Parenting

RHCK Kickoff Header

Key Points

Positive relationships impact the opportunities and potential future for every child.
GCO is partnering with RezilientKids to bring the evidence-based program, Raising Highly Capable Kids to the Gwinnett area.
GCO is recruiting partners who are willing to local partners who could hold a class and for adults who might be interested in taking it.

Nothing has more impact on the life of a child than positive relationships.

That basic truth was the cornerstone of a kickoff event March 9 to launch the Raising Highly Capable Kids (RHCK) program across Georgia.

We’re thrilled to report that 43 people representing more than 20 community organizations attended the event at First United Methodist Church of Lawrenceville. The kickoff helped us build an inaugural network of RHCK trainers and liaisons who will help the Georgia Center for Opportunity (GCO) team bring the program to communities.

Screenshot 2023-03-15 at 11.16.01 AM

Attendees at the kickoff event heard from Angela Davis, regional representative for the Southeast region for RezilientKids, the national nonprofit that publishes the RHCK program. She shared how the program will work in Georgia.

Angela Davis of RezilientKids shares the power of Raising Highly Capable Kids with Gwinnett-area leaders.

What is RHCK?

GCO has partnered with RezilientKids to present the program to adults across Georgia. RHCK is a 13-week evidence-based parenting program developed to build stronger families by empowering parents with the confidence, tools, and skills they need to raise healthy, caring, and responsible children.

The program increases parents’ knowledge and skill level of the essential building blocks every child needs — the 40 Development Assets from Search Institute, which are proven to increase childhood resiliency and academic achievement.

The lessons are available to schools, nonprofits, churches, and other organizations focused on helping to build stronger families for Georgia — and ultimately stronger communities. Through a community grant issued by RezilientKidz, GCO is facilitating course offerings for interested parents who want to learn more effective skills and strategies as they raise their children.

What’s next?

We’re still looking for partners across Georgia to bring the RHCK program to parents. We are starting an interest list for local partners who could hold a class and for adults who might be interested in taking it.

If you are interested in referring contacts or getting involved in other ways, contact Joyce Mayberry, JoyceM@foropportunity.org, to start the conversation.

survey

Key Points

A new survey puts forward more evidence of increased social and behavioral problems among students in K-12 public schools arising from the pandemic.
Georgia parents need more education options for their children.
GCO is working to bring a new curriculum, called Raising Highly Capable Kidz (RHCK), to schools, nonprofits, churches, and other outlets across the state.

We’ve paid a lot of attention to learning loss arising from school shutdowns during the pandemic, and rightly so. The results of the latest Nation’s Report Card from the U.S. Department of Education, for example, show test scores in reading and math in public schools at their lowest levels in decades.

But there is another side to the cost of school closures that doesn’t get as much attention — the social side. Now, a new survey puts forward more evidence of increased social and behavioral problems among students in K-12 public schools arising from the pandemic.

According to the annual School Pulse Panel published by the U.S. Department of Education’s Institute for Education Sciences, more than eight in 10 public schools “have seen stunted behavioral and socioemotional development in their students because of the COVID-19 pandemic.”

The survey went on to find that “minor offenses, such as tardiness and classroom disruptions, are the most frequently cited illicit behaviors that have increased in part due to the COVID-19 pandemic.”

Here are some notable excerpts from the survey:

84% of surveyed public school leaders said the pandemic had “negatively impacted the behavioral development of students” in their schools
30% reported an increase in bullying as a result of the pandemic
33% reported physical attacks between students
36% reported threats of physical attacks or fights between students
49% reported a jump in student “rowdiness outside of the classroom (e.g., hallways, lunchroom)”
56% reported “classroom disruptions from student misconduct”
42% reported “use of cell phones, computers, other electronics when not permitted”
24% reported vandalism
11% of public schools reported an increase in physical attacks on teachers or staff members influenced by the pandemic
13% reported threats to injure a teacher or staff member
36% reported verbal abuse of teachers or staff members.

