Open Discussion Forum

Hello. I am a teacher/director in a small parent cooperative preschool. We have long had a reputation of a school that offers a lot of outdoor time, establishes strong relationships and is well-suited to active children. Like many schools, we are seeing the effects of the pandemic this year. Many children need a lot of adult attention and we're seeing several with pronounced sensory seeking behaviors. We've consulted with parents, who have been cooperative about getting their children into occupational therapy. We have talked to their therapists and had several come to observe and offer pointers. And still, these children need almost the full attention of one of two teachers in each class.

In one class, with several diagnosed children with special needs, we have hired a third teacher for 4 days a week with our Childcare relief funds. This has helped but a couple of children with sensory seeking issues are very disruptive and sometimes hurt other children unintentionally or seems threatening in their actions. Parents are concerned with some justification and the board would like to have these parents provide shadows for these children or ask them to leave. Our behavior plan does allow us to take either action after we have followed the proscribed steps, which we have. One child has been here since September, and we've seen little improvement. Another child (another class) just came in mid-November and almost immediately started twice weekly therapy after two weeks. The other child had been going to an OT and now is scheduled for further evaluation. 

I have told the Board that we need to allow for a little time to see improvement for those who are actively getting help. Our third teacher solution won't last forever due to funds and teacher availability. I also know for many families who work, can't afford to pay a shadow or have younger children at home it is not really feasible to be at preschool several days a week or hire someone. I feel like their only recourse would be to drop from the program, which is definitely detrimental to that family. On the other hand, teachers are getting exhausted.

Any advice or ideas are appreciated.

Thanks.

Peggy Sweeney

Hi Margaret,

I also teach at a co-op and have some similar sounding kiddos.  I wonder if there has been a parent meeting?  I have found that when parents are able to talk to each other about their struggles the rest of the community is really responsive.  We require two parent meetings (I do not attend but often get a rundown) for each class as a time for parents to check in about their own kiddos and how to support each other. Obviously it requires the parent so the struggling kiddos to be really onboard with laying out their struggles.  It is a hard situation but a caring community can be the most healing solution if you have it.  It also helps to empower your parent teachers in the classroom because they see the parents struggling.  Everyone hearing from the parents things they are doing, have tried that do and don't work.  It puts into perspective the little human that is struggling.
On a completely different track I have one kiddo that has responded really well to being upside down.  Sounds weird, but if he is winding up I hold him (in a kind and general way) but with his head hanging down.  His whole body relaxes and it's like a complete reset.  I found this one day when I was trying to calm him in the rocking chair and he wiggled into a head down position.    When I told mom she checked with OT and is totally onboard.  Good luck!  I hope your community can come around on some of the challenges!

Kindly,

Allisen Hein

Hello. I am a teacher/director in a small parent cooperative preschool. We have long had a reputation of a school that offers a lot of outdoor time, establishes strong relationships and is well-suited to active children. Like many schools, we are seeing the effects of the pandemic this year. Many children need a lot of adult attention and we're seeing several with pronounced sensory seeking behaviors. We've consulted with parents, who have been cooperative about getting their children into occupational therapy. We have talked to their therapists and had several come to observe and offer pointers. And still, these children need almost the full attention of one of two teachers in each class.

In one class, with several diagnosed children with special needs, we have hired a third teacher for 4 days a week with our Childcare relief funds. This has helped but a couple of children with sensory seeking issues are very disruptive and sometimes hurt other children unintentionally or seems threatening in their actions. Parents are concerned with some justification and the board would like to have these parents provide shadows for these children or ask them to leave. Our behavior plan does allow us to take either action after we have followed the proscribed steps, which we have. One child has been here since September, and we've seen little improvement. Another child (another class) just came in mid-November and almost immediately started twice weekly therapy after two weeks. The other child had been going to an OT and now is scheduled for further evaluation. 

