What is separation anxiety?

It’s natural for your young child to feel anxious when you say goodbye. In early childhood, crying,
tantrums, or clinginess—all the hallmarks of separation anxiety—are healthy reactions to separation and
a normal stage of development. It can begin before a child’s first birthday and may reoccur until the age
of four. While the intensity and timing of separation anxiety can vary tremendously from child to child,
it’s important to remember that a little worry over leaving mom or dad is normal, even when your child
is older. With understanding and the right coping strategies, your child’s fears can be relieved—and
should fade completely as they get older.

However, some children experience separation anxiety that doesn’t go away, even with a parent’s best
efforts. These kids experience a continuation or reoccurrence of intense separation anxiety during their
elementary school years or beyond. If separation anxiety is excessive enough to interfere with normal
activities like school and friendships, and lasts for months rather than days, it may be a sign of a larger
problem: separation anxiety disorder.

How to ease “normal” separation anxiety

For children with normal separation anxiety, there are steps you can take to make the process of
separation anxiety easier.

Practice separation. Leave your child with a caregiver for brief periods and short distances at first. As
your child gets used to separation, you can gradually leave for longer and travel further.

Schedule separations after naps or feedings. Babies are more susceptible to separation anxiety when
they’re tired or hungry.

Develop a quick “goodbye” ritual. Rituals are reassuring and can be as simple as a special wave through
the window or a goodbye kiss. Keep things quick, though, so you can:

Leave without fanfare. Tell your child you are leaving and that you will return, then go—don’t stall or
make it a bigger deal than it is.
Follow through on promises. For your child to develop the confidence that they can handle separation,
it’s important you return at the time you promised.

Keep familiar surroundings when possible and make new surroundings familiar. Have the sitter come to
your house. When your child is away from home, encourage them to bring a familiar object.

Have a consistent primary caregiver. If you hire a caregiver, try to keep them on the job long term to
avoid inconsistency in your child’s life.

Minimize scary television. Your child is less likely to be fearful if the shows you watch are not
frightening.

Try not to give in. Reassure your child that they will be just fine—setting consistent limits will help your
child’s adjustment to separation.

What is separation anxiety disorder?

Separation anxiety disorder is NOT a normal stage of development, but a serious emotional problem
characterized by extreme distress when a child is away from the primary caregiver. However, since
normal separation anxiety and separation anxiety disorder share many of the same symptoms, it can be
confusing to try to figure out if your child just needs time and understanding—or has a more serious
problem.

The main differences between normal separation anxiety and separation anxiety disorder are the
intensity of your child’s fears, and whether these fears keep them from normal activities. Children with
separation anxiety disorder may become agitated at just the thought of being away from mom or dad,
and may complain of sickness to avoid playing with friends or attending school. When symptoms are
extreme enough, these anxieties can add up to a disorder. But no matter how fretful your child becomes
when parted from you, separation anxiety disorder is treatable. There are plenty of things you can do to
make your child feel safer and ease the anxiety of separation.

Symptoms of separation anxiety disorder

Kids with separation anxiety disorder feel constantly worried or fearful about separation. Many kids are
overwhelmed with symptoms such as:

Fear that something terrible will happen to a loved one. The most common fear a child with separation
anxiety disorder experiences is the worry that harm will come to a loved one in the child’s absence. For
example, the child may constantly worry about a parent becoming sick or getting hurt.

Worry that an unpredicted event will lead to permanent separation. Your child may fear that once
separated from you, something will happen to maintain the separation. For example, they may worry
about being kidnapped or getting lost.

Refusal to go to school. A child with separation anxiety disorder may have an unreasonable fear of
school, and will do almost anything to stay home.

Reluctance to go to sleep. Separation anxiety disorder can make children insomniacs, either because of
the fear of being alone or due to nightmares about separation.

Physical sickness like a headache or stomach pain. At the time of separation, or before, children with
separation anxiety problems often complain they feel ill.

Clinging to the caregiver. Your child may shadow you around the house or cling to your arm or leg if you
attempt to step out.

Common causes of separation anxiety disorder

Separation anxiety disorder occurs because a child feels unsafe in some way. Take a look at anything
that may have thrown your child’s world off balance, made them feel threatened, or upset their normal
routine. If you can pinpoint the root cause—or causes—you’ll be one step closer to helping your child
through their struggles.

Common causes of separation anxiety disorder in children include:

Change in environment. Changes in surroundings, such as a new house, school, or day care situation, can
trigger separation anxiety disorder.

Stress. Stressful situations like switching schools, divorce, or the loss of a loved one—including a pet—
can trigger separation anxiety problems.

Insecure attachment. The attachment bond is the emotional connection formed between an infant and
their primary caretaker. While a secure attachment bond ensures that your child will feel secure,
understood and calm enough for optimal development, an insecure attachment bond can contribute to
childhood problems such as separation anxiety.