The Raising Highly Capable Kids model is built on an evidence-based program that teaches 40 developmental assets that reduce risky behavior in kids and teens. We are looking for partners to help bring this to our community.

Where to go from here

So, what are we supposed to do with this information? Here are three takeaways.

Learning loss is only part of the equation

We must remember that other factors are also at play beyond learning less when determining strategies to help students recover. Isolation, increased screen time, chance of physical or emotional abuse, substance abuse, and general anxiety over the direction of society are just some of the factors in play here. And the sad reality is that many of these negative trend lines were already in place for young people prior to the pandemic. The pandemic simply revealed and worsened them.

Georgia needs more options

The struggles students are facing in public schools underscores the need for a diverse menu of educational options, open and available to all families regardless of income or zip code. Every student deserves an education customized to his or her individual needs and aptitudes. This is why tools like an Education Scholarship Account are so important. An ESA in Georgia would empower parents to pick the best educational option — or the best assortment of educational tools — for their unique student.

In the last session of the Georgia Legislature, lawmakers fell short of passing ESAs in the form of Promise Scholarships, which would have allotted $6,000 a year for families to choose alternative educational approaches. The Georgia Center for Opportunity team is hopeful things will be different this session and that ESAs will finally become a reality.

Students in traditional public schools need help, too

Even as educational options expand in Georgia, the fact remains that most families will still choose their locally zoned public school. These students need help, too. That’s why GCO is working to bring a new curriculum, called Raising Highly Capable Kidz (RHCK), to schools, nonprofits, churches, and other outlets across the state. RHCK is a 13-week evidence-based parenting program developed to build stronger families by empowering parents with the confidence, tools, and skills they need to raise healthy, caring, and responsible children. The course works through 40 key development assets to help kids.

The GCO team will be working to roll out the RHCK curriculum across Georgia in the coming weeks and months, so stay tuned for more!

Resilient Kids raising highly capable kids

Key Points

Georgia Center for Opportunity has partnered with a national nonprofit, RezilientKidz, to present the Raising Highly Capable Kids parenting program to adults across Georgia.
Raising Highly Capable Kids is a 13-week evidence-based parenting program developed to build stronger families by empowering parents with the confidence, tools, and skills they need to raise healthy, caring, and responsible children.
GCO is holding a vision casting session on March 9, 2023, and if you represent a church or nonprofit that wants to get involved, you’re invited. (See below)

We’ve got some exciting news to share about what’s ahead in 2023! The Georgia Center for Opportunity has partnered with a national nonprofit, RezilientKidz, to present the Raising Highly Capable Kids parenting program to adults across Georgia. The program is specially designed to equip parents to address common child issues in our state.

Here’s a quick rundown on the new curriculum. Raising Highly Capable Kids is a 13-week evidence-based parenting program developed to build stronger families by empowering parents with the confidence, tools, and skills they need to raise healthy, caring, and responsible children. The program increases parents’ knowledge and skill level of the essential building blocks every child needs — the 40 Developmental Assets from Search Institute, which are proven to increase childhood resiliency and academic achievement.

“It’s not just about creating resilient kids. It’s about creating resilient communities,” says Joyce Mayberry, vice president of family at GCO.

Today, kids in Georgia are facing high levels of “at-risk behavior” that sets them up for struggles in one or more areas of their lives. Ultimately, they could face unfavorable outcomes that affect them long-term — possibly for the rest of their lives. The Raising Highly Capable Kids program teaches parents the skills required to help keep their children from engaging in these risky and destructive behaviors.

To make Raising Highly Capable Kids successful, we’re depending on help from communities statewide. Here’s who we’re looking for:

School leaders to provide local parents with the tools they need to help their children succeed academically.
Church leaders to offer courses in their communities, with the goals of increasing local involvement and reducing risky behaviors.
Nonprofit leaders and organizations to host community-based classes that ultimately reduce family and emotional stress by helping kids avoid destructive patterns.
Donors to enable these leaders and organizations to offer classes for parents statewide.

