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Every Student, Every Day, Well Except Maybe Today
A good example of this is the new playground my children’s school wants to build for their pre-k through 2nd-grade kids. The school has at least four children in wheelchairs. I have been trying to convince other parents to build a playground that is fully inclusive and accessible for all children to play on together.…
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Loudoun County Public Schools it is Time to End the use of Seclusion
I am writing to you regarding your consideration of the seclusion and restraint policy in Loudoun County Public Schools. We commend your board for reviewing your current policy on restraint and seclusion. As you consider updates, we strongly urge you to prohibit the use of seclusion entirely and significantly limit the use of physical restraint.
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Funding the Fight: AASR’s Urgent Need for Your Support
In the United States, thousands of children—particularly those with disabilities, Black and brown children, and boys—are subjected to harmful disciplinary practices in schools. Restraint, seclusion, suspension, expulsion, and corporal punishment are not only ineffective but also cause severe trauma, injury, and, in some cases, even death. The Alliance Against Seclusion and Restraint (AASR) is working…
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A Space So Full of Light
Several years ago, I heard Brené Brown share a story about her son, who was struggling with friendship lessons. She encouraged him to surround himself with people who would celebrate him when he was shining brightly—not those who would blow out his candle to make theirs appear brighter. While I wouldn’t call myself a Brené…
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Misunderstood: How Communication Differences Lead to Social Seclusion in Higher Education
At one point during my college experience, I was called into a meeting with several of my professors. They informed me that some of my classmates had told them they were scared of me. I was stunned. I couldn’t understand how I had come across as frightening.
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Change is Needed in Higher Education to Support Neurodivergent Students
My college experience was shaped by the challenges of navigating an environment that often did not fully understand or accommodate my needs as an autistic student. As someone who had been non-verbal until age 5, I still faced difficulties in social interactions, communication, and adapting to the expectations placed on students. Although I had made…
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“I’m Stupid; My Brain is Wrong”: How Broken Systems Harm Children and Families
“I’m stupid; my brain is wrong, and the only way to fix it is to die.” How many parents have heard these words from a neurodivergent child? How does one respond? “I wish I could die and come back with a new brain.” How many parents have ever felt this way about themselves because of…
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Challenging Outdated Practices in Behavioral Assessment: A Call for Change
In an era where education must rise to meet the needs of all learners, the recently released guidance titled “Using Functional Behavioral Assessments to Create Supportive Learning Environments” (November 2024) fails to reflect approaches grounded in trauma-sensitive care, neuroscience, and neurodiversity-affirming practices. The guidance reinforces outdated frameworks that prioritize managing behavior over fostering safety, connection,…
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Living Inside the World of Anxiety
In June of 2024, “Inside Out 2” hit the theaters with a rush of interest and validation from all age groups, bringing the emotion of anxiety front and center into our own worlds. Riley, the 13-year-old protagonist, experiences rising tension, a rapid heartbeat, and whirring sensations in her body as her nervous system is pushed…
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Informal Removals Can Violate Federal Civil Rights Protections and Don’t Help Children
My child was informally removed from public school in 6th grade, 7th grade, and 8th grade. Each time, the decisions came from increasingly powerful school officials: initially, a school counselor, then the school principal, and eventually the head of special education. Initially, our concerns were for their mental health. However, formal removals in 9th grade…
