Article archive: page 25
More practical, evidence-informed guidance for the real emotional and social situations children face.
How to Help a Student Return to Learning After a Big Feeling
To help a student return to learning after a big feeling, use a brief re-entry sequence: orient the student to what is happening now, offer one regulated choice, bridge into a manageable piece of work, and rejoin the ordinary classroom…
How Teachers Can Support an Anxious Student Without Increasing Avoidance
Teachers can support an anxious student by reducing unnecessary uncertainty, offering a manageable first step, and creating a predictable route back to learning. The goal is not to remove every uncomfortable task or require the student…
Anxiety Worksheets for Kids: What to Choose and How to Use Them
An anxiety worksheet is useful when it helps a child do one specific piece of thinking: notice a body signal, name a worry, separate a prediction from a fact, plan a small coping action or reflect on what happened afterward. It is less…
Calm Corner vs. Time-Out: Purpose, Setup and Common Misuse
A calm corner and a time-out may both move a child away from an activity, but they are not automatically the same intervention. A calm corner is generally intended as a taught regulation space: the child uses brief, familiar supports…
How to Introduce CBT Thought Work Without Invalidating Feelings
CBT thought work with children is not an exercise in replacing every uncomfortable thought with a positive one. Its purpose is to help a child notice the relationship between a situation, interpretation, feeling and action; evaluate a…
Why Does My Child Get Angry When Corrected?
A child who becomes angry when corrected may be reacting to more than the correction itself. Feedback can bring up embarrassment, fear of failure, frustration with a difficult task, a sense of being controlled or the belief that making…
Why Does My Child Ask the Same Worry Question Over and Over?
A child may repeat the same worry question because the answer brings a short burst of relief, but the uncertainty soon returns. The question can sound like a request for information—“Are you sure I won’t get sick?” or “Will you…
Childhood Anxiety: A Practical Guide for Parents
Anxiety is part of normal development. Children may fear separation, unfamiliar people, injury, mistakes, peer judgment or events they cannot control. Concern becomes more significant when fear is intense, persistent or increasingly…
Emotion Coaching for Parents: A Practical Guide
Emotion coaching is a way of responding that helps children notice, name and manage feelings while adults continue to provide safety and limits. It does not mean discussing every emotion at length, agreeing with every interpretation or…
How to Use a Worry Thermometer With Children
A worry thermometer is a simple visual scale that helps a child describe the intensity of worry. It can make changes easier to notice and help adults match support to the child’s current state. Its purpose is not to diagnose anxiety or…
How to Run a School Counseling Session About Worry
A short school counseling session about worry should not try to solve every fear or make a student calm before returning to class. A realistic goal is to help the student identify one worry pattern, learn one usable response and choose…
What to Do When a Student Shuts Down After Feedback
A student who stops writing, puts their head down or says “I’m not doing this” after feedback may be overwhelmed, embarrassed, confused or protecting themselves from another experience of failure. The behavior does not reveal one…