Weeks into the new school year and things feel different. Have you noticed? We have thought long and hard about asking this question in this format, but feel like it has to be asked. Is everyone seeing what we are seeing? Are all teachers feeling the pinch we are feeling? Is it possible that kids are struggling even more this year than last year?
We thought (hoped!) that the first school year after covid regulations and lockdowns (last year) would be an anomaly, that once kids got back into the rhythms of school, the spike in challenges we were seeing would level off and kids would readjust, get their juju back and return to the pre-covid norm. But that doesn’t seem to be the case. After talking to teachers and OTs, we are concerned about kids’ ability to manage their behavior and self-regulate in the classroom (and beyond). These are skills vital to learning to read and write, without them, both are hard. But we have to wonder, is there too much pressure to teach as if these tools are in their toolbox, even though they clearly aren’t?
This is what we are hearing:
- Kids are struggling with self-regulation, self-control, and behavior
- Co-regulation is lacking
- Children are challenged with attending and focusing at levels never seen before
- Kids cannot follow age-appropriate directions or multi-step directions
- Kids are coming to school completely unable to act independently or manage simple self-care tasks
- Kids are challenged with boundaries, and are not used to hearing “no”
- More kids than ever before are struggling with basic physical classroom skills at an age-appropriate level, many can’t hold a crayon/pencil or don’t know how to operate scissors
If this is what is happening all around, not just locally, as we suspect it is, then what is the solution? If you have read this far, and you know who we are, you will know that we will argue that kids need a lot more moving to turn their brains on, to help them with their self-regulation and self-control, build their strength and support their classroom journey. It will help them build confidence in what they can do, lower their frustration, help them achieve, and ultimately make classroom management easier. What specifically helps?
- Aerobic movement in the form of tag and chase will cause little brains (and grown-up brains!) to release Brain Derived Neurotropic Factors which improves neuro synapses and acts like fertilizer for the brain, helping it grow. This has a direct impact on mood, cognition, anxiety, and the ability to learn and retain. Schools that have increased opportunities for aerobic movement have seen dramatic decreases in behavior challenges and dramatic increases in academic success. During the school day one of the best ways to give children the time and space to move is recess. The difference between a day with recess and one without means moving the needle forward on classroom progress rather than battling wiggling bodies.
- Vestibular movement in the form of spinning, swinging, sliding, somersaulting, logrolling and hanging upside down will help the brain manage the onslaught of data children are hammered with all day long so they can attend and focus on what is important versus what is extra noise and distraction. When kids don’t have an opportunity to move their bodies in this manner, their brains “do not function properly, making it difficult for them to modulate, discriminate, coordinate, or organize balance and movement sensations adaptively.” Furthermore, when the brain becomes overwhelmed by this volume of data it can’t manage, the only solution is to shut down, which looks like spacing out. The only way for a child to turn his vestibular system, and by default his data management system, back on is to move. This can look like bad behavior or even ADD or ADHD when it is just the brain demanding what it needs from the body.
- Proprioceptive activities feed a sense of force and allow children to understand what their bodies are doing as they manipulate them. When children have appropriate information about how to manage their bodies built from time in big body play then they don’t have to move their bodies when they are supposed to be sitting still.
- Core strength helps kids sit comfortably in a chair and at a desk. This keeps them from wiggling while they are in class as they search for a comfortable position. If their core is strong they don’t need to move to get comfortable because they are strong enough to sit still, listen and learn.
Keep this in mind: Children today are already too still. They do not need more stillness. As much as our efforts to help kids with mindfulness, breathing, and naming emotions has tremendous value, children’s brains are not equipped to do any of these higher-level skills until they have moved. A lot. Movement prepares them for stillness.
We have to keep in mind that more often than not, kids are not backfilling big body play and physical activity when they leave the school campus. If we want to have success getting them where they need to be socially and emotionally, then academically, perhaps we should consider putting movement first.
In other words:
- Children’s brains need their bodies to move first
- Then their brains are open to working logically through self-regulatory skills
- Then their bodies and brains together are ready to perform at their highest and most effective level. They are ready to tackle the 3 Rs.
The Pivot to Play™ Venn Diagram of the Wiggles
The vestibular system, proprioceptive system and core strength are vital to classroom success. Without them, children struggle in ways that have an enormous impact on their ability to attend, listen, sit still and ultimately learn. The only way to improve these strengths is through lots of physical movement.
Learn more here.
AAA Workbook and Guide
Tackle these challenges with your kids today! The AAA Workbook and Guide includes a video tutorial, a downloadable tip sheet to spotting vestibular and proprioceptive weaknesses, downloadable workbook and audit and 16 games and activities you can put to use immediately to help your students.
$19.99 Get yours here.