Ultimately, Raising Highly Capable Kids is about helping our young people thrive and live their best possible lives.

“We want youth to be seen, heard, and valued. Every child,” Mayberry says. “Then they will show up as their best selves.”

It’s not just about creating resilient kids. It’s about creating resilient communities.
Joyce Mayberry, VP of Family

It’s not just about creating resilient kids. It’s about creating resilient communities.

Joyce Mayberry , VP of Family

A look inside the Raising Highly Capable Kids 13-week curriculum

The Raising Highly Capable Kids curriculum is built around the Search Institute’s 40 developmental assets, compiled from decades of research involving more than 5 million young people. Parents who attend training will learn from curriculum materials built on the foundation of the developmental assets. Children won’t attend these classes, as they’re geared exclusively toward adults.

The course is split into thirteen weeks worth of materials for parents and ranges from self assessment of parenting skills and history to monitoring social media and even building a family identity.

How you can help

We need community support — which means we need you! We’re looking for trainers, location providers, wraparound services, and individuals and organizations willing to fund the initiative.

GCO is holding a vision casting session on March 9, 2023, and if you represent a church or nonprofit that wants to get involved, you’re invited. During that time, we’ll gather all participating organizations in one room to learn more about the The Raising Highly Capable Kids curriculum as a unit. Please register for the event here.

After the March 9 event, we’ll begin training for those individuals who signed up to launch a class. Training will take place in one four-hour session on March 25, 2023. Throughout the process, GCO will be facilitating, consulting, and ensuring all participating volunteers have the books and training materials they need to be successful.

Contact Joyce Mayberry at joycem@foropportunity.org if you’d like to volunteer time or facilities. Alternatively, if you know someone who would be a great trainer, share your referrals with us. We’re looking forward to hearing from you and kicking off this new initiative!

father and baby

Kenneth Braswell of Father’s Incorporated was recently honored on OWN’s Spotlight Celebrating Black Fatherhood. It brought back a positive memory of the dad event (The Dad Factor: Presence) hosted by the Georgia Center for Opportunity, where fathers and father’s to be from all walks of life, gathered in one place to see, hear and connect stories and strategies on being present.

We were honored to have Kenneth Braswell as one our profound speakers. He spoke to the men with humility and boldness about going beyond their profession as a father, the impact of a father’s involvement in his home, and the importance of being a role model to our youth.

Very few women were present at the event and as the coordinator, I was able to stand back and watch the energy in the room come to life when the men began to share their fatherhood stories of tragedy and triumph.

What I witnessed was uplifting and remarkable. It confirmed for me why the work of strengthening families and partnership is extremely important to families flourishing.

“They’re [children with present fathers are] more likely to have high-paying jobs and healthy, stable relationships when they grow up.”.

– Fatherly.com

Dads are not alone and need support

The men in that room, on that specific day, received confirmation from other men in knowing that they were not alone.

At GCO, we know that dads are not alone and need support which is one of the reasons we offer relationship education classes, workshops and resources to dads and families. Research indicates(Fatherly.com) that when a dad is present and engaged in their child’s life they are less likely to drop out of school or wind up in jail compared to children with absent fathers or male caretakers or role models.

Take a moment to look at the dad crisis absence brochure when fathers aren’t present from The Father Source.

It is great to know that Kenneth Braswell of Fathers Incorporated continues to do the work that helps fathers be
present as fathers and as community leaders.

Call our offices at 770-242-0001 to find out more about our relationship education/training resources.

father's day header

A celebration of fathers.

Since Father’s Day is upon us, I am sure many of you are thinking about the presence or lack thereof your father in your life. Hopefully some of you are thinking about the father that you are or want to become. No matter where you land, take it from an adult woman in her 50s that my dad still plays an important role in my life. He has long gone from this world—he passed in July 1997—but he impacts my decisions daily. He was an impact in my dating decisions, in my choice of who I married, and his influence continues to this day to guide me.

