Tag Archive for: Kelly McClarnon

Cleaning Up Lunch

, ,

By Kelly McClarnon, MSW, LCSW – April 21, 2026 –

Recently, while sitting in the cafeteria during fourth, third and first-grade lunch, I noticed how many children were drinking dye-laden beverages, eating candy and processed foods, and generally lacking nutritious options in their lunchboxes or on their cafeteria tray. 

I watched a first grader eat candy, a cookie and a bag of chips for his lunch. There was no protein or anything of real nutritional value. This child struggles with emotional regulation, which raises the question: If his lunch included fruits, vegetables and lean proteins, would he experience the same emotional difficulties? My guess is probably not. 

After consuming ultra-processed foods, many children struggle with dysregulated behavior, difficulty focusing, poor memory, and heightened emotional responses during classroom learning time, all of which can have significant implications for their academic success.

According to IN.gov, some Indiana school districts have implemented a variety of healthy food initiatives to improve student nutrition, supported by state and federal grants. These include Farm to School programs, scratch cooking, and increased access to fresh produce. Farm to School Programs currently operate near Fort Wayne and surrounding areas, partnering with local farmers to provide fresh fruits, vegetables, meats and dairy. The Indiana Grown for Schools initiative also supports schools in creating gardens and educating students about nutrition in the classroom. 

The previous school my children attended in Southwest Indiana had a community garden where students could participate in planting, weeding, and harvesting crops. Some schools are also offering more nutritious menu options, including salad bars and scratch-made meals. Warrick County receives enhanced funding to support local public health services, including initiatives that promote improved health outcomes through better nutrition by increasing access to fresh foods and made-from-scratch menu options.

There are also targeted nutrition assistance programs in some schools, such as the Food 4 Kids Backpack Program, which provides students in low-income areas with nutritious weekend meals to support food security. Upcoming legislative changes are also being proposed, such as House Bill 1137, which aims to ban certain food dyes and additives in school meals, with proposed implementation by the 2027 school year. 

These initiatives are designed to expand access to healthier options at school, reduce food insecurity and support local agriculture. This is a step in the right direction, but should all school districts, not just a select few, be required to participate in these efforts? And what more can be done to support families in providing more nutritious options when children bring lunches from home? If we want students to function at their best, we need to educate, support and provide resources to families to encourage healthy eating habits.

As a school mental health professional, I see the far-reaching effects of a highly processed diet on children’s cognitive, emotional, and executive functioning, as well as their overall health. This directly impacts student success. How can we further legislation that promotes nutritious foods in schools, secure more funding for these initiatives, and support families in becoming more invested in their children’s nutrition? 

The connection between nutrition and behavior is still an emerging area of focus, but as counselors and mental health professionals, we must advocate for families and educate both school systems and caregivers on the importance of providing nutritious food so students can perform at their best. After all, the old saying still rings true: you are what you eat.

Kelly McClarnon, MSW, LCSW, is a Youth First Mental Health Professional at Evansville Christian School in Warrick County. Youth First, Inc., is a nonprofit dedicated to strengthening youth and families. Youth First provides over 100 highly trained mental health professionals (primarily master’s level social workers), prevention programs, parent engagement coordinators, and bilingual support personnel to 130 schools across 14 Indiana counties. Over 55,000 youth and families each year are served by Youth First’s school-based social work and community programs that promote mental health, prevent substance misuse, and maximize student success. To learn more about Youth First, visit youthfirstinc.org or call 812-421-8336.

/by

Supporting Post-Divorce Families

,

By Kelly McClarnon, MSW, LCSW – July 25, 2025 –

As an adult, can you imagine having to move from one house to another weekly, or even more frequently, while juggling schedules, belongings, and changes in rules and expectations? 

I imagine you are thinking how difficult this would be. Yet we expect children to do this without much thought after a parent’s separation or divorce. 

As a school social worker, providing emotional support for children experiencing the aftermath of divorce is a common occurrence in my office. When children experience the break-up of their parents’ marriage, not only do they feel a range of emotions, including sadness, shame, anger, relief, uncertainty, anxiety and fear, but they also often feel “out of sorts” and discombobulated. 

Transitions can be difficult for any child, but moving from one home to another weekly (or more) can feel overwhelming. It is common for a child to accidentally leave an item at the other parent’s home or forget to bring something when going from one house to the other. 

After working with many students ranging from ages 3-13 regarding the effects of divorce, I’ve listed some helpful tips to ensure the transition from one home to another runs more smoothly and the child feels supported:

  1. Have a check-in as a family as soon as the child arrives at your home. Gently review expectations and allow them to express how things went while they were in the other parent’s care. Children do best when they know what to expect and have an opportunity to share what’s on their mind in a judgment-free environment.
  2. Keep clothing, hygiene products and other items at each parent’s home so the child doesn’t have to pack a bag every time they transition and need only bring minimal items.
  3. Ask them what can help the transitions be less stressful for them. Sometimes, it’s small acts from parents that make a big impact.
  4. Do not talk negatively about the other parent. Your child is a part of them and they take this as criticism, which can negatively affect their self-esteem.
  5. Discuss co-parenting strategies with the other parent. Routines and expectations should be similar across home environments. For instance, if this month’s chores at dad’s house are doing the dishes, keep the same schedule in your home. If bedtime is at 8:30 at mom’s house, make that the routine at dad’s house as well.
  6. Create a structured and predictable environment in both homes.
  7. If they want to call the other parent or they don’t feel like talking, respect your child’s feelings. It’s not personal. No one wants to feel obligated to call someone every night at a certain time.
  8. Make visual checklists that children can see before transitioning so they remember the things they need to pack before leaving your home.
  9. Expect a “transition period” for the first few hours they are back in your home. Be gentle with them, as this is not easy on top of grieving the divorce itself.
  10. Do not hesitate to seek professional help with coparenting, if needed, or therapy for your child to express themselves in a neutral space to process their emotions.

