Supporting the Whole Child
Guide for Educators
Empowering educators with insights to create supportive learning environments.
In this article you’ll learn:
The intertwined nature: Learning differences and mental health
Preventing the downward spiral and empowering students
The "Hundreds Club" and its impact on self-esteem
Blackbird Health's integrated model for understanding the whole child
Tips for educators supporting parents through the IEP process
As educators, you pour your heart and soul into nurturing the next generation. You strive to create an inclusive environment where every student can thrive. But what happens when learning differences create roadblocks that start to create mental health challenges? Understanding the intricate connection between these two is crucial for unlocking each student's full potential. I’ve spent decades delving into how learning differences impact the co-conditions of children’s mental health and I’d like to offer some insights for how it plays out in your classroom.
The intertwined nature: How learning differences impact mental health
It’s crucial for educators to understand that learning differences aren't isolated challenges; they profoundly affect a student's mental and emotional well-being. These differences aren't just about academic performance; they shape how a student feels about themselves, their abilities, and their place in the world. When a child consistently struggles to learn in a way that fits the typical classroom mold, it can lead to a host of mental health concerns. It's not simply a "learning problem," it's a "whole child problem."
Let's look at some examples of how different learning differences can intersect with mental health:
Formal learning disabilities (math disabilities, dyslexia, dysgraphia): These diagnoses require formal assessments and often IEPs. However, the struggle to keep up academically can lead to intense anxiety and a feeling of inadequacy. Students might develop a belief that they are “not smart” or “broken,” leading to lower self-esteem and even depression. They may start to avoid school work, which can be seen as defiance but is often a coping mechanism to protect themselves from further failure.
Auditory processing differences: When students struggle to filter and interpret spoken language, the classroom environment can be overwhelming and confusing. This can lead to frustration, social anxiety (fear of misunderstanding or mishearing), and a feeling of isolation. They may be labeled as "not listening" or "daydreaming," which further damages their self-image.
Sensory sensitivities: Students who are easily overwhelmed by classroom stimuli like lights, sounds, or textures may experience heightened anxiety, panic attacks, or meltdowns. They may be perceived as “overreacting” or “disruptive,” but their reactions are often a direct result of sensory overload, which impacts their ability to regulate emotions.
Learning styles (visual, auditory, kinesthetic): Even a mismatch in teaching style can have mental health implications. If a student is a kinesthetic learner but is expected to sit still and listen for hours, they may become restless, frustrated, and start to dislike school. They might internalize these struggles and think they are “bad” or “unable to focus,” leading to negative self-perception.
Understanding these connections helps us see that supporting students with learning differences isn't just about academic accommodations. It's about creating a safe, supportive, and understanding environment where they feel valued and capable. When we address learning differences, we must also address the potential emotional and mental health challenges that often accompany them.
“Even a mismatch in teaching style can have mental health implications.”
Why it matters: The downward spiral parents and educators can prevent
When learning differences go unnoticed or unsupported, students often internalize their struggles. They think, "I can't keep up," "I'm not smart enough," or "I'm different in a bad way." This leads to:
Increased anxiety: Worries about academic performance and fitting in.
Learned helplessness: Students giving up because they feel they can't succeed.
Behavioral issues: Acting out due to frustration and overwhelm.
School refusal: Avoidance of the classroom or school altogether.
Potential for depression: As feelings of inadequacy persist.
Educators are on the front lines. You have the power to disrupt this downward spiral and create a more positive learning experience.
Creating an upward spiral: Empowering students
The good news? Educators can actively cultivate an upward spiral by:
Recognizing strengths: Focus on what students can do. "You're a fantastic storyteller, now let's find a way to get your ideas on paper."
Acknowledging challenges: "I see this is hard for you. We'll figure this out together."
Differentiated instruction: Providing multiple ways for students to access and engage with the material.
Understanding cognitive fluency vs. fluidity: If a student struggles with fluency (how hard something feels), break down tasks into smaller steps. If they have fluidity (problem-solving skills), encourage them to lead.
Collaborating with support teams: Liaise with parents, school psychologists, special education teachers, and occupational therapists to get additional insights and strategies.
