Tag Archive for: Social Worker Articles

Meaningful Summer Activities for Your Kids

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By Maggie Robertson, MSW, LSW – May 13, 2026 –

Summer can be stressful and chaotic for some families. When kids are out of school, it can be difficult for parents and guardians to keep them busy all day. Having a plan or a “bucket list” for the summer can be helpful for families. Meaningful summer activities for kids don’t have to be expensive or overly structured. The key is to give them chances to grow, explore, and feel capable.

Here are some strong ideas:

1. Reading challenges or library programs – These programs help prevent the “summer slide,” where kids lose academic skills. Reading also builds imagination, focus, and confidence, especially when kids get to choose what they read. Get involved with your local library’s summer programs, which are usually free and have activities planned for different age groups.

2. Outdoor play and nature exploration – Think about exploring parks, hiking, gardening, or even just enjoying unstructured backyard time. These activities support physical health, reduce stress, and help kids develop creativity and problem-solving skills without constant adult direction. A do-it-yourself (DIY) scavenger hunt can be easy to throw together and completely free. The more time kids spend outside, the better it is for their mental health and overall mood.

3. Chores and responsibility-building tasks – Giving kids regular responsibilities (laundry, cooking simple meals, helping with younger siblings) builds independence, accountability, and life skills they will use. Create a chart to hang on the refrigerator, with different chores and responsibilities for their specific age each day. It can be as easy as “making your bed” or “taking out the trash.”

4. Creative projects (art, music, building, journaling) – Creative outlets allow kids to express emotions, build patience, and take pride in finishing something. It’s also great for kids who may not thrive in traditional academic settings. Creative outlets may include designing and creating a journal for them to write in every day, painting rocks, or a simple craft in the dollar section at Dollar General. For extra creativity points, use items you already have at home to build or create something unique.

5. Community service or helping others – Volunteering, helping neighbors, or doing small acts of kindness teaches empathy, perspective, and a sense of purpose beyond themselves. While you’re at your local park, take a break from playing and pick up trash or volunteer at the local library, checking out books or restocking. Help a neighbor with yard work. Nursing homes and assisted living facilities usually welcome guests to interact with their residents or even eat lunch with them. 

6. Social time with peers – Playdates, camps, or team activities help kids practice communication, conflict resolution, and teamwork—skills that don’t come from screens. It’s as easy as inviting a friend over or registering for your local summer camp.

7. Learning a new skill – This could include cooking, riding a bike, coding, or even starting a small business (like a lemonade stand). Learning something new builds confidence and shows kids they can learn through effort.

8. Family time and shared experiences – Game nights, day trips, or even cooking together strengthen relationships and give kids a sense of security and belonging. Whatever you are doing, doing it as a family can be beneficial.

What makes these activities important isn’t just that they keep kids busy; they build independence, emotional skills, and real-world confidence in ways school sometimes can’t.

Maggie Robertson, MSW, LSW, is a Youth First Mental Health Professional at North Daviess Jr-Sr High School in Daviess 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.

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ADHD – More than an “Attention Problem”

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By Beth Thomas, MSW, LSW – May 6, 2026 –

Parenting a child with attention-deficit/hyperactivity disorder (ADHD) can sometimes feel overwhelming, leading to feelings of frustration, stress, confusion, or even feeling disrespected by your child. Children with ADHD are often unfairly labeled as “lazy” or “daydreamers,” but these characterizations are common misconceptions that overlook the neurological basis of the condition and the challenges it presents.

ADHD is a medical condition, more specifically a neurodevelopmental disorder that affects how the brain develops and functions. Differences in brain structure and activity can influence areas responsible for executive functioning, including planning, organization, task completion, sustained attention, and the regulation of emotions and impulses. Individuals with ADHD often have differences in dopamine activity, a brain chemical that plays an important role in motivation, reward, and attention.

ADHD and its symptoms can affect nearly every aspect of a person’s life, influencing both workplace performance and everyday self-management. The condition is typically categorized into two main types: inattentive and hyperactive-impulsive. Some individuals experience features of both, known as the combined type.

