Growth Mindset: The Power of Yet

When my daughter was a toddler, one of her favorite videos to watch on repeat was The Power of Yet. This Sesame Street song was upbeat and fun for her to dance to, but the message was great as well. The singer was shown with a variety of muppets as they tried or practiced new skills; the message was that things may be difficult at first, but that just means we have not mastered them YET! This is the idea behind having a a growth mindset, a very important skill or approach to life that we must teach our kids. Without this mindset, they are likely to grow into teens and kids who cannot handle difficult situations or failure.

How to Help Our Kids Learn New Skills

Developing new skills takes time and kids need support to manage their emotions while they tackle new activities. As parents, we want to be sure our kids can be successful, but we have to be aware that too much intervention will keep our kids from developing appropriately. If our babies get frustrated with learning to use a spoon and we feed them to avoid the crying, we are robbing them of the time to learn that fine motor skill. When they are learning to tie their shoes, they will get frustrated at those darn bunny ears, but if we don’t encourage them to keep trying, they will be 30 years old and still wearing Crocs and velcro shoes. While these situations may seem silly, these are the early times when we are teaching a growth mindset. As kids get older, the situations get more serious: learning to advocate for themselves, learning to solve problems on their own, learning to speak out against unethical or immoral acts. As kids grow, we have to allow them to struggle as they learn new skills so they learn that failure leads to learning and success, not that failure leads to someone stepping in to do it for them.

Teaching Our Kids Critical Thinking Skills and Grit

So what can you do to help your child develop that growth mindset? Here are some very tangible suggestions for how to push your child to develop the skills, critical thinking, and grit needed when things get tough:

Talk to your child openly about this concept. When they ask for help, remind them that we learn by trying and practicing, not when others do things for us. We need to explain that we will help by giving advice and through encouragement, but many things they will need to learn and do on their own.
Remind them of the Power of Yet! We won’t be great at everything the first time we try it, but the more we try and the more we practice, the better we will get. When they say they can’t do something, remind them that they just can’t do it YET, but that they will get better and better over time.
When they are a bit older, include them in household problem-solving. When you need to create a grocery list, do a simple repair, or work out a budget, include them in the conversation. This will model that everyone has challenges and that they can work with you to solve problems as they arise.
Model learning a new skill! Whether you want to learn to play the guitar, invest, cook, or do some artistic landscaping, it’s good for your kids to see you struggling with new skills as well! You can talk about your wins and frustrations as part of the learning process and model a growth mindset for them.
Work with your child to set goals. Having goals and working towards them fosters motivation and engagement. These can be goals for home or school, but having goals helps push us forward.

Model Growth Mindset

Parenting isn’t easy, and none of us wants to see our kids struggle. But remember that it’s your job to help them learn how to problem solve and to learn new skills, not to solve problems or do things for them! Teach and model that growth mindset and take advantage of those teachable moments.

Get Support for Your Child at School

Many schools these days share that they are a “PBIS school” or that they “Use the MTSS framework” for student support. The use of these acronyms may leave some parents feeling lost or unsure about the programs that are in place for their children at school. It’s important to know and understand the systems your child’s school uses so you can be informed when you are asking for support.

MTSS, a commonly used system for addressing student behavior and needs, stands for Multi-Tiered Systems of Support. In this framework, efforts to support students are divided into three categories: Tier 1 (universal supports), Tier 2 (group supports), and Tier 3 (targeted interventions). A breakdown of these tiers is provided below:

Tier 1: Universal Supports

These are supports and expectations that are in place for all students. One of the basic elements of this tier is having a set of clear expectations for all students that are taught and enforced in all areas of the school. Many schools use a set of expectations like, “Be safe, be responsible, and be respectful.” These are recommended expectations because they are easy to understand and most student work and/or behaviors would fall into these three categories if they need to be addressed. Schools also have explanations and examples of what meeting these expectations would look like in all areas of the school, including classrooms, walkways, and the cafeteria. Tier 1 supports may also include a school token economy or rewards system, and there may be a set of both positive and negative consequences for meeting (or not meeting) these expectations. Approximately 80-85% of students will be successful with just tier 1 level supports and interventions.