I have told the Board that we need to allow for a little time to see improvement for those who are actively getting help. Our third teacher solution won't last forever due to funds and teacher availability. I also know for many families who work, can't afford to pay a shadow or have younger children at home it is not really feasible to be at preschool several days a week or hire someone. I feel like their only recourse would be to drop from the program, which is definitely detrimental to that family. On the other hand, teachers are getting exhausted.

Any advice or ideas are appreciated.

Thanks.

Peggy Sweeney

Hi Margaret,

I also teach at a co-op and have some similar sounding kiddos.  I wonder if there has been a parent meeting?  I have found that when parents are able to talk to each other about their struggles the rest of the community is really responsive.  We require two parent meetings (I do not attend but often get a rundown) for each class as a time for parents to check in about their own kiddos and how to support each other. Obviously it requires the parent so the struggling kiddos to be really onboard with laying out their struggles.  It is a hard situation but a caring community can be the most healing solution if you have it.  It also helps to empower your parent teachers in the classroom because they see the parents struggling.  Everyone hearing from the parents things they are doing, have tried that do and don't work.  It puts into perspective the little human that is struggling.
On a completely different track I have one kiddo that has responded really well to being upside down.  Sounds weird, but if he is winding up I hold him (in a kind and general way) but with his head hanging down.  His whole body relaxes and it's like a complete reset.  I found this one day when I was trying to calm him in the rocking chair and he wiggled into a head down position.    When I told mom she checked with OT and is totally onboard.  Good luck!  I hope your community can come around on some of the challenges!

Kindly,

Allisen Hein

Hello. I am a teacher/director in a small parent cooperative preschool. We have long had a reputation of a school that offers a lot of outdoor time, establishes strong relationships and is well-suited to active children. Like many schools, we are seeing the effects of the pandemic this year. Many children need a lot of adult attention and we're seeing several with pronounced sensory seeking behaviors. We've consulted with parents, who have been cooperative about getting their children into occupational therapy. We have talked to their therapists and had several come to observe and offer pointers. And still, these children need almost the full attention of one of two teachers in each class.

In one class, with several diagnosed children with special needs, we have hired a third teacher for 4 days a week with our Childcare relief funds. This has helped but a couple of children with sensory seeking issues are very disruptive and sometimes hurt other children unintentionally or seems threatening in their actions. Parents are concerned with some justification and the board would like to have these parents provide shadows for these children or ask them to leave. Our behavior plan does allow us to take either action after we have followed the proscribed steps, which we have. One child has been here since September, and we've seen little improvement. Another child (another class) just came in mid-November and almost immediately started twice weekly therapy after two weeks. The other child had been going to an OT and now is scheduled for further evaluation. 

I have told the Board that we need to allow for a little time to see improvement for those who are actively getting help. Our third teacher solution won't last forever due to funds and teacher availability. I also know for many families who work, can't afford to pay a shadow or have younger children at home it is not really feasible to be at preschool several days a week or hire someone. I feel like their only recourse would be to drop from the program, which is definitely detrimental to that family. On the other hand, teachers are getting exhausted.

Any advice or ideas are appreciated.

Thanks.

Peggy Sweeney

Hello. I am a teacher/director in a small parent cooperative preschool. We have long had a reputation of a school that offers a lot of outdoor time, establishes strong relationships and is well-suited to active children. Like many schools, we are seeing the effects of the pandemic this year. Many children need a lot of adult attention and we're seeing several with pronounced sensory seeking behaviors. We've consulted with parents, who have been cooperative about getting their children into occupational therapy. We have talked to their therapists and had several come to observe and offer pointers. And still, these children need almost the full attention of one of two teachers in each class.

In one class, with several diagnosed children with special needs, we have hired a third teacher for 4 days a week with our Childcare relief funds. This has helped but a couple of children with sensory seeking issues are very disruptive and sometimes hurt other children unintentionally or seems threatening in their actions. Parents are concerned with some justification and the board would like to have these parents provide shadows for these children or ask them to leave. Our behavior plan does allow us to take either action after we have followed the proscribed steps, which we have. One child has been here since September, and we've seen little improvement. Another child (another class) just came in mid-November and almost immediately started twice weekly therapy after two weeks. The other child had been going to an OT and now is scheduled for further evaluation. 