I am sure I sound like a daddy’s girl—and for the record I am! No one had a dad more special than mine. My dad was the type of man everyone loved. Whenever you asked him how he was doing, he would yell out “MAGNIFICENT!” I am the youngest of three girls. Everyone knew that I was his favorite. We both were the youngest of our siblings so we had a special bond. It wasn’t that my dad was a huge talker—in fact he was quite low key. However, he taught us a lot by his actions. He was a hard worker, he went to church regularly, and he was an entrepreneur. He loved Christmas and loved family. It is no coincidence that I married a man that is a lot like him and is also a great dad too!

A family sitting on the floor together

FROM THE BLOG

ORIGINS OF THE GEORGIA CENTER FOR OPPORTUNITY

WHY WE CHOOSE TO FOCUS ON HEALTHY FAMILIES

As a root cause for poverty, we knew we had to focus on building healthy families if we wanted to help individuals flourish—and strengthen our communities and state.

Read The Full Blog

A father’s impact cannot be understated

The reason that this is so important is because it speaks volumes about the man when he can still impact his daughter even when she is older. I suppose that remembrance can go both ways: While my dad has a positive impact on me, other women are living out the consequences of their dad not being present in their life. Research tells us that father-absent girls display a host of outcomes including increased sexual promiscuity, higher rates of teen pregnancy, and unhealthy relationships.

As we move into another year of celebrating fathers it is always great to remember the value a healthy relationship with your father can bring. While we know not all people have access to a father like I had, it is still something we can and should strive for. The stability and value of fathers is why we have a day to recognize them. We celebrate the role because we recognize the significance of it.

This is just another reason why I love working at the Georgia Center for Opportunity. We help those who do not have that foundation. We have workshops that help to give you a baseline of what is really important in life. You can reach us across all social media and maybe you would like to go one step further and let us know how your dad is still influencing your life. I would love to hear about him!

magnifying positivity

Maginifying Positivity

My husband and I only had her in our care for two-weeks. She is a seven-year-old full of spunk and sass at the same time! We adore that about her and looked forward to providing some stability and positivity in her life for the time she spent in our home.

Our great niece, whom we’ll call Spunky, to protect her name and innocence, has been suffering from dad abandonment issues and the lack of receiving or hearing positive reinforcements. Often times her conversations and attitude steered to seeing the negative side of things. My husband and I realized that she had been exposed and surrounded by so much parental and family negativity that it was challenging for her to see the positive side of anything.

At GCO, we understand how the absence of a father can negatively impact a child. That is one of the reasons why we have certified facilitators in a variety of research-based programs and partnerships with licensed professional counselors to help us provide healthy relationship education skills training for dads, parents, couples, youth and families. Together, HFI is helping families to be resilient and stable.

Unfortunately, Spunky’s dad was not willing to take a dad’s class to help him understand the true meaning of being a father or even understand how his negative behavior impacted his own daughter. He truly could benefit from a class we teach called, 24/7 Dad from the Father Source by the National Fatherhood Initiative. In this course, we deal with topics such as: Family History, What it Means to Be a Man, Showing and Handling Feelings, Men’s Health and so much more. If you are interested in hosting a men’s workshop, visit foropportunity.org/family or contact our office at 770-242-0001 ext. 701.

A family sitting on the floor together

Here are three ways to help you to magnify a positive environment for your child to thrive:

Make it a habit to give 5 positives for every 1 negative to fill your child/ren “emotional bank account”
Make regular time for sharing and listening to your child/ren
Invite others to share in the positive experience

Research indicates negative interactions have a strong influence on relationships. Relationship researcher, Dr. John Gottman talks about for every one negative you need to counter it with five positives. He also says that making regular deposits into your child’s “emotional bank account” is extremely healthy. Although, Dr. Gottman refers to this in the context of marriage, this concept can be applied to all types of relationships.