Tier 2: Group Support and Interventions

These supports will be necessary for 10-15% of the school population. For these students, they have a specific need that is not addressed by tier 1 supports, but it is still a need that at least a small group of students may have. For example, there may be a group of students who are bullying others or a group of students who are frequently absent from school. These students may be referred for group therapy, additional check-ins with a staff member, or they may be referred for after-school tutoring or a club.

Tier 3: Targeted Interventions and Supports

Tier 3 supports should only be necessary for approximately 5% of the population. These students need more targeted services and supports than most general education students, and school-based teams can work with families to determine which interventions are needed. For example, a student may have extreme anxiety, may be far behind academically, or they may have a need for individual counseling or therapy. Whatever the need, tier 3 interventions are typically unique and targeted to the specific needs of individual students. To be clear, not every need will require tier 3 supports; these interventions are reserved for more serious and urgent student needs.

If you believe your child needs support, make sure you go to the school and advocate for your child. Schools have systems, partnerships, and staff in place to bring these needs to the right people at the school so your child can get the support they need. Using this information about typical supports at a school will help you have a great conversation with the staff at the school to help find the right support for you and your family.

How to Help Struggling Students Learn

It is a new school year with lots of exciting learning opportunities for my students. After completing several weeks of assessing and observing my students’ academic strengths and challenges, I have modified my teaching strategies based on best practices for children with English acquisition, behavior, and struggling reader needs. Listed below are successful strategies I am using to support some specific learning challenges.

English Learners

English learners receive weekly academic tutoring support from staff in a school-wide pull-out program. Additionally, English learners are seated next to compassionate and supportive English-speaking classmates who can interpret and guide their English learner peers with various assignments. Creating a safe environment is critical for my non-native speakers. Sentence frames and charted models were essential for them to use before they were willing to try on their own. Native speakers learn how to become effective tutors while guiding their English learner classmates. Additionally, to encourage organic speaking opportunities in the classroom, I moved to having student-teachers. After math tests were corrected, students who demonstrated understanding of a particular math problem from the test became the teacher for that problem. Even students who needed to work 1:1 with me during the test had an opportunity to articulate how to solve the problem to their peers. It was a natural way for them to reprocess their learning, raise their social status in the classroom, and build confidence.

Overly Active and Aggressive Students

Students with an undiagnosed learning challenge that may also include hyperactive/ attention deficit disorder can be frustrated and disruptive in traditional classroom settings. Some benefit from using sensory fidget toys to relieve stress and anxiety. Other students benefit from sitting apart from their classmates. Finding the proper setting for individual students takes time and patience. I also have the students evaluate what strategies work best when separating them from their peers. After a meeting with the parent and student, together we develop a plan that involves modifying a targeted behavior, a monitoring system, and a reward chart. For example, one student is motivated to cooperate with class work by sitting alone and earning a beef jerky treat at the end of class while another works with his classmates to earn fruit clusters. Extrinsic motivation is key for these high energy students.

Fearful, Anxious, and High Functioning Autistic Learners

Some students are overwhelmed with specific assignments. When assessing their academic skills, I find that these students are capable but can become emotionally anxious or will not perform when asked to complete a rigorous academic assignment. When students are overwhelmed, I break down the assignment into smaller tasks for each student. These smaller tasks will eventually meet the requirements of a rigorous assignment. Frequent check-ins help encourage these students to move beyond their discomfort. Once many of these students get started, most are very successful and achieve beyond their anticipated abilities.

Delayed Learners

Unfortunately, some of my students do not test well and are significantly behind their grade level abilities. They have not yet qualified for special education services, but still must complete their assignments in class. Once I have identified their academic needs, I use computer adaptive online assignments for reading and math assignments. When teaching reading and math, I use small group instruction to reinforce basic reading and math skill development. I also seat learning challenged students with classmates who can help them complete grade level assignments. This year I discovered the power of personal notes. Boosting a student’s confidence in the area that you see growth helps them build self-esteem and lets them know you see them. I would attach a handwritten note to important assignments letting them know how hard they tried, commenting on an area of strength, and then letting them know where they could grow. A delayed learner needs their teacher to be their biggest cheerleader because the struggle can be overwhelming.

