Tag Archive for: YouthFirst2026

Meaningful Summer Activities for Your Kids

, ,

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.

/by

Helping High School Seniors Overcome Graduation Anxiety

, ,

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.

/by

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

Youth First Benefit Auction Supports Kids, Features Exciting Adventures and Items

, , ,

Thursday, April 23, 2026 – 5:00 pm CT – Bally’s Riverfront Center, Downtown Evansville, IN

[Evansville, IN] Youth First impacts thousands of Indiana students each year, and the community is invited to help by supporting its annual benefit auction on Thursday, April 23, from 5-7:30 pm CT at Bally’s Riverfront Event Center in downtown Evansville. The unique experiences and items available at the 24th annual Youth First Benefit Auction, presented by Edward Jones, will no doubt attract music, sports, and travel enthusiasts. This in-person event features vacations, themed baskets, sports memorabilia, jewelry, designer bags, home décor, and gift cards. The public and media are invited to attend.

This highly anticipated event is fun, free and family-friendly, and includes a delicious appetizer buffet. The evening will feature a meaningful program, a live and silent auction, and an awards ceremony honoring youth, supporters, and educators who have benefited from or advocated for Youth First. Mobile bidding is available for those who cannot attend.

Fans of unique experiences, sports, music, and more will enjoy:

  • Vacation Stays and Weekend Getaways
  • Vince Gill and Amy Grant Signed Guitar and Artwork
  • Philadelphia Phillies tickets with Don Mattingly Meet and Greet
  • Sushi and Pasta Making Experiences
  • Wilde Horticulture – Landscaping or Seasonal Decorating Package
  • 5-Course Dinner in Just Rennie’s Tuscan Wine Room
  • Azzip Pizza for a Year PLUS a Lifetime Discount
  • China Bistro Private Dinner Party for 12
  • Theme Park, Museum and Zoo Tickets and other Family Fun
  • Themed Baskets and Restaurant Gift Certificates
  • Kate Spade, Coach, and Michael Kors Designer Handbags, Jewelry and much more!
  • Weird Al Yankovich concert tickets
  • Signed Sports Memorabilia and Golf Packages, Artwork, and Home Décor

The annual benefit auction is Youth First’s largest fundraising event and directly supports Youth First’s mission of cared-for kids. Youth First offers evidence-based community programs and school-based mental health support free of charge. This school year, over 55,000 students in 133 partner schools across 14 Indiana counties have access to caring, highly trained Youth First Mental Health Professionals, who help students feel seen, heard, and valued and give them the tools to grow and succeed.

For more information about the Youth First Benefit Auction or to RSVP or place an online bid, please visityouthfirstinc.org/auction or call812-421-8336.

/by

The Importance of Setting Healthy Boundaries with Your Child

, ,

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.

/by

Teenage Attitude – What’s Under the Surface?

, ,

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.

/by

Building Resilience in Your Child

, ,

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.

/by

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

, ,

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.

/by

Support for Children Experiencing Domestic Violence

, ,

By Kelsey Weber, MSW, LCSW – February 25,2025 –

Family and domestic violence is a common problem in the United States. According to the National Institutes of Health (NIH), one in four women and one in nine men are victims of domestic violence. Unfortunately, children in the home are also victims. Domestic violence can have severe effects on a child’s emotional, social, and academic well-being. Therefore, parents, caregivers, and educators must collaborate to support children experiencing domestic violence.

Let’s start in the classroom. Educators need to create a safe space where the child feels comfortable communicating, sharing experiences, and expressing emotions. Establishing open communication with a student in the classroom is the first step in establishing trust. Educators can establish open communication by encouraging gentle conversations, engaging in active listening without judgment, and providing reassurance that the child is not alone. Encouraging students to express their feelings aids in the healing process.

To effectively support a child, it is important to recognize the signs of trauma. Children exposed to domestic violence may exhibit behavioral changes at home and/or school. These signs may include, but are not limited to, withdrawal, aggression, anger outbursts, and anxiety. Parents and caregivers should monitor changes and seek professional help when necessary. Identifying a trusted adult that your child can speak to is crucial, providing an additional layer of emotional support.

It is also essential for parents to collaborate with the school by informing teachers/support staff about situations that have arisen, so that staff can support them academically and emotionally. Many schools have counselors or mental health professionals in the building who can offer additional support if needed. Working together with a child’s school ensures that the student receives support when needed.

