your calendar. Make a note of important dates, especially back-to-school nights. This is especially important if you have children in more than one school and need to juggle obligations. Arrange for a babysitter now, if necessary.

Designate and clear a place to do homework. Older children should have the option of studying in their room or a quiet area of the house. Younger children usually need an area set aside in the family room or kitchen to facilitate adult monitoring, supervision, and encouragement.

Select a spot to keep backpacks and lunch boxes. Designate a spot for your children to place their school belongings as well as a place to put important notices and information sent home for you to see. Explain that emptying their backpack each evening is part of their responsibility, even for young children.

Familiarize yourself with the other school professionals. Make an effort to find out who it is in the school or district who can be a resource for you and your child. Learn their roles and how best to access their help if you need them. This can include the principal and front office personnel; school psychologist, counselor, and social worker; the reading specialist, speech therapist, and school nurse; and the after-school activities coordinator.

Let your children know you care. If your child is anxious about school, send personal notes in the lunch box or book bag. Reinforce the ability to cope. Children absorb their parent’s anxiety, so model optimism and confidence for your child. Let your child know that it is natural to be a little nervous anytime you start something new but that your child will be just fine once he or she becomes familiar with classmates, the teacher, and school routine.

Do not overreact. If the first few days are a little rough, try not to over react. Young children in particular may experience separation anxiety or shyness initially but teachers are trained to help them adjust. If you drop them off, try not to linger. Reassure them that you love them, will think of them during the day, and will be back.

Remain calm and positive. Acknowledge anxiety over a bad experience the previous year. Children who had a difficult time academically or socially or were teased or bullied may be more fearful or reluctant to return to school. If you have not yet done so, share your child’s concern with the school and confirm that the problem has been addressed. Reassure your child that the problem will not occur again in the new school year, and that you and the school are working together to prevent further issues.

Reinforce your child’s ability to cope. Give your child a few strategies to manage a difficult situation on his or her own. But encourage your child to tell you or the teacher if the problem persists. Maintain open lines of communication with the school.

Arrange play dates for younger children. Try to arrange get-togethers with some of your child’s classmates before school starts and during the first weeks of schools to help your child re-establish positive social relationships with peers.

Plan to volunteer in the classroom. If possible, plan to volunteer in the classroom at least periodically throughout the year. Doing so helps your child understand that school and family life are linked and that you care about the learning experience. Being in the classroom is also a good way to develop a relationship with your child’s teachers and classmates, and to get firsthand exposure to the classroom environment and routine. Most teachers welcome occasional parent help, even if you cannot volunteer regularly.

Here’s to a great 2009-2010 school year!

Welcome sign photo by rv3||cls on Flickr 

Tags: back to school, tip, welcome

Last Tuesday the Elementary School PTA hosted a workshop on bullying and empowering students. There was much lively discussion and sharing of stories and experiences. The following information summarizes the part of the presentation that addressed empowering children to deal with teasing.

While we encourage students and parents to report bullying to a counselor or administrator, many parents ask for guidance on how to help their children deal with situations in which other children are mean to them. These situations, although upsetting, frequently are not “bullying” incidents.

The Four Steps

The elementary school at ISB teaches a conflict resolution strategy called “the four steps” at every grade level each year. The four steps are:

1.       Use an “I statement” to tell the other person how you feel.

2.       Tell them to stop, using a firm voice.

3.       Ignore them or walk away.

4.       Tell an adult.

Assertiveness

Resolving conflicts effectively requires assertiveness. There are three broad styles of responding to conflict: passive, aggressive and assertive. A passive response style is to behave as if other’s needs or wants matter more than your own (i.e. a pushover). An aggressive response style involves behaving as if your wants and needs matter more than those of others (i.e. pushing others around). An assertive response style means respecting yourself and others equally. Assertiveness is based on a foundation of understanding and accepting one’s feelings, and realizing that you can only control your own behavior.

There are a number of strategies that you can teach your children at home to promote assertive behavior.

1.       Take responsibility for your feelings (use I statements)

Use the format I feel … when you… to communicate clearly about how the other person’s behavior affects you. Avoid sentences starting with you, as these can quickly degenerate into blaming.