As we began our short time with Spunky, we knew it was important for us to magnify more positivity and appreciation in her life.

We had a family meeting to talk about how excited we were to have Spunky staying with us and asked for her participation in the meeting. She enjoyed giving her input.

Next, we came up with some ground rules on how to be more positive in our language and attitude. At first, she was hesitant but after we asked for her input she began to open up.

During the meeting, there was a light bulb moment and that is when “The Positivity Club” was formed, with Spunky as the vice-president”.

The first rule of order: When you hear someone being negative you call them out and ask them to refrain it to be more positive.

Next rule of order was to invite others who had an impact on her to join the club. Spunky was thrilled because now she had her mom, dad, grandparents, cousins and aunts all participating in “The Positivity Club”.

Every day, we were intentional about creating an environment of positivity. In less than two weeks, we saw a big shift in her language and attitude. She was modeling for her parents what it looks and feels like to have an environment where children can thrive.

Today, Spunky is back home with her mom. We talk to her regularly and continue to fill her emotional bank account by promoting positivity. She is still the VP of The Positivity Club and she continues to call people out who are not being positive.

Magnifying positivity and appreciation may be one of the most important contributors to a child’s well-being.

It took us less than two weeks to see the difference in Spunky and it not only changed her but also the people around her, even her dad.

Helping Children Adjust to Holidays During the Pandemic

By Guest Blogger Jen Johnson

“We have a unique opportunity to introduce this social skill this year due to the financial impacts of the pandemic.“

Have you ever shown up to a party or wedding and felt under or over dressed? Have you turned up at a friend’s house for game night and realized your partner forgot to tell you it was potluck and you’re empty-handed? What about when you’ve gone to a restaurant and realized after arriving that there’s a dress code or that you need to tip and you didn’t bring cash? Think about a time where you’ve been embarrassed or frustrated because you didn’t meet an expectation you didn’t know about beforehand?

What happened?

How did it feel?

What would you have preferred happened?

All of these experiences of discomfort could have been avoided if you had known the expectations in advance, right?

Setting expectations is an integral part of helping children meet expectations and manage their feelings.

This year families will be experiencing holidays in different ways due to the pandemic. Many families will not be seeing grandparents or extended family due to the risk of exposure to Covid-19. Events that have often anchored the holidays in the minds of children may be cancelled (e.g., Santa at the mall, holiday parties, community gatherings, religious services, parades).

Children have experienced changes in major routines since the beginning of 2020. Many of these changes have happened so quickly that children did not have the chance to emotionally adjust. For example, schools closed quite suddenly in the Spring and decisions about virtual/hybrid/face to face learning have been made by the month and sometimes down to the week in some school districts.

Fortunately, the holidays don’t have to be experienced that way. We, as caregivers, are in charge of our holiday plans. They don’t depend on the government, the school district, or any organization. We can decide now what the holidays will look like and begin setting expectations with children in advance.

I want to discuss two different aspects of setting expectations: topics that may need to be considered and discussed, and language you can use to communicate with children.

These are some areas you may need to consider setting expectations:

Family Gatherings

Will you attend? Will you wear masks? Will there be social distancing? Will certain family members not be in attendance due to their decisions about their health? Children need to know in advance what to expect at family gatherings this holiday season. Don’t wait until you’re on the way to the gathering in the car to set expectations. Start talking about it now! Bring it up several times before the actual holiday arrives and allow children to share their thoughts and feelings. It might sound something like this:

“I want to talk to you about Thanksgiving this year. Usually we go to Grandma’s house and all your aunts and uncles and cousins come and we eat and play games. Do you remember when we did that last year?” Asking if they remember is important depending on the age. If they don’t remember, then the change this year may not be a big deal to them. If they do, it may be a bit more challenging. “This year is going to be different, kind of like how school is different right now.” (Insert your plans and expectations. I’ll share my family plans.) “This year we are all going to make food at our own houses and then we are going to Zoom with all of our aunts and uncles and cousins. We are still going to play games, except we will be online together instead of in person. I’m feeling sad we won’t see our family, but I’m excited about the new games.” (You’ve just modeled how to share emotions.) “What feelings are you having about this?” (wait) “What questions do you have?” (Use this instead of “Do you have questions?”)