“Seemingly small classroom structures and incentives can have a profound impact on a child's self-esteem.”
The "Hundreds Club" and self-esteem: A cautionary tale
I started my journey in this field because of my daughter's experience. When she was in kindergarten, I'll never forget the day she brought home a note that said, “Mary is stopid.” My heart sank. It was devastating to see how deeply she had internalized her struggles with math. At the core of this was the classroom’s “Hundreds Club.”
This was an initiative designed to celebrate students who could write the numbers 1 through 100 without errors. Students who achieved this milestone had their names proudly displayed on a special "Hundreds Club" wall. Every day, the teacher would call out names and give stars to those who had finally made it. For some kids, this was a fun challenge. For Mary, it became a constant reminder of what she couldn't do.
She struggled with number sequencing and fine motor skills, making writing all those numbers a real hurdle. As she saw other kids get their stars and join the club, she felt increasingly left behind. The message she received, loud and clear, was that she was failing. She began to equate her inability to write the numbers 1-100 with a lack of intelligence. In her young mind, "not being in the Hundreds Club" translated directly to "I'm not smart."
This experience taught me a powerful lesson: Seemingly small classroom structures and incentives can have a profound impact on a child's self-esteem. While intended to motivate, the "Hundreds Club" unintentionally created a divide, highlighting some children's strengths while unintentionally shaming others for their struggles. We need to remember that when we publicly celebrate some achievements, we might be inadvertently spotlighting where other children feel they fall short.
Educators must be acutely aware of these dynamics. Classroom structures, incentive programs, and even friendly comparisons can inadvertently exclude or discourage students who learn differently. Let’s be mindful of these subtle messages and strive to create a truly inclusive atmosphere where every student feels valued for their unique strengths and supported in their challenges. We want to celebrate milestones, but we must also be sensitive to those who are on a different path, making sure they know their worth and potential, regardless of whether they make it into the “Hundreds Club” or not.
“Our approach is centered on an integrated model that seeks to understand the whole child and address the root causes and co-conditions that affect any challenges.”
Blackbird's model: Understanding the whole child
At Blackbird Health, we don’t see a child as a collection of separate issues; we view them as a complex individual where learning, emotions, and physical well-being, strengths, and challenges are deeply intertwined. Our approach is centered on an integrated model that seeks to understand the whole child and address the root causes and co-conditions that affect any challenges. We believe this model can be incredibly helpful for educators seeking to support their students comprehensively.
Casting a wide net:
We start with a holistic view. Instead of focusing on a single label or presumed diagnosis, we begin by observing and gathering a wide range of information. This involves:
Observation: Closely watching how a student interacts in different environments, their attentional patterns, how they respond to instructions, and their social dynamics. This happens both informally and through structured assessments.
Screening: Utilizing various tools to get a broad overview of a student’s cognitive, academic, sensory, and emotional functioning. This helps us identify areas that might require further exploration.
Parent interviews: Gathering detailed history from families about early development, medical history, family dynamics and genetics, and specific concerns. This provides valuable context.
Collaboration is key: Our model thrives on collaboration. We understand that no one person has the full picture. We believe in:
Open communication with families: We keep families actively involved in every step, sharing findings, answering questions, developing collaborative plans, and setting goals. We understand that parents are the experts on their child.
Partnerships with schools: We see educators as vital partners in supporting students. We seek to understand the classroom environment and provide recommendations that are practical and achievable within that context.
Interdisciplinary team approach: Our team includes a diverse group of professionals—educational psychologists, occupational therapists, speech-language pathologists, and mental health counselors—who work together to assess and develop treatment plans.
Referral for specialized assessment and support: Based on our thorough assessment and collaborative input, we then guide families toward targeted plans. This might include:
Occupational Therapy (OT): For sensory processing issues, fine motor skills, and self-regulation challenges.
Speech and Language Therapy (SLT): For language development, auditory processing, and communication skills.
Educational therapy/psychology: For learning disabilities, executive functioning challenges, and academic support.
Mental health counseling: For anxiety, depression, emotional regulation, and social skills.