2.       Listening and respecting the wants, needs and feelings of others

To resolve a conflict, it is important to understand that other people have different ideas and perspectives. It helps to understand why the other person is doing what they are doing. It is important to listen respectfully and avoid interrupting when someone is trying to communicate how they feel, what they need or what they want.

3.       Body language

Be aware of the messages you are communicating nonverbally. Assertive body language involves standing up tall, shoulders back and down, making direct eye contact, using a pleasant, firm voice with appropriate volume.

4.       Making requests

Be clear about what you want. Plan and practice what you will say. Keep it brief and to the point. Try the “broken record” approach when the person is not listening to you, makes excuses, or says no. (e.g. “That’s my pencil. I want it back. I’m sorry you don’t have a pencil, but that’s my pencil and I want it back. Yes, but it’s my pencil and I want it back., etc. ”)

5.       Saying no

Teach your children to listen to their body and their feelings. If they are truly not sure they can say, “I’m not sure, I need more time.” If they know that the answer is no, they should say it as soon as possible. When saying no, don’t smile or apologize. Use assertive body language. When saying no, you might want to propose an alternative. (No, I don’t want to climb on the roof. Let’s play soccer instead.)

6.       Fogging

Fogging is a technique to use when somebody is insulting you. Instead of responding by getting upset or angry, you diffuse their barbs with bland, foggy responses. When the teaser does not get a rise out of you, they will get bored and move on. When the teaser says something that is true, respond “That’s right.” If it is not true, respond, “It’s possible”, or “Someone might see it that way”.

7.       Using relaxation to control your temper

It is not possible to be appropriate and assertive if you lose your temper. Having a quick temper might make a child a target for teasing because it is easy to get a rise out of them. Some ways to control your temper when you feel yourself getting upset are taking deep breaths or counting to 10.

How to help your child develop assertiveness and address difficult situations:

1.       Model assertive conflict resolution skills

Be aware of your own responses to conflict. Use everyday situations to model appropriate assertive behavior and conflict resolution. If appropriate, talk through these situations with your child, describing how you felt and what choices you made about how you responded.

2.       Listen and show understanding

Avoid jumping in and starting to problem solve before you have given them a chance to finish their story.

3.       Clarify and validate feelings

Children often have complex emotional responses to upsetting incidents such as teasing or meanness. Anger is often a secondary emotion stemming from other emotions such as embarrassment, shame, or jealousy. Avoid placing judgments on “negative” feelings such as jealousy or greed. Feelings are not good or bad, they just are; it is the behavioral choices that children make in response to their feelings that should be categorized as good or bad.

4.       Asking probing questions

Asking questions gives your child the opportunity to reflect on the bigger picture of the incident, such as the possible motivations of the person who has been unkind to them, why they were targeted, the effect of their response, etc.

5.       Explore solutions

Help your child to brainstorm and evaluate potential solutions to help them through the problem solving process.

6.       Role play and give constructive feedback

Role play is very useful in preparing your child to stand up for themselves and manage the different reactions this might elicit. For children needing plenty of practice, reverse roles so that they have the opportunity to express their biggest fears about what might happen.

7.       Use your judgment about which situations require your involvement

Give your child the opportunity to stand up for him or herself if s/he is able, but do not set him/her up to fail.

8.       See your child’s counselor if you need more guidance.

Lighting Up the Festive Season without Melting Down

For many families at ISB the winter break involves travel, reunions with family and friends, and holiday celebrations. Although we look forward to the holidays for months, many of us feel a little crispy around the edges, if not completely frazzled by the time the winter break rolls around.

It probably shouldn’t be a surprise to know that the Christmas and vacations appear on the list of stressful life events associated with causing stress-related illness! Research shows that women are more likely than men to report heightened stress levels during the holiday season, and that they’re less likely to take time to relax or manage that stress in healthy ways.

The Five Fs of Holiday Stress

The Stress Doc identifies four Fs of holiday stress: fantasies, family, food and finances. I would add a fifth: the festive frenzy.

Fantasies: The holidays are a time of dreamy ideals and fantasies that set us up for disappointment. Many people focus on recreating the perfect holidays of their childhood (or trying to make up for the memories they never had). Movies would have us believe that the holidays are a natural time for finding love, reconciliation, other people finally seeing the errors of their ways and all things finally returning to the way they should be. Reality seldom lives up to our fantasies, and having unrealistic expectations sets us up for disappointment.