Divorce is hard, not only for adults but also for the children who don’t have a choice in the matter. They must suffer the consequences of their parents’ decisions. This is why it is so important to work together to provide stability, security and routine across households to minimize the impact divorce has on your child.

/by

Trends in Adolescent Mental Health

,

By Kelly McClarnon, MSW, LCSW, Youth First, Inc.

Since I began working in a school setting, I’ve noticed increasing rates of mental health concerns among adolescents. It’s not just my personal experience; a quick Google search will pull multiple articles about a “mental health crisis” within this population.

There are many factors that contribute to the rise in mental health problems, but none are exclusively to blame. Some of the identified reasons are decreases in hours of sleep, decreased activity levels, and fewer face-to-face interactions. Other factors include an increase in academic and sports performance expectations, cyberbullying, higher rates of exposure to violence, barriers to mental health care, and even the chemicals in the food we eat.

Studies show that since 2010, mental health issues in adolescents have been steadily rising, and organizations such as WHO (World Health Organization) and NIMH (National Institute of Mental Health) are researching ways to address these issues. These community mental health concerns need to be addressed on a macro level, but there are steps individuals and families can take to support their child’s mental and emotional well-being.

If your child had a broken leg, you would take them to the doctor and follow the prescribed treatment to heal the break. If a child is struggling mentally or emotionally, the first step I generally recommend to parents is to start having conversations that provide a safe and judgement-free space for their child to open up and talk about their concerns.

Restricting the number of activities your child is involved with outside the home can provide the necessary time to have important conversations regarding mental health and well-being. Children need down time to recover and relax from their day. They need to have quiet activities they enjoy at home such as drawing, reading, playing with their pets, and spending time with loved ones.

Encourage healthy technology habits by limiting screen time and monitoring online content. Overuse of technology for many reasons has contributed to rising rates of mental health problems among adolescents. This is an easy fix as long as parents stay consistent and intentional about overseeing screen time.

Encourage good sleep hygiene. Not getting enough sleep can affect a person’s mood, memory, and executive functioning. Sleep is an important factor in maintaining good mental health.

Make sure your child is eating a balanced diet and getting enough exercise. Taking care of their physical health is important for promoting positive mental health.

Lastly, if you feel you’ve taken steps at home to support your child and things are not improving, start by talking with their pediatrician, who can provide referrals for counseling and/or medication management. You can also seek support from mental health professionals, like a Youth First Social Worker at your child’s school, to provide direction in getting mental health treatment.

Just as you would care for a physical illness, mental health problems should be addressed. The earlier the intervention, the better the outcome.

/by

Smoothing Transitions for Your Child

,

By Kelly McClarnon, LCSW – December 29, 2021 –

Christmas break is underway! As a Youth First Social Worker, I have met with several students who have difficulty transitioning back to the classroom after weekends and school breaks. My observation is that many of these kids also struggle with feelings of anxiety.

The pandemic has caused many children to complete schoolwork from home due to school closures, quarantines, and parental choice to avoid exposure to the virus. Spending long periods of time at home in a more relaxed environment is much different than a structured school setting with increased rules and expectations. At school, increased peer interaction can amplify these feelings of anxiousness in some children. 

Below is a list of things parents can do when their child is having difficulty transitioning back to school:

  1. Have a consistent routine at home. Children thrive on routine. Making sure they know what’s coming next can help kids feel more secure and make transitions smoother.
  • Make sure your child gets plenty of rest. When children feel tired, transitions can become more difficult. Being rested is essential to optimal school functioning and improved mood and mental health.
  • Talk with them in the car on the way to school or before they leave. Ask them how they are feeling. Try to avoid leading questions like, “Are you anxious about going to school today?” Instead, try saying, “How are you feeling today?” This gives them the opportunity to identify how they are feeling and process those feelings prior to arriving.
  • Try listening to uplifting music, talking, or praying to distract them from negative thoughts. If your child rides the bus, allow them to take a journal with positive messages they can read on the way to school. 
  • Reassure your child that it’s not actually the situation (school) that’s causing them to feel scared, nervous, or anxious – it’s the thoughts they have about it. 
  • Sometimes kids have legitimate reasons to want to avoid going to school such as problems with other peers, mental health concerns, and learning disabilities/academic struggles that make it difficult for them to keep up in school. Addressing these issues can lessen a child’s fears by knowing they have the necessary supports to help them succeed.
  • Do not allow them to stay home from school even if they are having a difficult morning. This will only reinforce that avoiding school is acceptable when feeling upset and will make it even more difficult for them to go the next time school is in session.
  • Praise your child when they transition to school successfully. Encourage them that facing their fears will actually reduce their anxiety in the long run. Teach them that uncomfortable feelings and emotions will pass.

Some difficulty with transitions is completely normal. It’s even hard for adults to go back to work after some time off. However, if you are having continual issues with your student transitioning to school, contact the school social worker. They are there to help identify why your child is struggling and will help you address this difficulty.

/by