Supporting Students with Learning Disabilities

This book landed in my hands at just the right time. Maslow Before Bloom by Dr. Brian Pearlman is a heartfelt, practical guide that speaks directly to what so many of us in education already feel deep down: kids can’t learn if they don’t feel safe. Pearlman doesn’t just throw theory at you—he gets it. He knows what it’s like in real classrooms with real children, especially those navigating trauma, anxiety, or emotional dysregulation. He breaks down the importance of meeting students’ basic emotional needs before expecting them to engage with academic content. It’s a refreshing, validating read that gives permission to prioritise connection over curriculum. What I appreciated most is how grounded and usable it is. From co-regulation strategies to simple shifts in language and perspective, Pearlman offers tools you can start using straight away. It’s less about “fixing” behaviours and more about understanding what’s underneath them. This book isn’t about lowering expectations—it’s about redefining success through compassion, trust, and human connection. If you work with young people, especially those with SEMH needs, this is a must-read. It doesn’t just inform your practice—it changes the way you see your students (and maybe even yourself). Five stars. Wholeheartedly. ⭐️⭐️⭐️⭐️⭐️ #MaslowBeforeBloom #WholeChildEducation #TraumaInformedPractice #SEMHsupport #TeachWithHeart #RelationshipsMatter #SafeClassrooms #ConnectionOverCompliance #CoRegulation #NeurodiversityAffirming #EducationThatHeals #DrBrianPerlman #EducatorReads #TeachTheWholeChild

I love this reframe of Maslow’s hierarchy — rewritten not as needs but as felt experiences. In SEMH (Social, Emotional & Mental Health) settings, we often work from Golding’s hierarchy of relational needs — and what strikes me is just how aligned these frameworks are. Whether we call it connected, secure, valued, confident, inspired — or Maslow’s belonging, safety, esteem, self-actualisation — we are ultimately talking about the emotional states a nervous system needs to move from survival to growth. In SEMH schools, many young people spend most of their day simply trying to stay regulated enough to access a sense of safety or connection. That’s why, as integrative psychotherapists, we don’t start with “learning outcomes” — we start with co-regulation, belonging, felt safety, and only then move upwards. ✨ The crossover matters — because every level is a positive possibility, not a deficit. ✨ Progress is not linear — it’s relational, sensory, embodied. ✨ Our role is not to fix but to facilitate movement up the pyramid, however slowly, however relationally. The question I’m now sitting with is: What environments, relationships and rhythms allow young people not just to cope — but to feel valued, confident, and inspired? That is the real therapeutic task in education.

Many people talk about inclusion in schools. But inclusion is not simply about placement. It is about whether a child’s “cup” is actually being filled. In a mainstream classroom, inclusion happens when the environment is intentionally designed so every child can participate, regulate, and feel safe enough to learn. So what does that look like in practice? 1. Predictable structure - Many neurodivergent students thrive when the day is predictable. Visual timetables, clear routines, and advance warning of transitions reduce cognitive load and anxiety. 2. Flexible ways to engage - Not every student learns best through listening and writing. Allowing movement, using visuals, breaking tasks into smaller steps, or offering alternative ways to show understanding can remove barriers to participation. 3. Regulation before expectation - A dysregulated brain cannot access learning. Quiet spaces, movement breaks, sensory tools, or short reset opportunities can help students return to a state where thinking is possible. 4. Strength-based teaching - Instead of focusing solely on what a student struggles with, identify what they are good at and use it as an entry point into learning. Confidence often grows from competence. 5. Psychological safety - Students need to feel safe making mistakes. When classrooms emphasise curiosity over correctness, students are more willing to attempt difficult tasks. 6. Voice and agency - Inclusion also means listening. Giving students choices, inviting their perspective, and involving them in problem-solving helps them feel valued. When these conditions exist, something powerful happens. Students are more likely to: • participate • build friendships • regulate more effectively • and develop confidence in their abilities. Inclusion is not about lowering expectations. It is about removing unnecessary barriers so every child has access to learning and belonging. When a child’s inclusion cup is full, learning follows. #Education #Inclusion #Neurodiversity #SEND #InclusiveEducation #TeachingStrategies #NeurodivergentStudents

