Great Kids Arete Primary School

What if the problem is Not the student or Teacher?

🎉 A Proud First for Great Kids! 🎉

At just 9 years old, our first full-time 11+ candidate scored:

📚 English: 82 | 📊 Math: 83 | ✍🏽 Composition: Grade A

He’s headed to The Lodge School and into the Great Kids history books.

This is more than a result it’s a legacy in motion. 💛

Are big emotions standing between your child and their potential?

Hmmm

A WORKSHOP OF PROMISE

Ready to calm big feelings, boost focus, and make learning joyful again?

Join us for a fun, hands-on workshop where you’ll discover simple sensory strategies that really work, whether you’re at home or in the classroom!

Calm, Connected & Ready to Learn

A Taste of the Multisensory Method That Helps Kids Thrive.

Click on the link https://forms.gle/vCNht6q5CLj5SzeE8 for more information.

Coming Soon - Great Kids presents - “Something Big for Little Hearts…”

"Calm is coming. Are you ready?"
Be the first to know when our premium emotional wellness program for kids launches!

Helping kids ages 4–8 regulate their emotions, focus their energy, and rise into confident learners – inside and out.

Join the Waitlist (TBA)– Spots Are Limited!
First come, first served. Priority IS given to those on the list.

Teach the Tools Day 5 - Tip #5

What if emotional regulation was part of the curriculum?

Kids aren’t born knowing how to handle big feelings—especially those with IDD. They need to be taught, just like reading and math.

Teach “name it to tame it.”
Use visuals or simple language to help them say: “I’m mad.” “I’m sad.” “I feel tight.”
This helps them calm down faster—and builds emotional intelligence.

Save this tip for later. What emotion do your kids need help naming most?

Shift Your Language DAY 4 - Tip 4

“Difficult child” or “child having a difficult time”?

Words matter. When we label children by their struggles, we shrink their potential.

Change your inner script.
Try saying:
✔️ “They’re overwhelmed.”
✔️ “They need help regulating.”
✔️ “This is a tough moment, not a bad kid.”

Shifting the language shifts the energy.

Comment with a word or phrase you’ve changed to show more empathy.

Create Calm Day 3 - Tip #3

Sometimes the environment is the stressor.
A noisy room. Harsh lights. Unfamiliar textures. These can overwhelm a child with IDD or sensory sensitivities.

Soft lighting, headphones, sensory toys, or a cosy blanket can give children a safe space to reset without shame.
Soft lighting, headphones, sensory toys, or a cozy blanket can give children a safe space to reset without shame.

When they feel safe, they can learn and connect.

Have a calm-down spot at home or school? Share your favourite calming tool below!

Look Deeper Day 2 - Tip 2

That tantrum may not be what you think.
Children with IDD often can’t say what they’re feeling, so it shows up in their actions.

Start a behaviour journal.
Keep notes on what happened before and after a meltdown. You’ll begin to spot what triggers their distress—and how to support them.

Let’s talk: Drop a ❤️ if you’ve ever seen the real emotion behind a child’s behaviour.

Behavior is communication Day 1 - Tip #1

A tantrum might be anxiety. A refusal might be fear. A meltdown might be sensory overload.

Watch for patterns—what happened before and after? Start a simple daily behaviour
log.

Comment “TOOLKIT” if you’re building your support system for your classroom or home. We’ll cheer you on!

What if we’re missing the real reason a child is struggling in class or at home?

Children with Intellectual Developmental Disorder (IDD) often have hidden emotional struggles. Many experience anxiety, depression, or social frustration—but it’s not always seen for what it is.

Instead of asking “Why are they acting out?”, what if we asked, “What are they trying to tell us?”

This week we’re opening up an important conversation: Intellectual Developmental Disorder (IDD) and mental health in our classrooms around the world.

Many children with IDD—like those with Down syndrome, Fragile X syndrome, fetal alcohol syndrome, Prader-Willi syndrome and trauma-related delays or who’ve experienced brain trauma—struggle not just with learning but with emotions too.

Without the right tools, these struggles can go unnoticed, misdiagnosed, or misunderstood as behaviour problems like (Autism or ADHD) by both teachers and parents. But with love, knowledge, and a supportive toolbox, we can change that.

Let’s lift each other up and grow our support system together.

Follow along each day & share this with someone who works with children!

Because the best lessons aren’t always on paper—they’re in nature, too.