Symptoms of the inattentive type often include frequently misplacing essential items (such as a cell phone, glasses, or keys), difficulty maintaining focus on tasks or conversations, and trouble fully listening when spoken to, sometimes becoming easily distracted or interrupting others. Individuals with the hyperactive-impulsive type may fidget, struggle to remain seated, interrupt conversations, or respond to questions before they are fully asked. Those with the combined type of ADHD experience a mix of symptoms from both categories.

Studies show that there are measurable anatomical differences between the brains of individuals diagnosed with ADHD and those without the condition. Although the exact cause of ADHD has not yet been identified, ongoing research continues to deepen our understanding. In addition to potential genetic influences, several non-genetic factors have been linked to ADHD, including premature birth, high levels of stress experienced by the mother and baby during pregnancy, and prenatal exposure to toxins such as tobacco smoke or alcohol.

More than 65% of individuals with ADHD are also diagnosed with at least one additional condition, often referred to as a coexisting or comorbid condition. These can include anxiety disorders, depressive disorders, mood disorders, behavioral and conduct disorders, autism spectrum disorder, sleep-related difficulties, and learning disabilities.

There are a variety of treatments available for ADHD. Typically, the most common treatments are therapy, medication, and/or lifestyle changes. No one treatment will work the same for everyone. It is important and encouraged to talk with a professional about any concerns, questions, or interests you have concerning ADHD treatments. With the appropriate treatment, someone with ADHD can live a fulfilling and successful life.

Beth Thomas, MSW, LSW, is a Youth First Mental Health Professional at Hebron Elementary School in Vanderburgh 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.

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Helping High School Seniors Overcome Graduation Anxiety

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By Kelli Knight, MSW, LCSW – April 29, 2026 –

Graduation is a huge milestone for high school seniors, but it can also bring a lot of anxiety. While many students are excited to finish high school, the idea of what comes next can feel overwhelming. Whether they’re thinking about college, their career, or simply leaving behind what’s familiar, it’s easy for stress and uncertainty to take over. Fortunately, there are plenty of ways parents, teachers, and others can help students manage their worries and feel more confident about the transition ahead.

For many high school seniors, graduation represents a major shift in their lives. It’s often the first time they’re facing big decisions that will shape their future, such as what to do after graduation, whether to go to college, or what career path to take. These choices can feel like a lot of pressure, especially when it feels like everyone has an opinion about what they “should” do.

On top of that, high school seniors are leaving behind the world they’ve known for years – the same group of friends, the same daily routine, the same teachers. Everything is about to change. It’s no surprise that some students worry about making new friends, adapting to new environments, and finding their place in the world. All of these changes can leave students feeling uncertain and anxious about what’s next.

Graduation anxiety doesn’t always show up in obvious ways. Some students might not talk about their fears, but instead may have trouble sleeping, loss of appetite, or seem more irritable than usual. Others might withdraw from friends or avoid dealing with important decisions. If you notice a student is acting differently or seems especially stressed, it could be a sign that they’re struggling with anxiety about what’s to come.

How to Support Students During This Time:

1. Acknowledge Their Feelings: One of the best things you can do is let students know that their anxiety is normal. Graduation is a big life change, and it’s okay to feel unsure or stressed about it. Let them know they’re not alone, and everyone goes through this at some point.

2. Encourage Open Conversations: Give students a chance to talk about their worries and really listen to what they have to say. Sometimes just having someone to vent to can help them process their feelings and ease their stress.

3. Shift the Focus to the Journey: While it’s easy to get caught up in the pressure of post-graduation plans, it’s helpful to remind students that this isn’t the end. Graduation is just one part of their journey. Encourage them to reflect on everything they’ve accomplished so far and reassure them that there’s no one right way to move forward.