Overall Classroom Success that Supports Cooperation at Home

When I am responsive to the individual needs of each of student, they feel validated, respected, and work harder to achieve success. As a class, we set milestone achievement celebrations that might include a tech play day, pajama and cuddly critter day, and a pizza movie day. As a class, we evaluate our class performance each day and earn points towards participating in these larger classroom celebration days.

The strategies we use in class also work effectively at home for most students. Wishing you much success in supporting your child’s learning this school year.

Focusing on Your Child’s Learning Progress and Not Perfection

“Take pride in how far you’ve come. Have faith in how far you can go. But don’t forget the journey.” by Michael Josephson

We knew the school year would end when the year started, but never realized how fast it would come. It’s hard to stop, step back, and just look at how far we’ve come. The mountains we have climbed or the forever-long valleys that we thought would never end, but we did it. We all did hard things. We grew.

As a special education teacher, I’ve had the privilege of watching hundreds of students grow academically, socially, emotionally, and personally. Some students leap ahead quickly, others take smaller steps, and a few struggle quietly in the shadows. But one thing I’ve learned is this: progress looks different for every child, and it all matters. Every small victory, no matter how tiny it may seem, deserves to be celebrated at the end of the year or whenever they happen.

As parents, getting caught up in benchmarks, grades, comparisons, or even the long road ahead is easy. We worry if our child is reading at grade level, keeping up in math, or getting along with others. We scroll through social media and see other kids’ achievements and start wondering, “Are we doing enough? Is my child falling even further behind with everything we’re doing?” But I want to remind you: Your child’s journey is their own. And every bit of progress counts.

Why Focusing on Progress Matters

Children are not machines—they don’t develop at the same pace or in the same way. Some kids take off in reading in kindergarten, while others might not find their rhythm until second or third grade. Some struggle with reading or math for years, then suddenly it comes together. The path isn’t linear. It’s full of dips, turns, plateaus, and bursts.

When we celebrate only the big moments—the awards, the perfect test scores, the standout performances—we unintentionally send a message that only perfection is worthy of praise. But when we recognize the small wins—completing a book, staying focused for 10 minutes, asking for help, using kind words—we help our children build confidence and resilience.

Progress is what leads to success. And acknowledging it fuels motivation.

What Small Victories Look Like

Small victories aren’t always flashy. They often happen quietly, in moments you might miss if you aren’t watching closely. Here are just a few examples I’ve seen:

A student who used to avoid reading time finally picks a book on their own
A child who struggles with handwriting writes a whole sentence without giving up
A student with anxiety raises their hand to answer a question in front of the class
A child who’s been impulsive takes a deep breath and uses a strategy to stay calm
A third grader remembers their math facts with just a little less prompting

These are real, meaningful steps forward. They’re often the result of hard work, perseverance, and support—both at school and at home. And they’re worth celebrating. And perhaps a very loud cheerleader in your corner, never giving up and always moving the needle forward no matter the time of year.

Shifting the Focus at Home

So, how can you, as a parent, help your child focus on progress rather than perfection? Here are a few ideas that come straight from my experience in the classroom and conversations with other families:

Notice the Effort: Instead of asking, “Did you get 100%?” try asking, “What did you learn today?” or “What felt easier than it used to?” Celebrate the effort your child puts into their work, even if the result isn’t perfect. Praise things like persistence, creativity, courage, and problem-solving.
“Last Day” Shout-Out: Take a picture of your child holding a sign that celebrates a specific win (“I mastered my multiplication facts!” or “I learned to ask for help when I need it!”).
Special Treat or Activity: Let them pick a fun, low-cost way to celebrate: a walk to the park, popsicles after dinner, or staying up 15 minutes later.
Create a Victory Journal or Jar: Start a family habit of writing down “wins” in a notebook or dropping notes in a jar. They can be school-related or personal: “I stood up for a friend today.” “I tried broccoli again.” “I spelled ‘because’ right without looking.” Review these wins regularly. They become a tangible reminder of growth.
Reframe Comparison: When your child says, “Everyone else is better than me,” gently remind them that every learner is on their own path. You can say, “Let’s talk about how far you’ve come,” and point to specific examples. Try using “then and now” language: “You used to need help to read that page. Now you can do it on your own!”

