Batter Up! Preparing for a Successful School Year

Our students are back to school, and it can feel really good as parents when some of the demands on our time and logistical planning decrease. But as special needs parents, we also know better than to expect a completely smooth ride just because it’s September. There will absolutely be bumps in the road.

With predictable routines, early collaboration with educators, and tools to help with emotional regulation, we can help our differently-abled students feel safe, understood, and ready to learn. These supports can also help reduce some of the anxiety that comes with school and make the educational experience more positive.

1. Build Proactive and Predictable Routines

Shift sleep schedules

Ideally, you might have started moving your child’s bedtime earlier by 10–15 minutes each night a couple of weeks before school started—and maybe you didn’t. That can be challenging when school starts in mid-August and the sun is still setting around 8:30 p.m.

This isn’t meant to be a specific bedtime recommendation. Instead, it is a reminder to make sure your student is getting the amount of sleep they need. A rested student is better prepared to learn and may have an easier time responding to triggers and other challenges during the school day.

If you want recommendations for how much sleep children of different ages need, along with other sleep hygiene tips, check out the CDC’s sleep resources: CDC Sleep.

Have a plan for school mornings

Figure out how much time your student needs to get ready and arrive at school on time. This includes waking up, getting dressed, and eating breakfast, but it can also include “chill time” and other routines that are important to your individual child.

Do they need a daily shower? Do they prefer to bathe in the morning or evening? As our students get older, their schedules can become more complicated. We may have more flexibility, but routines can still provide that important sense of order and predictability.

Maintain an after-school routine

Consider creating a specific, quiet space where your child can decompress after school. This can be especially helpful for students who become overwhelmed by the sensory and social demands of the school day.

Amber is a parent who often finds herself working from home when her kids return from school. Her natural inclination is to immediately ask about homework and, if they have any, have them get started right away. She often has to remind herself that her children are coming home from six hours of school—and that they may need a break first.

Saying, “I need a break first,” isn’t necessarily the same as refusing to do homework. Sometimes a little time to decompress can help a child come back to their responsibilities with a clearer head.

What about after-school activities?

Finding the right balance of activities can help your child grow, connect, and have fun.   Every child is different, and there is no one-size-fits-all answer to how many activities a child should participate in. 

It depends on your child’s interests and need for activity, the logistics of getting them to and from activities, finances, and what works for your family. Adaptive recreation can be a great option, and many general recreation programs are also very accommodating to participants with disabilities.

One great resource for disability-friendly activity options is the Utah Parent Center’s Summer Resource Guide, which includes many resources that are available throughout the year.

And let’s remember that some of the most valuable time for our children is simply time with us as parents. Leave room for that, too. While homework is important, doing homework together isn’t always “relationship building.” If possible, don’t let homework become your only form of togetherness.

2. Collaborate With the Education Team

Send an introductory email

A short introduction can give your child’s educators helpful information right from the beginning. Consider sharing your child’s strengths, known triggers, and strategies that have worked well for calming or supporting them.

Ideally, this would happen before school starts, but communication is an ongoing process. It’s never too late to give educators information that can help them better understand your student.

Have an introductory meeting

If possible, meet with your child’s teacher and other members of the education team before the school year gets too busy.

This gives your student a chance to become familiar with the teacher and learning environment without the multi-student chaos that can come with back-to-school night or the first day of school.

Review education documents

Take some time to review your child’s current IEP or 504 accommodation plan. Are the goals and classroom supports still addressing your student’s current needs?

This can be done as part of an introductory meeting with the school team.

And remember, if concerns arise during the school year, parents can request an IEP team meeting to discuss those concerns.

Set up a communication plan

Talk with your child’s educators about the best way to communicate and how often communication should happen.

Some families and teachers use a digital communication thread, while others may use a notebook or another method. The important thing is to agree on something that works for both the family and the school team.

Coordinate therapy goals

If your child receives private speech, occupational, behavioral, or other therapy, it may be helpful to connect those providers with school educators when appropriate.

This can help everyone understand the strategies being used to support your child.

Keep in mind, however, that the school team’s focus is primarily on the educational impact of the disability. Schools are required to consider outside recommendations, but they are not necessarily required to implement every recommendation from an outside provider.

3. Prepare Tools for Emotional Regulation

Create a sensory toolkit

When appropriate, a sensory toolkit might include noise-reducing headphones, teacher-approved fidget toys, or a comfort object.

Before purchasing or sending in electronic or hearing-related devices, it may be helpful to talk with the school first. Not every device will be approved for classroom use, particularly if it could interfere with instruction or be used inappropriately during testing.

The goal is to give your student tools that help them participate in the school day—not tools that create another problem for the teacher or student.

Practice advocacy phrases

Teach your child simple ways to communicate what they need.

This might be as straightforward as:

• “I need a break.”
• “It’s too loud.”
• “I need help.”
• “Can I have some quiet time?”

For students who have difficulty communicating verbally, schools can often work with families to create cards, visuals, or other ways for students to communicate their needs more discreetly.

Giving a child a way to ask for help can also help them become a stronger self-advocate over time.

Normalize transition anxiety

Starting a new school year can be stressful for any student. For some of our kids, that stress can be even greater.

Talk about what might happen during the school day and practice how your child might respond to unexpected social situations or changes in routine. Remind them that adjustment takes time.

They don’t have to have everything figured out on the first day—or even the first week.

Find the right “walk-up song”

Cliff Anderson is a local respite care provider for people with disabilities. He previously played Major League Baseball for the Chicago Cubs.

In baseball, each player picks a short audio clip of a song that plays over the stadium speakers as they walk to home plate for their turn at bat. These are often called “walk-up” or “walk-out” songs. Players choose them to get pumped up, express their personality, and engage the fans.

When asked what his walk-up song was, Cliff shared that he changed his song several times as a way to motivate himself when he was in a slump.

Just like a baseball player’s walk-up song, we as parents—and hopefully in collaboration with our children’s educators—can put supports in place that create a customized environment for our kids as they step up to the plate of their education.

Sometimes the strategy that worked last year won’t work this year. Sometimes our child’s needs change, and we need to change our approach, too. That’s okay. We keep trying different things until we find the new “tune” that helps our child move forward.

And through it all, we parents get to remain in our role as manager—and biggest fan.

So let’s help our kids step up to the plate, find their rhythm, and knock it out of the park this school year!