Why this matters in the classroom: As educators, understanding this integrated approach can help you in several ways:
Seeing beyond labels: You'll be better equipped to see the individual child, not just a diagnosis.
Recognizing underlying issues: You'll be more attuned to the interplay between learning difficulties and emotional/sensory challenges.
Advocating for support: You'll be able to effectively communicate your observations to parents and support teams, making a stronger case for the resources a student might need.
Implementing strategies holistically: You'll be able to weave together academic, social, and emotional support in your classroom, creating a more nurturing and effective learning environment.
We believe that when we understand the whole child and work together across disciplines, we can truly empower students to reach their full potential.
“Parents are the experts on their child. Their observations and insights are invaluable. When parents feel heard and respected, they become more engaged and collaborative partners.”
Tips for educators supporting parents through the IEP process:
Communicate clearly and consistently:
Tip: Break down jargon and technical terms. Explain the IEP process in plain language, both verbally and in writing. Regular, proactive updates (not just waiting for official meetings) can ease parent anxieties.
Why it matters: The IEP process can feel overwhelming and intimidating. Clear, consistent communication ensures parents feel informed, involved, and less lost in the system. Provide summaries of meetings and next steps in writing, if possible.
Actively listen and validate parent concerns:
Tip: Create a safe space for parents to share their worries and questions. Acknowledge and validate their emotions, even if you can't immediately solve their problems. Show empathy and genuinely try to understand their perspective.
Why it matters: Parents are the experts on their child. Their observations and insights are invaluable. When parents feel heard and respected, they become more engaged and collaborative partners in the IEP process. Saying things like, "I understand why you're concerned about..." or "That's a very valid point..." can go a long way.
Provide resources and information:
Tip: Compile a list of resources (websites, parent support groups, advocacy organizations) that can help parents understand their rights and advocate for their child. Share local contact information, especially for special education parent-teacher associations.
Why it matters: Empowering parents with information increases their confidence and ability to participate effectively in IEP meetings. You can provide handouts, links via email, or even a resource corner in your classroom. You might also consider inviting a guest speaker from a parent advocacy group to a school meeting.
Collaborate and emphasize partnership:
Tip: Frame the IEP process as a collaborative effort between the school and the parents. Reinforce that you're all on the same team, working toward the same goal: the student's success. Be flexible and willing to compromise when possible.
Why it matters: When parents feel like partners, not adversaries, the IEP process becomes much more productive. Emphasize shared decision-making and working with parents, not just telling them what will happen. Use phrases like, "Let's discuss options together..." or "What do you think would work best at home?"
Follow up and offer ongoing support:
Tip: After IEP meetings, follow up with parents to ensure they understand the plan and answer any lingering questions. Let them know you're available to discuss progress or any concerns that arise during implementation.
Why it matters: Support shouldn't end with the IEP being finalized. Ongoing communication and availability let parents know you're committed to their child's success and that you're a continuous resource. Offering to schedule check-in meetings periodically or sending a brief email asking how things are going can make a significant difference.
Supporting the Whole Child: Fostering Wellness and Success
Remember, supporting the whole child means recognizing that learning differences and mental health are intricately linked. They are not separate issues but two sides of the same coin. A student who struggles with reading is not just facing an academic challenge; they may also be experiencing anxiety, isolation, and a diminished sense of self-worth. By addressing both the learning differences and the emotional needs, you create an environment where every student can truly thrive. Don't hesitate to collaborate with your school counselor, psychologist, and special education team—they are invaluable resources. Together, we can empower our students to overcome challenges, discover their strengths, and build a future filled with confidence and success.
Amy Edgar, APRN, CRNP, FNP-C is the Founder of Blackbird Health. In practice for more than 25 years, Amy has dedicated her career to helping every kid be the best version of themselves and the hero of their own story. In 2023, The Healthcare Insights listed Amy as one of the 10 most influential women entrepreneurs in the healthcare ecosystem.
Join Our upcoming webinar!
Interested in learning more? Join me for an interactive webinar where we'll dive deeper into these strategies and answer your questions. For your convenience, we have two dates to choose from - May 21 and June 3. Register today.