A Word of Encouragement

If your child is struggling, whether it’s with schoolwork, behavior, or friendships, please know this: their struggles do not define them. They are growing every day in ways that may not show up on a report card. And you, as their parent, are making a difference, just by cheering them on.

You don’t need to wait for perfect moments to celebrate your child. Celebrate when they keep trying. Celebrate when they show kindness. Celebrate when they bounce back from disappointment and when they take those first steps down the stairs on their own. These are the victories that shape character and build lifelong learners.

End of the School Year Growth Reflections

As we wrap up the school year, it’s the perfect time to reflect not only on report card grades but also on the many layers of growth that might not show up in traditional ways. Whether your child is in kindergarten or high school, every grade level presents unique challenges, and every child makes progress in their own time. Maybe your first grader finally mastered those tricky sight words, or your middle schooler became more independent with homework. Maybe your high schooler stepped up with better time management, stronger self-advocacy or learned how to cook. These are the wins that build confidence and maturity, and they deserve recognition just as much as academic scores.

For families of students with IEPs, this time of year can bring both pride and questions. You may be reviewing progress reports and wondering how your child did on their goals. While some IEP goals may be fully met, others might still be in progress, and that’s okay. IEPs are living documents meant to grow with your child. Progress on goals, even if it’s not complete, often reflects significant growth: increased independence, improved focus, or stronger communication skills. When you look at the progress, try to see the full picture of effort, support, and resilience. Celebrate what your child has accomplished—and know that every step forward, no matter how small, is a step toward greater success next year.

Tell Students How Much They Have Accomplished

In my classroom, I make it a point to recognize progress out loud. I say things like, “I know that was hard for you. I love how you persevered through it.” I invite you to do the same at home.

Ultimately, education is a marathon, not a sprint. By shifting our focus from the idea of perfection to the tangible reality of progress, we empower our children and uplift ourselves. Let’s choose to see the beauty in each small victory, for it is in these moments that we truly see the strength, resilience, and spirit of our children.

Education is about celebrating the little things as we climb the mountain to graduation. Celebrate every tiny victory. Those things matter.

As the year comes to a close, from learning to walk up or down the stairs to taking the first steps to learning to read or making it to all your classes to graduate–those little things matter. What can you help your child celebrate?

Helping Kids with ADHD Focus: Classroom and Home Strategies

As a special education teacher, I’m frequently asked to observe students who appear to be distracted. As teachers, we can’t diagnose but we can find ways to support students who struggle in the classroom, regardless if it’s ADHD.

Today’s classrooms are not what many think, learning is hard and standards must be met, so students spend more time sitting than moving around. Students’ minds move fast, their energy levels fluctuate, and traditional learning environments don’t always meet their needs. Parents often ask, “How can I help my child focus better?”

Understanding ADHD in the Classroom

Children with ADHD often experience:

Difficulty maintaining attention (especially on non-preferred tasks)
Impulsivity (blurting out answers, interrupting, acting before thinking)
Hyperactivity (constant movement, fidgeting, trouble staying seated)
Executive functioning struggles (organizing materials, following multi-step directions, remembering assignments)

It is important to note that the term “ADD” changed to “Attention-Deficit/Hyperactivity Disorder” (ADHD) in 2013 with the release of the DSM-52. The official change in terminology occurred with the publication of the DSM-IV in 1994.

What can teachers do within their classrooms?

1. Provide Movement Breaks

Sitting still for long periods is difficult for students with ADHD. Movement can help them focus.

Allow short brain breaks (e.g., stretching, jumping jacks) between activities.
Use alternative seating options like standing desks, wobble stools, or yoga balls.
Let students move while they learn, such as walking while reading or using hand motions for new concepts.

2. Offer Flexible Seating and Workspaces

Some students focus better in quiet spaces, while others do better with background noise.