4. Break Big Decisions into Smaller Steps: The future can feel overwhelming when it seems like one big, confusing question. Help students break down their goals into smaller, more manageable tasks. Whether it’s applying for college, finding a job, or becoming skilled in a trade, small steps can make things feel more doable.

5. Encourage Self-Care: Encourage your senior to find activities that help them relax, whether it’s exercise, meditation, or just taking time to hang out with friends. A little self-care can go a long way toward managing stress.

6. Offer Practical Help: Sometimes the anxiety comes from not knowing where to start. Whether it’s helping with college applications or talking through career options, offering guidance and resources can make a big difference. Having a trusted adult to talk to can give students a sense of direction and control during a time that feels uncertain.

Graduation is an exciting but stressful time for high school seniors. It’s normal for them to feel anxious about what comes next, but with the right support, they can face the future with more confidence. By acknowledging their fears, providing practical help, and encouraging open communication, we can help them navigate this big transition and feel ready for what lies ahead. With the right encouragement and guidance, graduation can become not just an ending, but the beginning of a new, exciting chapter.

Kelli Knight, MSW, LCSW, is a Youth First Mental Health Professional at Evansville Central High School in Vanderburgh 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.

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Cleaning Up Lunch

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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.

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The Importance of Setting Healthy Boundaries with Your Child

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By Jenna Pauli, MSW, LCSW – April 15, 2026 –

Healthy parent – child relationships tend to thrive when clear boundaries are established. Boundaries act as guidelines, helping children understand what behaviors and communication are appropriate and expected within the family.

These limits help children navigate big emotions, understand expectations, and develop self-discipline and respect. With clear boundaries in place, children can grow in independence while parents feel acknowledged and valued. Rather than being merely strict rules, boundaries provide structure and create a foundation of care, trust, and mutual support for both parents and children.

There are several effective strategies for setting and maintaining healthy boundaries with your child, including consistency, clear communication, positive reinforcement, flexibility, modeling appropriate behavior, and involving your child in the process. Together, these approaches shift the focus of boundaries away from control and toward guidance, safety, and mutual understanding for both parents and children.

Consistency is essential when it comes to setting boundaries, as it helps children understand what to expect. When limits are applied inconsistently or frequently change, children may become confused or frustrated, feeling unsure of how to meet expectations. Clear and predictable boundaries allow children to rise to those expectations while fostering a sense of trust, stability, and security.

When children understand both the boundaries and the reasons behind them, they are more likely to meet expectations. Having age-appropriate conversations ahead of time helps set them up for success. For example, you might say, “You can watch TV for 10 minutes, and then it’s time to go upstairs and brush your teeth for bed.” Communicating expectations in advance and following through consistently helps reduce frustration and prevents unnecessary conflict.

Involving your child in the process of setting boundaries can foster a sense of responsibility and mutual respect. When children feel that their perspectives are heard and valued, they are more likely to take ownership of expectations and follow through with them.

When your child consistently respects established boundaries, offering verbal praise and small rewards can reinforce their positive behavior and motivate them to keep it up. Simple acknowledgments such as, “You did a great job finishing your homework before soccer practice. Thank you for your hard work,” can go a long way.

While consistency is key, boundaries should also allow for flexibility, especially as your child grows and matures. Adapting expectations to match your child’s developmental stage ensures that boundaries remain appropriate and effective. For example, as children get older, it is natural for their bedtime to be adjusted to reflect their increasing independence and changing needs.

Children learn a great deal by observing their parents. By modeling healthy boundaries, such as respecting personal space, following household expectations, and managing
emotions effectively, parents demonstrate the behaviors they want to see. This not only teaches important life skills but also fosters a strong sense of responsibility and emotional security in children.

Setting boundaries isn’t always easy, but it becomes more effective when you involve your child in the process, remain consistent, and communicate clearly. Over time, these efforts help create a happier home environment where each family member understands what is expected of them.

Jenna Pauli, MSW, LCSW, is a Youth First Mental Health Professional at Good Shepherd Catholic School in Vanderburgh 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.

