Somatic symptom

Physical symptoms, such as headaches or abdominal pain, that may appear when distress affects the body.

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Repairing a friendship after hurt feelings

Why hurt feelings can linger in a child Friendship hurts often last longer than adults expect because the social brain treats rejection and conflict as threats to belonging. Children may show tearfulness, irritability, clinginess, withdrawal, or repetitive talking about the event. These reactions are not proof that the child is “too sensitive”; they are common […]

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One-sided friendships in children: signs and what parents can do

What a one-sided friendship can look like One-sided friendship is not the same as a child being shy, quiet, or slower to make friends. It usually means the relationship feels chronically unbalanced: one child makes most of the effort, adapts most of the time, and accepts more than feels comfortable just to keep the connection […]

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Helping children recognize controlling behavior in friendships

What controlling behavior in friendship looks like Controlling behavior in a friendship is more than being bossy. It is a repeated pattern in which one child uses pressure to shape what another child says, does, shares, or believes. Researchers describe coercive behavior as verbal or physical pressure used to gain compliance or status. In daily […]

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Ignoring child needs and overloading schedule

Understanding the two overlapping concerns Ignoring child needs and overloading a schedule are related but distinct concerns. Emotional neglect generally refers to a persistent failure to notice, understand, or respond adequately to a child’s emotional and developmental needs. It can include dismissing distress, rarely offering comfort, failing to provide age-appropriate guidance, or treating the child’s […]

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Helping children adjust when daily routines differ between homes

Why routine differences can feel stressful Routines reduce the number of decisions a child must make. Repeated sequences provide external structure while executive function—the capacity to plan, shift attention, remember instructions, and regulate behavior—is still developing. Moving between homes can temporarily increase the need for these skills. A child may need to remember different rules, […]

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Rebuilding family routines after moving to a new home

Understand why a move can unsettle children A move changes more than an address. Children may lose familiar sensory cues, neighborhood landmarks, classmates, caregivers, play spaces, and expectations about what happens next. Even when the move is positive, the transition can increase cognitive load: a child must learn new routes, room layouts, household rules, and […]

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What to do when a child is placed in the wrong class level

What “the wrong class level” can mean Parents may use this phrase when a child is placed in a grade, stream, or instructional group that does not fit their current needs. The child may be substantially ahead of the curriculum and become bored, or may be expected to manage material, language, pace, or social demands […]

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Requesting a classroom change for a child

When a classroom change may be reasonable A classroom change may be worth discussing when the current placement is substantially interfering with a child’s safety, education, participation, or psychological wellbeing. Examples can include persistent peer harassment, a serious conflict that has not improved despite school intervention, repeated exposure to a known trigger, or an environment […]

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