Jigsaw Reading: A Powerful Collaborative Strategy for ESL Classrooms Looking for a student-centered strategy that boosts communication and comprehension in your ESL lessons? Try Jigsaw Reading—a cooperative learning technique where every student becomes both a learner and a teacher. What is Jigsaw Reading? Students are divided into groups and assigned different parts of a text. They first become "experts" in their assigned section, then return to their groups to teach what they've learned. This approach promotes active reading, listening, and speaking skills—all essential in language acquisition. How to Implement It: 1. Divide students into home groups (4–6 students). 2. Assign each member a unique section of the text. 3. Students join expert groups to study and discuss their section. 4. Return to home groups—each student teaches their part. 5. Wrap up with a class discussion, quiz, or reflection activity. -Why It Works for ESL Learners: Builds communication and collaboration Encourages peer teaching and accountability Supports reading fluency and comprehension Boosts learner confidence with manageable text chunks -Pro Tips for ESL Teachers: Scaffold with vocabulary lists and sentence starters Use visuals to aid understanding Monitor and guide group discussions Choose level-appropriate, culturally inclusive texts Integrate speaking or writing tasks as follow-up -Bonus Tip: You can extend this strategy into a project-based task—students create a summary poster, infographic, or even a mini-podcast to present their topic! Let your students lead the learning—because when learners teach, they remember more. #ESLTeaching #CollaborativeLearning #JigsawReading #ActiveLearning #ELT #ESLStrategies #TeacherTips #TESOL #TEFL #LanguageLearning #StudentCenteredLearning #EnglishTeaching #ReadingSkills

Art isn’t just for decoration, it’s a powerful tool to reimagine how we see, feel, and belong in the spaces around us. I recently came across Project Udaan, a heartfelt initiative by Asian Paints in collaboration with St+art India, and it’s completely reshaped the way I think about design, especially in learning spaces. Project Udaan isn’t just about beautifying a learning space, it’s about transforming it into sensory-friendly sanctuaries for children with neurodiversity, including those on the autism spectrum and children with diverse sensory, cognitive, and learning needs. This space doesn’t just look different, they feel different. Artists Anikesa Dhing and Amrit Khurana have breathed life into these learning spaces with murals that speak to calm, connection, and imagination. Textured walls featuring Royale Play finishes, matte pastel emulsions, and tactile Nilaya fabrics and wallpapers create a sensory-rich environment that promotes visual comfort, tactile stimulation, and calming effects. Here’s why it moved me: 1. Environment-first inclusion: Instead of asking students to adapt, the learning space adapts to them. Its empathy turned into design. 2. Sensory design: Every texture, colour, and material is chosen with care, making the environment feel intuitive and supportive for children with neurodiversity including those on the autism spectrum as well as others with varied sensory, cognitive, and learning needs. As someone who’s always believed in the emotional and healing power of design, this initiative stays with me. It’s a reminder: true design doesn’t just include, it embraces. What if every school felt like this? What if we didn’t just design for accessibility, but for belonging? #DrishtiISpeaks #ProjectUdaan #AsianPaints #StartIndia #NilayaWalls #AnikesaDhing #AmritKhurana #InclusiveDesign #Neurodiversity #ArtForChange #DesignWithPurpose #ad

As a young VC, I find myself diving into numerous books, each promising to offer a fresh perspective or insight. Yet, the challenge lies in truly absorbing and retaining the valuable lessons they contain. This changed when I discovered Shane Parrish’s Blank Sheet Method.....a straightforward, yet powerful approach that transformed my learning process. 🔹 Step 1: Set the Stage - Before starting any book, grab a blank sheet of paper. - On this sheet, outline what you already know about the topic. 🔹Step 2: Track Your Progress - At the end of each reading session, spend a few minutes updating your mind map using a different color to highlight new insights. 🔹 Step 3: Review and Reinforce - Before picking up the book again, go through your mind map to refresh your memory. - This review process helps solidify your grasp on what you’ve read and primes your brain to link upcoming ideas with what you already know. 🔹 Step 4: Build a Knowledge Vault - Keep these annotated sheets organized in a binder for easy access. - Regularly review them to reinforce your learning and connect concepts across various books and subjects. Why This Method Works Wonders: - Strengthens memory by recalling and building upon what you know. - Identifies missing pieces and clears up misconceptions. - Helps in connecting themes across disciplines - Stimulates unique thinking and insights - Periodic review solidifies information With each book, I find that my understanding grows not just in depth but in scope, creating a network of knowledge that extends far beyond a single subject. Have you tried using this or any other method for better retention? I’d love to hear what’s worked for you! #ReadingWisdom #LearningMethods #VentureLife #KnowledgeRetention