Traditional Holiday Events

What are the events your family attends every year during the holidays? My family loves to go to the Fantasy of Lights in my hometown of Wichita Falls, Texas. We gather at Grandma’s house for dinner so she feels cozy and included since Grandpa passed a few years ago. Christmas Eve services are almost always on the books, and since my son was born we’ve started celebrating Christmas morning at my parents’ house. To kick off the holiday season, we almost always go to the Dallas Symphony Orchestra’s holiday show and have a family cookie baking night.

It is quite likely that none of these events will happen this year.

Grandma is elderly. Mom is a survivor of lung cancer and a lobectomy. My son is considered high risk, so crowding into a church building isn’t a risk we are willing to take. The pandemic has drastically changed how we will engage in holiday events this year.

Just as you talked about family gatherings and how those will look different, talk about how events surrounding the holiday will look different this year. Think of ways you can substitute those events with safe ones. For example, we plan to stream a musical holiday show instead of going in person. We might even get all dressed up! We will likely have our own cookie baking night at home and gather virtually with Grandma and our parents. If my son was older, the conversation might sound like this:

“I want to talk to you about our (insert holiday) traditions. You might have to explain that “traditions are things we do every year around the holidays” and give an example. What (insert holiday) traditions can you think of that you’re looking forward to this year? Allow your child time to talk about what they’re looking forward to. Focus on the events they are excited about and determine whether those are safe events. If they aren’t you might say something like, “I really like to go to the music show too. This year instead of going to Dallas for the show, we’re going to watch it at home on TV. I’m feeling disappointed that we won’t get to see Santa come out at the Christmas show, but I’m excited that we can still watch on TV because we can have snacks while we watch!” You’ve just modeled how to share emotions. “What feelings are you having about this?” (wait) What questions do you have?” (Use this instead of “Do you have questions?”)

Gifts

The financial impacts of the pandemic have been significant for many families. Your family may have traditions related to gift-giving that may need to look different this year. And that’s okay! It’s important to prepare children for this difference. I am NOT saying we need to explain financial difficulties to children. Finances are an adult issue, and children should feel as safe and secure as possible. However, it is possible to set expectations around gift-giving without referencing finances.

As caregivers, we have two options: Pretend like everything is going to happen as normal and then manage the disappointment and hurt feelings on that special holiday.

or (and preferably)

Tell children in advance that gift-giving is going to be different this year so we can get all those thoughts and feelings processed before the holiday. It doesn’t mean there won’t be thoughts and feelings on the holiday, but they will most likely be less intense if there has been regular discussion and processing prior to the holiday. There is no benefit to not telling a child they won’t be getting a pony or the newest gaming system. The benefit of communicating the truth is that it helps them adjust their expectations so they are better able to enjoy the gift they DO receive. It might sound like this:

“I saw that you wrote your gift wish list. I want to look at it together and talk about what’s on it. Your wish list looks so fun. I see that you put ______ on your list. I am not (or Santa is not) going to be able to get that gift for you this year. But can you think of something fun we could do? Maybe we could have a special chocolate chip pancake breakfast and watch Christmas movies? (*Insert things you could do together.) How are you feeling about that? What questions do you have?”

*Go hiking or biking. Do a craft with supplies from your local dollar store. Drive around at night with closed mugs of hot chocolate and do a scavenger hunt of different yard decorations.

A few days later, circle back to the discussion again and take the opportunity to teach your child how to receive a gift that isn’t exactly what they wanted.