I have told the Board that we need to allow for a little time to see improvement for those who are actively getting help. Our third teacher solution won't last forever due to funds and teacher availability. I also know for many families who work, can't afford to pay a shadow or have younger children at home it is not really feasible to be at preschool several days a week or hire someone. I feel like their only recourse would be to drop from the program, which is definitely detrimental to that family. On the other hand, teachers are getting exhausted.

Any advice or ideas are appreciated.

Thanks.

Peggy Sweeney

Hello. I am a teacher/director in a small parent cooperative preschool. We have long had a reputation of a school that offers a lot of outdoor time, establishes strong relationships and is well-suited to active children. Like many schools, we are seeing the effects of the pandemic this year. Many children need a lot of adult attention and we're seeing several with pronounced sensory seeking behaviors. We've consulted with parents, who have been cooperative about getting their children into occupational therapy. We have talked to their therapists and had several come to observe and offer pointers. And still, these children need almost the full attention of one of two teachers in each class.

In one class, with several diagnosed children with special needs, we have hired a third teacher for 4 days a week with our Childcare relief funds. This has helped but a couple of children with sensory seeking issues are very disruptive and sometimes hurt other children unintentionally or seems threatening in their actions. Parents are concerned with some justification and the board would like to have these parents provide shadows for these children or ask them to leave. Our behavior plan does allow us to take either action after we have followed the proscribed steps, which we have. One child has been here since September, and we've seen little improvement. Another child (another class) just came in mid-November and almost immediately started twice weekly therapy after two weeks. The other child had been going to an OT and now is scheduled for further evaluation. 

I have told the Board that we need to allow for a little time to see improvement for those who are actively getting help. Our third teacher solution won't last forever due to funds and teacher availability. I also know for many families who work, can't afford to pay a shadow or have younger children at home it is not really feasible to be at preschool several days a week or hire someone. I feel like their only recourse would be to drop from the program, which is definitely detrimental to that family. On the other hand, teachers are getting exhausted.

Any advice or ideas are appreciated.

Thanks.

Peggy Sweeney

Hello. I am a teacher/director in a small parent cooperative preschool. We have long had a reputation of a school that offers a lot of outdoor time, establishes strong relationships and is well-suited to active children. Like many schools, we are seeing the effects of the pandemic this year. Many children need a lot of adult attention and we're seeing several with pronounced sensory seeking behaviors. We've consulted with parents, who have been cooperative about getting their children into occupational therapy. We have talked to their therapists and had several come to observe and offer pointers. And still, these children need almost the full attention of one of two teachers in each class.

In one class, with several diagnosed children with special needs, we have hired a third teacher for 4 days a week with our Childcare relief funds. This has helped but a couple of children with sensory seeking issues are very disruptive and sometimes hurt other children unintentionally or seems threatening in their actions. Parents are concerned with some justification and the board would like to have these parents provide shadows for these children or ask them to leave. Our behavior plan does allow us to take either action after we have followed the proscribed steps, which we have. One child has been here since September, and we've seen little improvement. Another child (another class) just came in mid-November and almost immediately started twice weekly therapy after two weeks. The other child had been going to an OT and now is scheduled for further evaluation. 

I have told the Board that we need to allow for a little time to see improvement for those who are actively getting help. Our third teacher solution won't last forever due to funds and teacher availability. I also know for many families who work, can't afford to pay a shadow or have younger children at home it is not really feasible to be at preschool several days a week or hire someone. I feel like their only recourse would be to drop from the program, which is definitely detrimental to that family. On the other hand, teachers are getting exhausted.

Any advice or ideas are appreciated.

Thanks.

Peggy Sweeney