What Teachers Can Do:

Create a variety of seating options—quiet corners, floor cushions, or desks with dividers.
Allow students to choose where they work best for certain tasks.
Use noise-canceling headphones for students who are easily distracted by sound.

3. Break Down Tasks into Small Steps

Many students with ADHD struggle with multi-step directions.

What Teachers Can Do:

Give one instruction at a time instead of a long list.
Use visual checklists to help students stay on track.
Offer frequent feedback to keep them engaged and motivated.

4. Use Visual and Hands-On Learning Tools

What Teachers Can Do:

Use graphic organizers to help with writing and reading comprehension.
Incorporate hands-on activities (e.g., manipulatives in math, science experiments, or interactive notebooks).
Use color-coding to help with organization (e.g., different colors for subjects or materials).

5. Build Predictable Routines

Changes in routine can be difficult for students with ADHD.

What Teachers Can Do:

Establish clear daily schedules with visual schedules or timers.
Give transition warnings before switching activities.
Maintain consistent classroom rules and expectations.

6. Provide Positive Reinforcement

Students with ADHD often receive negative feedback for their behavior, which can lower self-esteem.

What Teachers Can Do:

Use praise and rewards for effort, not just accuracy.
Create a positive behavior system (e.g., sticker charts, token rewards).
Focus on strengths, such as creativity, problem-solving, and enthusiasm.

7. Allow for Fidget Tools

Fidgeting is a way students with ADHD self-regulate and stay engaged.

What Teachers Can Do:

Provide fidget tools like stress balls, putty, or small hand-held items.
Allow doodling or note-taking during lessons to help with focus.
Set clear rules for using fidgets appropriately (e.g., not distracting others).

What can parents do?

1. Establish a Structured Homework Routine

Homework can feel overwhelming for kids with ADHD, but structure helps.

Tips for Parents:

Set up a consistent workspace that is quiet and free from distractions.
Use a visual schedule to outline tasks and break them into small steps.
Incorporate movement breaks (e.g., 5 minutes of jumping or stretching between assignments).

2. Use Timers and Alarms

Students with ADHD often lose track of time, so timers help them stay on task.

Tips for Parents:

Use a visual timer (like a Time Timer) to show how much time is left for a task.
Set a “beat the timer” challenge for short tasks to make it more engaging.
Try the Pomodoro technique (25-minute work periods followed by 5-minute breaks).

3. Reduce Clutter and Improve Organization

Disorganization makes focusing even harder for students with ADHD.

Tips for Parents:

Use color-coded folders for different subjects.
Create a designated homework station with necessary supplies.
Help your child clean their backpack weekly to prevent lost assignments.

4. Encourage Physical Activity

Exercise helps regulate dopamine levels, improving focus and impulse control.

Tips for Parents:

Let your child run or play outside before starting homework.
Consider sports, martial arts, or activities like yoga that improve focus.
Use active learning strategies (e.g., bouncing a ball while spelling words).

5. Implement a Reward System

Positive reinforcement can help kids stay motivated.

Tips for Parents:

Use a simple point system (e.g., earning stars for completed tasks).
Allow your child to “cash in” points for small rewards (e.g., extra screen time, a special outing).
Praise effort over results to build confidence.

6. Teach Self-Regulation Strategies

Kids with ADHD benefit from learning how to manage their emotions and energy levels.

Tips for Parents:

Teach deep breathing and mindfulness exercises.
Use calm-down corners with sensory tools like weighted blankets or stress balls.
Help them identify what strategies work best for them (e.g., chewing gum, listening to music).

7. Work with the School

Communication between home and school is key to helping students with ADHD succeed.

Tips for Parents:

Regularly check in with teachers about what’s working and what’s not.
Advocate for an IEP or 504 Plan if your child needs accommodations.
Keep track of patterns and triggers that may be impacting your child’s focus.

Kids with ADHD are not lazy, unmotivated, or “bad” students. They simply need the right strategies and support to reach their potential. By making small adjustments—both in the classroom and at home—we can help them develop focus, confidence, and a love for learning.