We’ve all had the experience of opening up a gift to discover we’ve received something we just don’t care for. As adults, we don’t throw tantrums or point out that we don’t like it because we’ve learned social skills related to this experience. Our children can learn this skill one of three ways.

1) They observe someone else, usually another child, express they don’t like something, observe the negative reactions of the adults, and promise themselves they’ll never do that.

2) They themselves express that they don’t like something, experience the negative shaming reaction of adults, and promise themselves they’ll never do that again.

or (and preferably)

3) They are pre-taught to show appreciation for every gift and the consequences of what happens when you don’t (i.e. people get their feelings hurt and it makes them sad). Discussion and role plays that allow children to practice are helpful when teaching this skill. When they are pre-taught the skill, they are more likely to meet expectations because you’ve set them up in advance. This doesn’t mean they won’t feel disappointed or sad or even that they will master the skill this holiday, but we have a unique opportunity to introduce this social skill this year due to the financial impacts of the pandemic.

We have a unique opportunity to introduce this social skill this year due to the financial impacts of the pandemic.

Holidays this year are certainly going to be different. It is 100% okay to grieve the loss of the connections and fun that will be missed, and we should walk with children through those experiences and emotions. As caregivers, we have the opportunity to model how to process the emotions and mold the experience our children have during the holidays this year.

This post can be found in its original form here.

Jen Johnson is the founder of The Child Safety Collaborative and a PhD Candidate in the Department of Educational Psychology at the University of North Texas. Jen worked in public education for almost a decade before moving into the private sector to address child abuse and maltreatment through The Child Safety Collaborative. Her research is focused around accommodating safety curriculums for children with disabilities.

STRONGER FAMILIES CREATE THRIVING COMMUNITIES

During this time of uncertainty, we know the potential for anxiety and stress in homes is high. That’s why we are putting together resources to help families come together during this time of crisis and adapt to the rapidly changing pandemic environment.

To learn more about the Healthy Families Initiative at GCO click here.

A family sitting on the floor together

How Should I Prepare My Child for Virtual Schooling?

By Jennifer K. Hale

Many of us got a little taste of what virtual schooling could feel like back in the spring when the spread of Covid-19 forced nationwide school building closures and a shift to virtual education. At that time, our nation’s educators faced a mountain of challenges: lack of information, lack of understanding of virtual platforms and how to make them work for students, lack of preparation, and for many students, a lack of reliable internet or computer resources in the home. Parents faced a lack of education themselves while also confronting issues with childcare. The shift came without much warning and the unpreparedness teachers felt was not their fault. Many veteran virtual educators came together to develop resources to help new online teachers become successful.

Students got a taste of virtual education in the spring as well, but as we prepare to return to school in the fall, the expectations of virtual education will be different and you should prepare your child for the changes and enhancements they will see in the virtual setting.

The key to preparing our students to have a successful school year is in how you present the information. Your student will react to your attitude, so the more excitement and enthusiasm you show, the more likely your student is to feel the same way. Positivity is key when facing a new challenge. What a wonderful thing it is that we live in a time when virtual education is an option to keep our nation going during a pandemic!

Here are some things that you and your student should know:

Teachers have received more virtual education training. At this point, brick and mortar school teachers have had and continue to receive training about virtual platforms and tools and how to use them.

Administrators have developed a detailed plan. Students and teachers have been virtually paired together with intention and scheduling has been taken into consideration.

Teachers are now aware of more resources to help build a strong virtual classroom and are adding new resources daily.

Platforms for live teaching have been purposefully obtained by school districts. Live sessions will be held on a schedule and with the purpose of live instruction.

Successful virtual schooling requires support from parents and learning coaches.

So what should you do as a parent to help your student prepare?

Once you have your student’s schedule, go over it with your child. Make sure your child knows when to log into live sessions. Set alarms, write it out and post it somewhere close to the schoolwork space, etc. As a parent, you’ll also need to look at your own schedule, childcare plans, and create a calendar that supports your student. Keep in mind virtual schooling will require student attendance and participation daily.