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Teenage Attitude – What’s Under the Surface?

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By Chasidy Lambert, MSW, LSW – April 8, 2026 –

Adolescence is a time often marked by mood swings, intense emotions, and confusion. Stress, anxiety, and even depression can feel like constant companions. Anyone who has lived with, taught, or even briefly interacted with a teenager knows that something powerful is happening beneath the surface, and it’s far more than just “attitude.”

Teenagers are navigating a complex mix of hormonal changes and rapid development, all while trying to understand themselves and the world around them. Even when it may seem like they’re not trying, they are often doing the best they can to keep up.

These changes are needed for development and growth, not just physically, but emotionally. Hormones act as chemical messengers, sending signals throughout the body and brain. At times, those messages can feel contradictory, blurring the lines between “grow stronger” and “feel deeply uncertain.”

While hormones are doing exactly what they’re meant to do, they can also create turbulence in a teen’s mood. During adolescence, it’s as if the brain turns the hormone faucet on full blast, and sometimes the handle comes off entirely. The result isn’t a problem to fix, but a perfectly normal teen who often feels out of control.

During adolescence, a teen’s brain is reshaped, with neurons and synapses constantly reorganizing. Some connections are strengthened while others are pruned away to make the system more efficient. This helps explain why a teen’s decision-making can look so different from an adult’s. Their brains are still under construction, especially in areas responsible for judgment, impulse control, and long-term thinking. 

Puberty triggers the release of estrogen, progesterone, and testosterone, the sex hormones that drive the visible changes we often focus on, like growth spurts, voice changes, acne, and body development. What’s discussed far less is how these same hormones hijack emotions, decision-making, sleep patterns, and self-esteem. When adults understand this fuller picture, it becomes much easier to support teens as they navigate the challenges of everyday life.  

If you’ve seen the movie Inside Out, you’ve already caught a glimpse of how a young brain adapts to change. In real life, the limbic system – the part of the brain that drives emotions – develops earlier than the prefrontal cortex, which is responsible for impulse control, planning, and logical thinking. Teens often feel things deeply and intensely before they can fully reason through those feelings. It’s like having a racecar engine paired with bicycle brakes. Hormones add even more fuel to the engine, and suddenly everything can feel loud, fast, and overwhelming.

This is why a teen can go from laughing to sobbing in a matter of minutes. It’s why a missing hoodie can feel like a full-blown crisis, and why “I’m fine” so often means the opposite. Hormones don’t just influence emotions; they amplify them, making joy feel euphoric and disappointment feel overwhelming. When adults respond with phrases like “you’re overreacting,” they miss the mark. From a teen’s perspective, those feelings are very real and deeply felt. Kids need guidance and support in these moments. 

Other common changes include risk-taking, poor impulse control, pushing boundaries, and shifts in sleep patterns. Hormones also influence how teens see themselves and how they believe others see them. Body changes can cause intense self-consciousness. A single comment about appearance can echo for years. Hormonal shifts also interact with mental health, sometimes intensifying anxiety, depression, or irritability. For teens already navigating trauma, stress, or unstable environments, hormones can magnify everything they’re carrying.

So, what helps? First, adults need to pause and remember that this phase is temporary, even when it feels endless. Validation is important. Saying “that sounds really hard” goes further than “you’ll get over it.” Consistent boundaries, when paired with genuine empathy, create a sense of safety. Teens still need structure, even when they loudly insist that they don’t. This is where many parents struggle: finding the balance between firmness and understanding. A helpful place to start is by asking, “What are my boundaries? Am I responding with empathy to what they’re experiencing?”

Education is powerful. Teens deserve to know what’s happening with their bodies, and knowing that hormones are shaping their reactions can be incredibly empowering. Humor can help, too. Try something like, “Your brain is running a software update right now, and it’s a little glitchy.” Teens get that.

