Crandle SEL

Much like the quote “if you do it for me all I learn is that you do it better than me”, it is important to always keep in mind how you can allow your student/child to build independence.

It builds confidence, self-esteem, gives a sense of identity and pride, and better quality adult life. Growing towards independence happens at all different rates, and in different ways for every individual, so next time you start to do something for a student because it’s just easier or faster to do it yourself, think about ways you can have your student/child participate in building their independence.

👋🏼 If you’re new around here- Hi, I’m Fiona! I’m a high school/adult transition special education teacher sharing teacher tips and functional lesson ideas you can use to help your students succeed!

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As educators and instructional leaders, we often talk about capacity: student capacity, teacher capacity, system capacity. But how often do we pause to examine our own?

Recently, I revisited a powerful concept from Deb Dana’s Anchored: How to Befriend Your Nervous System Using Polyvagal Theory, where she highlights three essential elements of well-being: context, choice, and connection.

After completing a Capacity & Self-Leadership assessment by Deborah Vyborny, I found myself reflecting on my results in the Nervous System Load & Recovery domain. While the outcome wasn’t surprising, the specificity was. It identified patterns throughout my day, those moments when my capacity reaches a ceiling and my nervous system begins to shut down.
That level of awareness was a reset.

In our work, whether we’re coaching teachers, analyzing data in PLCs, or supporting students with diverse needs, we are constantly giving. But sustainable impact requires more than strategies and systems; it requires regulated, responsive leaders.

Revisiting Anchored reminded me that self-regulation is not separate from our practice, it is part of our practice.

As we continue to lead and support others, this is my takeaway:
Be mindful of the context you’re operating in
Recognize the choices available to you in the moment
Prioritize connection, with others and within yourself
Our effectiveness is deeply connected to our ability to remain grounded.

If you would like to learn more about the Capacity and Self-Leadership Assessment, I can put you in touch with Deborah Vyborny to take the assessment!

CRANDLESEL EducatorGrowth

It takes the body time to calm after a meltdown — not just a few deep breaths.

When a child is overwhelmed, their nervous system can take 20–60 minutes to fully settle after a surge of stress hormones. That’s why calm can’t be rushed. They need safety, patience and connection — not pressure to “get over it.”

Understanding this is at the heart of brain-based parenting. Regulation isn’t instant; it’s built through co-regulation and trust.

This also demonstrates why a child needs longer than 5 minutes out of class after an incident.

There is a full range of calming strategy prompts in our toolkit below.

NOW AVAILABLE IN THE RESOURCE STORE
The Child Brain Explained: How the Upstairs & Downstairs Brain Shape Behaviour, a Toolkit for Parents & Educators

Electronic download available at link in comments ⬇️ or via our Linktree Shop in Bio.

Absolutely 💯

Breathe 🧘🏾‍♀️ Reset! Give Thanks 🙏🏾