Family: Spending time with family involves accommodating different needs, interests and personalities. Over the holidays, people tend to spend more time with family, and in this time of added stress and activity, strained relationships and conflict can arise. Fraying nerves, burning cookies, and other people’s sugar-crazed children tracking dirt through your house and whining about being bored can create a perfect storm.

Food: The parties and celebrations that abound at this time of year make it hard to avoid overindulging. When this is coupled with abandoning the usual healthy routines such as exercise, we end up feeling bad about ourselves and heading towards (another) New Year’s resolution to (really) lose weight this year.

Finances: Finances are another stressor at this time of year. Travel, parties, celebrations and gifts add an additional burden and are a possible source of conflict for families.

Festive Frenzy: The additional source of holiday stress is what I think of as the festive frenzy. For those involved in schools (as students, parents or faculty), the winter break is preceded by the end of the semester; a time of deadlines, evaluation, and wrapping up loose ends. Add to this finalizing travel plans, shopping for gifts, and attending various parties and celebrations, and you end up with a to-do list that seems infinite.

Tips for Lighting Up the Festive Season without Melting Down:

1.     Be realistic. Forget about perfection. Accept and celebrate people and holiday moments for what they are, and avoid focusing on how they compare with your ideals. Be realistic about your expectations and resolutions to avoid setting yourself up for failure.

2.     Be flexible and accept that things change. As families grow and circumstances change, traditions may also evolve.

3.     Don’t abandon healthy habits during the festive season. A change in routine makes it easy to slack on the healthy eating and exercise habits that help you cope with the added stress of the holidays.

4.     Don’t take on too much. Don’t be afraid to set limits and say no.

5.     Plan ahead, but realize that you can’t control everything.

6.     Stick to a budget.

7.     Ask for support from family and friends if you feel overloaded.

8.     Take a break. Take time to take care of yourself.

With best wishes for a happy and safe holiday season,

Cindy and Dave

References and resources:

Holiday Stress trips from the American Psychological Association Help Center

The Stress Doc’s take on holiday stress

Stress, depression and the holidays: 12 tips for coping from the Mayo Clinic

Online life events stress test

Current world events are very unsettling. Violence, economic difficulties, and political uncertainty can cause justifiable anxiety. Children may be confused or fearful that they or their loved ones are at risk. Adults need to help children feel safe, even if they themselves feel vulnerable. Parents and teachers can help children understand what is happening factually, how events do or do not impact their lives, and how to cope with their reactions.

Schools and parents need to assess what level of support children in their care need, but following suggestions may help children cope.

1.    Remain calm and reassuring. Children will take their cues from you, especially young children.

2.    Acknowledge and normalize their feelings. Allow children to discuss their feelings and concerns and encourage any questions they may have regarding recent events. Let them know that others are feeling the same way and that their reactions are normal and expected.

3.    Maintain a normal routine. Keeping to a regular schedule can be reassuring and promote physical health. Ensure that children get plenty of sleep, regular meals, and exercise.

4.    Be optimistic. Let children know that if something does happen, most people will be fine physically and will recover from any emotional reactions to the event.

5.    Be a good listener and observer. Let children guide you as to how concerned they are or how much information they need. If they are not anxious or focused on current events, don’t dwell on them. But be available to answer their questions to the best of your ability.

6.    Turn off or monitor the television. It is important to stay informed, but watching endless news programs is likely to heighten your anxiety and that of your children or students

7.    Discuss events in age-appropriate terms. Share information that is appropriate to their age and developmental level. Update them as information changes. Young children may require repeated reassurance during the day.

8.    Stick to the facts. Answer children’s questions factually and include a positive element to answer. Don’t speculate about what could happen.

9.    Help children explore and express their opinions respectfully. Explain that opinion is not the same as fact. Fact is what actually happens. Opinions are how we feel about what happens. Everyone has a right to their opinion and discussing different views can deepen children’s understanding of the world. Addressing the intolerance that leads to conflict and aggression can also help children regain a sense of control.

10. Encourage children to talk to you or another caring adult. Emphasize that you are there to help and that they should let an adult know if they or a friend feels overwhelmed for any reason.