Hormones don’t make teenagers impossible; rather, they make them human while navigating one of the most confusing and tender stages of life. Beneath the mood swings, eye rolls, and dramatic sighs are young people trying to understand who they are while their bodies rewrite the rules almost daily. They’re not giving us a hard time – they’re having a hard time. And honestly? Considering everything they’re juggling, they’re doing remarkably well.

Chasidy Lambert, MSW, LSW, is a Youth First Mental Health Professional at Castle High 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.

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The Importance of a Healthy Parent/Child Relationship

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By Amber Nunaley, MSW, LCSW – April 2, 2026 –

Raising a child is no small task, and it often requires the support of a “village.” While many people view parenting as simply providing shelter, clothing, food, and toys, it goes far beyond meeting basic needs. In the busyness of making sure those necessities are covered, it’s easy for parents to overlook the importance of spending quality time with their child.

A healthy relationship with your child begins at birth, through the simple but powerful act of responding to their needs – comforting their cries, ensuring they are fed, and keeping them clean and safe. While these actions may seem routine, they play a crucial role in building trust, teaching the child that their parent or guardian is a reliable source of care and security.

As the child grows into the toddler stage, they begin to explore their independence while staying close to their parent/guardian. This balance of curiosity and connection is a positive sign that the child feels safe, secure, and confident, knowing they are supported even as they venture out on their own.

A parent/guardian can nurture a strong, healthy relationship with their young child by intentionally spending meaningful time together. This might include getting down on the floor to play, engaging with them on a trip to the park, or reading a book together at bedtime. 

When a child begins preschool, the transition can be just as emotional for parents as it is for the child. After spending the first few years together each day, this new separation marks a significant change in routine. To continue nurturing a strong relationship, parents can take an active interest in their child’s experiences by asking about their day and making time to stay connected through shared activities and meaningful moments.

As children enter middle childhood, they spend much of their day at school and begin forming stronger connections with peers. Invitations to birthday parties, sleepovers, or playdates become more common, and parents may start to feel less central in their child’s daily life. During this stage, maintaining a healthy relationship often requires more intentional effort. Setting aside dedicated time to connect, such as sharing a meal each evening, can make a meaningful difference. Sitting down as a family to talk about the day’s highlights, plans for tomorrow, and everyday thoughts creates space for connection. Keeping distractions like phones and tablets away during this time helps ensure that both parent and child are fully present and engaged.

The final stage of childhood – adolescence – can feel especially challenging for many families. Teenagers often seek more independence, choosing to spend more time with friends and sometimes appearing more distant at home. While this shift can be difficult, it is a normal and temporary part of development. During this stage, parents need to maintain clear expectations and healthy boundaries while also keeping lines of communication open. Taking an interest in what your teenager enjoys can create natural opportunities for connection. Continuing simple routines, like regular family meals and check-ins, can provide a consistent space for support, understanding, and meaningful interaction. In the blink of an eye, your tiny baby has grown up to be a young adult.

Building and maintaining a healthy parent–child relationship is an ongoing effort that requires commitment. When additional support or tools are needed, Youth First offers a variety of helpful programs, including Family First for families and Family Foundations, which supports early bonding between parents and their baby. To learn more about these opportunities, you can visit youthfirstinc.org or connect with a Youth First Mental Health Professional at your child’s school.

Amber Nunaley, MSW, LCSW, is a Youth First Mental Health Professional at Academy for Innovative Studies in Vanderburgh 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.

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The Power of a Simple Conversation

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By Diane Moesner, MSW, LCSW – March 25, 2026 –

Talking to your child every day is one of the most powerful investments a parent can make.  Daily conversations do more than exchange information; they also build trust, emotional security, and a lifelong habit of communication. 

It’s a great feeling when these daily exchanges become so expected by your child that they start asking you the questions before you even get to ask them.  When children know they can talk to you regularly, they are more likely to share their thoughts, worries, successes, and struggles as they grow. These seemingly small everyday moments really lay the foundation for stronger relationships through the teenage years and into young adulthood.