Building a strong connection with your parents isn’t just beneficial—it’s essential for your well-being and theirs. Here’s how to foster meaningful conversations: 1. Schedule Regular Time: Set aside dedicated moments each week to talk or visit. Consistency builds closeness. 2. Active Listening: Show genuine interest in their stories and experiences. Listen without distractions to understand deeply. 3. Share Your Life: Open up about your successes, challenges, and dreams. Let them be a part of your journey. 4. Express #Gratitude: Acknowledge their support and sacrifices. A simple "thank you" goes a long way. 5. Quality Time Together: Engage in activities they enjoy. Whether it's a walk, cooking together, or watching a movie, cherish these moments. 6. Be Patient and Compassionate: Understand their perspectives and be patient with differences. Respect their opinions. 7. Celebrate Milestones: Mark important occasions together. Celebrating achievements strengthens #bonds. Connecting with your parents not only enriches your life but also enhances theirs. Make the effort to nurture this precious relationship—it’s a gift that keeps giving, fostering #happiness and resilience in both your lives.

The recent decision by Indian Institute of Technology, Kharagpur to induct 10 counsellors after a series of tragic student suicides is a stark reminder: "LEARNER WELL-BEING CANNOT BE AN AFTERTHOUGHT" This follows their SETU initiative (Support, Empathy, Transformation, and Upliftment) and the appointment of the first Dean of Student Well-Being- steps intended to ensure students don’t just cope, but feel genuinely supported. ✅ Why this matters High academic stress and career pressure remain very real. Proactive, visible counselling makes a difference, especially when counsellors meet students where they are in hostels, clubs, and common spaces, helping to reduce stigma and increase access. As someone working on national and international standards for educational institutions, I see this as a systemic challenge. Academic pressure, inadequate mental-health support, and the absence of clear operational benchmarks leave many campuses reactive rather than preventive. At the Bureau of Indian Standards, our Subcommittee on Campus Facilities and Accommodation Services (SSD 04:03) is finalizing the National Standard for Campus Facilities and Accommodation Services—Requirements. Thanks to dedicated team members- Sudhirkumar V Barai Sandeep Kanojia Aditya Bhatt Tarush Chandra Bhavna Tripathi Kajal Marwaha and the others- we are close to publication. The draft sets measurable requirements for: Safe, inclusive residential and learning spaces Health & wellness centres with mental-health and counselling services Mechanisms for continuous feedback and improvement, and more Standards can’t replace empathy- but they establish non-negotiable accountability and a measurable baseline that every campus, public or private, large or small, must meet. It’s time to move beyond ad-hoc measures. Every campus must be designed to nurture both intellectual growth and emotional resilience. True success is not only in academic achievement, but in how well students are supported along the way. We build that, and we build lasting resilience. https://lnkd.in/g-gh5dUN

How Trauma Shapes Behavior in Students As a school counselor, I am constantly reminded that behavior is often a reflection of deeper experiences not just “choices.” The image below illustrates how trauma can manifest in four common responses: Fight, Flight, Freeze, and Fawn. Fight: Anger outbursts, controlling tendencies, irritability. Flight: Overthinking, perfectionism, anxiety. Freeze: Feeling stuck, indecision, dissociation. Fawn: People-pleasing, loss of identity, self-critique. In the school environment, these responses may appear as classroom disruptions, avoidance of tasks, difficulty focusing, or even excessive compliance. What looks like “defiance” or “laziness” may actually be a student’s nervous system trying to cope with unresolved stress. 💡 My role and that of educators and caregivers is not just to discipline but to understand. When we recognize these trauma responses, we can shift from asking “What’s wrong with this student?” to “What has this student experienced, and how can we support them?” By creating safe spaces, teaching emotional regulation, and affirming student identities, we help young people rewrite their stories from survival to growth. 🌟 How do you see these trauma responses showing up in your classroom, workplace, or community? #SchoolCounseling #TraumaInformedCare #Education #MentalHealthAwareness #StudentWellbeing