Potential child/adolescent reactions to trauma

Most children will be able to cope with their concerns over current events with the help of parents and other caring adults. However, some children may be at risk of more extreme reactions because of personal circumstances. Symptoms may differ depending on age. Adults should contact a professional if children exhibit significant changes in behavior or any of the following symptoms over an extended period of time.

Preschoolers-thumb sucking, bedwetting, clinging to parents, sleep disturbances, loss of appetite, fear of the dark, regression in behavior, withdrawal from friends and routines.

Elementary School Children-irritability, aggressiveness, clinginess, nightmares, school avoidance, poor concentration, withdrawal from activities and friends.

Adolescents-sleeping and eating disturbances, agitation, increase in conflicts, physical complaints, delinquent behavior and poor concentration.

Resources
There are many organizations and agencies with helpful information about helping children and families cope with the stress of war, terrorism and other crises:

Army Deployment Handbook http://www.wood.army.mil/mwr/deploymenthndbook.htm

American Academy of Child and Adolescent Psychiatry http://aacap.org

American Red Cross http://www.redcross.org

American School Counselors Association, www.schoolcounselor.org

American Psychological Association www.apa.org

Federal Emergency Management Agency http://www.fema.org/

National Association of School Psychologists www.nasponline.org

National Center for Post Traumatic Stress Disorder www.ncptsd.org/facts/specific/fs_children.html

Adapted from material posted on the Nation Association of School Psychologists (NASP) website www.nasponline.org

Tags: adjustment, crisis, parenting, stress, trauma

Tags: Community Resource List, resource

Over the last few weeks, Dave Anderson (High School Psychologist) and I have been meeting with school administration, the PTA, the student council and other members of the school community about the results of the ISB breakfast survey.

Is Breakfast Skipping a Problem at ISB?

The ISB PreK-12 breakfast surveyed was initiated due to concern voiced by teachers and other members of the school community about the number of students who did not eat breakfast because of early mornings and long commutes to ISB. The aim of the breakfast survey was to determine the incidence of breakfast skipping school-wide and make recommendations about next steps to increase the number of students eating breakfast before school.

Breakfast is Important for Learning

In the morning, blood glucose levels are at their lowest level of the day, and fuel for the brain is not readily available until we eat. The link between breakfast and learning is well established. Research shows that eating breakfast significantly improves attention, memory, mood, and school performance. Eating breakfast regularly also has short and long term health benefits.

1. Missing breakfast and experiencing hunger impair children’s ability to learn
2. Eating breakfast at school (closer to class time) helps children perform better than those who eat at home or skip breakfast
3. Breakfast can improve children’s diets
4. Breakfast may reduce obesity risk

       Food Research and Action Center Child Nutrition Fact Sheet 

During the week of 18 August, teachers were asked to ask their students for a show of hands of who had eaten breakfast that morning. In order to prevent double counting, the survey was performed by homeroom teachers in the ES, core math/science or humanities teachers in the MS, and English or ESL teachers in the HS. The high school results reflect that 9^th and 10^th graders and 11^th and 12^th graders may take the same class. Of the 1,862 students enrolled during this week, 1,385 were surveyed.

Results

1. School-wide, 17% of students did not eat breakfast on the day they were surveyed.
2. In the ES, 9% had not eaten breakfast
3. In the MS, 16% had not eaten breakfast
4. In the HS, 26% had not eaten breakfast.
5. Overall, skipping breakfast becomes more common as students get older.
6. Skipping breakfast is pervasive in the High School.
7. In the lower grades, breakfast skipping is of particular concern in grades 5-7.
8. Breakfast skipping is not common among PreK to 1^st grade students, but increases after grade 2.

Possible Next Steps

In our meetings, several possible solutions have been proposed. These include:

·    Provide a wider variety of food that is quick to purchase (i.e. does not require preparation or serving) and can be eaten on the go

·    Sell breakfast food or morning snacks at places other than the cafeteria (e.g. at tables set up the front entrance or near lockers, or from trolleys that would be wheeled through the hallways before school or during passing)

·    Offer “liquid breakfasts” such as smoothies for those who cannot stomach solid food in the morning

·    Allow students to eat on the bus

·    A high school comm group session on the results of the survey and the importance of breakfast for learning

Is there anything else you can think of to encourage our students to eat breakfast regularly?

Tags: breakfast, eating, health, research