Consistent conversation helps children feel seen and valued. When an adult takes time to listen, it sends the message that the child’s thoughts and feelings matter. This sense of importance helps strengthen self-esteem and emotional resilience. Children who feel heard are often better able to manage emotions, solve problems, and form healthy relationships with others. These daily moments of connection also give parents insight into their child’s world, making it easier to notice when changes in behavior, mood, or needs happen quickly.

Conversations do not have to be long or deep to matter. Small moments count, and consistency is important. Simple, open-ended questions can open big doors. 

Instead of asking “How was school?”, which often leads to a one-word answer, try asking:

  • “What was the best part of your day?”
  • “Did anything surprise you today?”

Some additional simple starters are:

  • “What made you laugh today?”
  • “What was something tricky you dealt with today?”
  • “If today had a title, what would it be?”

Be prepared to answer these questions about your day as well and share a little about yourself with your child. If the conversation feels stuck or your child is slower to warm up to the idea, you can start by saying:

  • “Something that challenged me today was…”
  • “I felt proud when…”

This side of the conversation shows that talking about feelings is normal and safe. Children often open up more when they are included in a two-way conversation rather than being interviewed.

To get your child excited about this part of the day, consistency and creativity matter.  Choose a regular time, such as during dinner, bedtime or a car ride, so conversation becomes a comforting part of the routine rather than a surprise demand. Make it relaxed and judgment-free.  If children sense that they won’t be criticized or rushed, they are more likely to participate willingly.

Turning conversations into something fun can also help, especially when just starting and the conversation isn’t flowing automatically. You might create a jar filled with ready-to-go conversation starter questions that are silly and thoughtful and take turns picking one. You can play simple games like “highs and lows” of the day, or “rose, thorn, and bud” (something good, something hard, and something you are looking forward to).

Most importantly, keep the focus on connection, not correction. Daily conversations should feel like a safe place to share, not a lecture. When children associate talking with warmth, attention, and enjoyment, they begin to look forward to it (and will begin to initiate it). Over time, these small daily talks add up, shaping confident communicators who know they are loved, valued, and never alone!

Diann Moesner, MSW, LCSW, is a Youth First Mental Health Professional at Elberfeld Elementary School and Lynnville Elementary 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.

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Building Resilience in Your Child

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By Jordyn Bryant, MSW, LSW – March 13, 2026 –

Today’s children are growing up in a world that rarely slows down. Screens glow late into the evening, schedules stay packed, and social pressures begin earlier than ever.

Many children are navigating constant input – academically, socially, and digitally, and their nervous systems often feel the impact. It is no surprise that we are seeing more anxiety, irritability, low frustration tolerance, and big emotional reactions from kids. When children are overstimulated, even small disappointments can feel overwhelming. The good news is that resilience is not something a child either has or does not have. It is a skill set, and skill sets can be learned, practiced, and strengthened over time.

Emotional resilience is a child’s ability to manage big feelings, adapt to change, recover from setbacks, solve problems, and continue trying, even after disappointment. Resilient children are not children who never struggle. They are children who learn that struggle is manageable and temporary. They trust that hard feelings will pass, and they have the tools and support to get through challenges.

Here’s how parents and caregivers can help a child build resilience:

1. Connect Before You Correct – When emotions run high, connection lowers defenses. Before addressing behavior, acknowledge the feelings below the surface. Simple phrases like “I can see you’re frustrated,” or “That felt really hard,” help children feel understood. Validation does not mean agreement; it means recognizing their internal experience. A regulated child learns better than a reprimanded one. When children feel safe, they are more open to guidance and problem-solving.

2. Teach Emotional Language – Children cannot regulate what they cannot name. Help them move beyond “mad” or “fine” by identifying feelings such as disappointed, embarrassed, overwhelmed, jealous, nervous, or left out. Expanding emotional vocabulary builds self-awareness and reduces intensity. You might say, “It sounds like you felt left out when that happened,” giving them language for their experience. Over time, this awareness becomes the foundation for self-control.