Create a workspace at home with minimal distractions. Keep the TV off and the phone put away when students are working on schoolwork. This is absolutely vital for student engagement.

Get your student excited about live sessions! Remind them that they will be able to talk to their teacher and engage with their peers, similarly to how they would in a traditional classroom.

Communicate with teachers regularly. Read all emails from teachers and be aware of expectations, plans, and updates. This is key to your student’s success.

Discuss expectations with your child. Virtual schooling may be challenging for some—learning on the computer is certainly not what they are used to. Talk about why it’s important to pay attention to the teacher, complete work on time, participate in class, and treat virtual education just as seriously as they would if they were in the traditional classroom.

Create moments of rest and fun. During breaks from class, make sure your student is up and moving around, getting proper hydration and nourishment, and taking breaks from screen time.

Be realistic. We live in uncertain times and plans change from day to day. Give yourself and your student grace and praise for getting through each day and accomplishing daily tasks.

Prepare your child for virtual education by encouraging them with positivity about the situation. Make the new schedule exciting. While you might not be shopping for back to school clothes or lunch boxes, make virtual schooling just as fun in other ways—new school supplies for home, allowing them to decorate their workspace and color their own calendar, etc. Allow your student to choose their “first day of school” outfit for their first day of live classes on camera and help them feel excited about the new way the nation is learning. Remind them they are not alone—millions of children across the country will be learning virtually this fall.

We’re all in this together. Thanks to technology, our children can continue their education with qualified teachers uninterrupted. With gratitude we can take on a whole new view of our current situation and the outlook of our nation. While tomorrow may be unknown, the future is still bright for our students.

Jennifer K. Hale is an Assistant Principal at Georgia Cyber Academy High School. She is passionate about student success through high quality teaching and best practices. Originally a history teacher, she is also passionate about helping students to become active, knowledgeable citizens of our nation.

EVERY CHILD WITH ACCESS TO A QUALITY EDUCATION

A quality education is key to a child’s future success. Academic achievement paves the way to a good job, self-sufficiency, and the earned success we all want for our children. To learn more about education options in Georgia click here.

Children excited as they leave school

The challenge of parenthood is to equip and empower your children for their next step in the journey of life. For foster parents, the challenge is the same but often within only a brief moment of time. As a foster parent, you have minimal control of your foster child’s next step of the journey, so you simply love them the best you can and then hope and pray it is enough.

“We love these babies…for the time we have them they are ours.”

This quote is from a foster parent my wife and I have the joy of working alongside. Neal and his wife, Jane, are my inspiration. As foster parents over 30 years, they have held and let go of literally hundreds of children in their care. Many of these children were medically fragile or drug-impacted. Most stayed for only a short window of time (often 6 months to a year) and, because of their age, they may not remember the love and care given to them in their early years.

Theirs is the story of so many foster parents, those who act not for self but for others. Parents that rise to the need of the community around them.

A Personal Journey

Two years ago, when our family set out on the journey of fostering, we were lucky enough to be surrounded by incredible people like Neal and Jane. People who loved unconditionally, knew the challenges we would face, and supported each other through the tough times.

I’m going to be honest with you: fostering is tough. It’s filled with broken people working within a broken system that often leads to uncontrollable outcomes. It’s frustrating. It’s sad. And yet, it is filled with some of the most amazing individuals and families.

An Example To Us All

These are people who are examples of how civil society meets felt need. People who care for the most fragile, not out of some external compelling force, but out of compassion.

As we focus this May on National Foster Care Month, let us look to people like Neal and Jane. People who give large chunks of their life to support people for merely a moment in time. Moments in time that lead to a life changed and instilled with opportunity and hope for a lifetime.

Bring the family together and create priceless memories and meaningful input from all family members. Fellow community partner: Strengthen Families Program, Certified Trainer P’Angela Jones is joined by her husband Darryl and the entire Jones family to demonstrate.

Parenting