When teachers are aware that a student experiences trauma at home, they can tailor their educational approach to meet the unique needs of that student. Recognizing that students may face challenges in concentration or participation, teachers can implement strategies such as breaks, flexible deadlines for assignments, additional emotional support outside the classroom, and calming areas inside the classroom. Creating an understanding classroom environment is key to contributing to the child’s academic success.

School staff can also encourage extracurricular activities as a positive outlet for students. Engaging in activities they enjoy can take their mind off the challenges they face at home. This not only contributes to their overall well-being but also builds self-esteem and fosters a sense of accomplishment.

How can parents help at home? Establishing consistent routines provides a sense of stability and comfort at home for a child who may be navigating a tough environment. Creating structure in their daily routine and providing a safe space can contribute to a child’s overall sense of security and create an atmosphere of learning and positive emotional well-being. It is also important for parents and caregivers to actively listen to their child and provide a safe space for them to talk about their feelings when needed.

In cases of domestic violence, seeking professional help is imperative. Connecting with local support services, such as counseling or advocacy organizations, can provide the child and their family with the assistance needed to navigate the complexities of the situation. These services often extend to educational support, ensuring a holistic approach to the child’s well-being.

In conclusion, supporting a student at home dealing with domestic violence requires a collaborative effort between parents, caregivers, educators, and the broader community. By establishing open communication, recognizing signs of trauma, creating stability at home, collaborating with schools, tailoring educational approaches, and seeking professional help when needed, we can contribute to the healing and growth of these resilient individuals. Every child deserves a safe and supportive environment, and by working together, we can make a meaningful impact on their journey towards recovery and success.

Kelsey Weber, MSW, LCSW, is a Youth First Mental Health Professional at Chandler 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.

/by

Increase Your Coping Skills

, ,

By Jackie Keltner, MSW, LMHCA – February 18, 2026 –

No matter who you are or how old you are, you will likely experience a crisis or something traumatic at some point.

A crisis occurs when an event or situation overwhelms a person’s ability to cope. Trauma is any disturbing experience that causes significant fear, helplessness, confusion, or other disruptive feelings enough to have a long-lasting negative effect on a person’s attitude, behavior, and daily functioning. What is traumatic for one person, however, may not be traumatic for another. These events can be caused by people or nature and can often cause the person to no longer see the world as a safe, just, and predictable place.

The good news is, there are things we can do to help our kids (and ourselves) be less affected by these situations. Research has shown that the quicker a person can cope and begin to process a traumatic event, the less likely they are to develop post-traumatic stress disorder (PTSD). The more coping skills someone has, the less likely they are to feel overwhelmed and go into crisis.

When exploring coping skills, I really like using the BASIC-Ph model to assess a person’s strengths and areas of interest for growth. BASIC-Ph stands for:

  • Beliefs – religion, spirituality, and core values
  • Affect – feelings, emotions, and the ability to express them
  • Social – friendships, relationships, and social groups
  • Imagination – creativity and expression through art, music, and language
  • Cognition – problem-solving, dialogue, and the ability to learn new things
  • Physical – body, exercise, activity, movement

To identify strengths, think of things that you do to help you feel safe and calm or help you feel less stressed and overwhelmed. Now consider what categories those may fall under within the BASIC-Ph Model. Lean into those strengths and consider additional coping strategies in those areas. Some areas may overlap.

For example, maybe religion is a source of comfort and going to church is a coping strategy for you, but your church isn’t open when you’re feeling overwhelmed. Consider reaching out to a spiritual leader or elder, reading a religious text, listening to a religious podcast or music.

Maybe you normally lean on your friends when you have problems but you’re uncomfortable talking with them about a particular situation you’re going through. You might consider counseling, a support group, or a club for people with similar interests.

Also consider things you used to do or enjoy but no longer do. Maybe you used to be an avid reader, but life got too busy, or maybe you used to paint, but your toddler made it impossible (without a huge mess), and you never went back to it when they got older. These are areas you might consider returning to and strengthening.

Set aside time before bed to read or some time over the weekend to paint. Maybe you’ve never tried dancing but always wanted to. Look into signing up for dance classes or finding YouTube tutorials. I would encourage you to consider 1-3 coping areas from the BASIC-Ph model you would like to strengthen, and then for each area, create 1-3 steps you can take to grow or strengthen that coping area.

Coping skills are crucial for regulating emotions, managing stress, preventing burnout, and overall good mental health. Build your toolkit of coping strategies, not only to help manage traumatic situations, but also to be more productive and successful in life. 

Jackie Keltner, MSW, LMHCA, is a Youth First Mental Health Professional at Paul Hadley Middle School in Morgan 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