3. Normalize Mistakes and Setbacks – In a high-pressure world, many children fear failure. Instead of rushing to fix problems or minimize disappointment, guide reflection. Ask questions like, “What could we try next time?” or “What did you learn from this?” When adults respond calmly to mistakes, children learn that failure is information, not identity. Resilience grows when children experience manageable challenges and discover they can move through them.

4. Create Predictable Calm – In an overstimulated environment, children need rhythms that feel safe. Consistent bedtime routines, screen-free family time, outdoor play, and moments without background noise help regulate the nervous system. Predictability reduces anxiety and creates space for emotional recovery. Even small rituals, such as reading together at night or sharing highs and lows at dinner, anchor children in stability.

5. Model Healthy Regulation – Children “borrow our calm” and our coping skills. When adults say, “I’m feeling overwhelmed, so I’m going to take a deep breath,” it demonstrates that emotions are normal and manageable. Modeling repair is powerful too. Saying, “I raised my voice earlier, and I’m sorry,” teaches accountability and emotional safety.

We cannot remove all stress from our children’s lives, nor should we. Learning to handle challenges is part of growing. What children need most is not perfection, but relationships. When a child knows they are seen, heard, and supported, they develop the confidence to face difficulty. In a world full of noise and pressure, a steady, connected adult is the greatest source of strength. Resilience is not built in big, dramatic moments. It is built through everyday conversations, small repairs, consistent presence, and the quiet reassurance that they are not alone.

Jordyn Bryant, MSW, LSW, is a Youth First Mental Health Professional at Stringtown Elementary School in Vanderburgh 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.

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Helping Hands and Paws: Therapy Animals Help Students Succeed in School

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By Callie Sanders, MSW, LSW – March 4, 2026 –

Increasingly, schools across the country are incorporating therapy animals, particularly dogs, to help students feel calmer, more focused, and better prepared to learn. These programs, known as animal-assisted interventions (AAIs), are utilized in elementary and middle schools to support students in various ways. Research shows that spending time with trained animals can help children improve their emotional regulation, behavior, and even their reading skills.

Researchers interviewed school staff in San Antonio, Texas, during a study conducted in 2022 to learn how therapy animals were helping students. Teachers and counselors said they noticed big improvements in student behavior. Many children became less aggressive and more willing to talk about their feelings. Others who struggled with anxiety or trauma began to feel safer and more comfortable in school. Some staff said students even looked forward to coming to school just to see the therapy dog. While there were some concerns about safety, allergies, and planning, most teachers said the program was worth it.

Animal-assisted reading programs are also becoming more popular in younger grades. These programs let children read aloud to a calm, nonjudgmental dog. This helps them feel more confident and less afraid of making mistakes. A study published in 2014 concluded that students who read to dogs for ten weeks showed major improvements in reading speed, accuracy, and understanding, more than those who read to adults or stuffed animals. Even better, the progress continued for weeks after the program ended. Children stayed more engaged in the classroom and enjoyed reading.

Animal-assisted programs also help students with autism. A 2020 review in the journal Autism Research looked at 16 different studies involving nearly 500 children with autism. The review found that spending time with therapy animals helped many of these students improve their communication and social skills. Research shows that therapy animals can also be a great support in special education classrooms or in one-on-one sessions.

Therapy animals can help in many ways at school. They can sit quietly with a child during a stressful moment, listen to a student practice reading, or visit classrooms to create a peaceful mood. Schools that use trained animals and follow safety guidelines can create new opportunities for learning and healing.

These programs help all kinds of students, from those with learning difficulties to those who just need a little extra emotional support. In a time when concerns about student mental health and classroom stress are at an all-time high, animal-assisted interventions are proving to be more than just a feel-good idea. They are real, research-backed tools that help kids succeed both in and out of the classroom.

Callie Sanders, MSW, LSW, is a Youth First Mental Health Professional at Fort Branch Community School, Haubstadt Community School, and Owensville Community School in Gibson 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.

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