[Read: Reactive Attachment Disorder (RAD) and Other Attachment Issues]

An overprotective parent. In some cases, separation anxiety disorder may be the manifestation of your
own stress or anxiety. Parents and children can feed one another’s anxieties.

What is separation anxiety disorder in children?

Separation anxiety disorder (SAD) is a type of mental health problem. A child with SAD worries a lot
about being apart from family members or other close people. The child has a fear of being lost from
their family or of something bad occurring to a family member if he or she is not with the person.

All children and teens feel some anxiety. It is a normal part of growing up. Separation anxiety is normal
in very young children. Nearly all children between the ages of 18 months and 3 years old have
separation anxiety and are clingy to some degree. But the symptoms of SAD are more severe. A child
must have symptoms of SAD for at least 4 weeks for the problem to be diagnosed as SAD. A child with
SAD has worries and fears about being apart from home or family that are not right for his or her age.

What causes separation anxiety disorder in a child?

Experts believe SAD is caused by both biological and environmental factors. A child may inherit a
tendency to be anxious. An imbalance of 2 chemicals in the brain (norepinephrine and serotonin) most
likely plays a part.
A child can also learn anxiety and fear from family members and others. A traumatic event may also
cause SAD.

Which children are at risk for separation anxiety disorder?

SAD happens equally in males and females. But children who have parents with an anxiety disorder are
more likely to have SAD.

What are the symptoms of separation anxiety disorder in a child?

The first symptoms of SAD often appear around the third or fourth grade. They may start after a break
from school, such as during holidays or summer, or after a long-term sickness. Each child may have
different symptoms. But the most common signs of SAD are:

Refusing to sleep alone

Repeated nightmares with a theme of separation

Lots of worry when parted from home or family

Too much worry about the safety of a family member

Too much worry about getting lost from family

Refusing to go to school

Fearful and reluctant to be alone

Frequent stomachaches, headaches, or other physical complaints

Muscle aches or tension

Too much worry about safety of self

Too much worry about or when sleeping away from home

Being very clingy, even when at home

Panic or temper tantrums at times of separation from parents or caregivers

The symptoms of SAD may look like other health problems. Make sure your child sees his or her
healthcare provider for a diagnosis.

How is separation anxiety disorder diagnosed in a child?

A child psychiatrist or other mental health expert can diagnose SAD. He or she will do a mental health
evaluation of your child. For your child to be diagnosed with SAD, his or her worry or fear about being
away from family members must last for at least 4 weeks.

If your child has physical complaints, your primary healthcare provider may assess your child to rule out
other causes for these symptoms.

How is separation anxiety disorder treated in a child?

Treatment will depend on your child’s symptoms, age, and general health. It will also depend on how
severe the condition is.
Treatment for SAD often involves a mix of the following:

Cognitive behavioral therapy. This treatment helps a child learn how to better handle his or her anxiety.
The goal is also to help a child master the situations that may lead to the anxiety.

Medicines. Antidepressant or antianxiety medicine may help some children feel calmer.

Family therapy. Parents play a vital role in any treatment.

School input. A child’s school may also be involved in care.

How can I help prevent separation anxiety disorder in my child?

Experts don’t know how to prevent SAD in children and teens. But if you notice signs of SAD in your
child, you can help by seeking an evaluation as soon as possible. Early treatment can lessen symptoms
and enhance your child’s normal development. It can also improve your child’s quality of life.

Understanding Bullying Behavior

Kids bully for many reasons. Some bully because they feel insecure. Picking on someone who seems
emotionally or physically weaker provides a feeling of being more important, popular, or in control. In
other cases, kids bully because they simply don't know that it's not OK to pick on kids who are different
because of size, looks, race, or religion.

In some cases bullying is a part of a pattern of defiant or aggressive behavior. These kids are likely to
need help learning to manage anger and hurt, frustration, or other strong emotions. They may not have
the skills they need to cooperate with others. Therapy often can help them learn to deal with their
feelings, curb their bullying, and improve their social skills.

Some kids who bully are copying behavior that they see at home. Kids who see aggressive and unkind
interactions in the family often learn to treat others the same way. And kids who are taunted learn that
bullying can translate into control over children they see as weak.
Helping Kids Stop Bullying

Let your child know that bullying is not OK and can bring serious consequences at home, school, and in
the community if it continues.

Try to understand the reasons behind your child's behavior. In some cases, kids bully because they have
trouble managing strong emotions like anger, frustration, or insecurity. In other cases, kids haven't
learned cooperative ways to work out conflicts and understand differences.

Be sure to:

Take bullying seriously. Make sure your kids understand that you will not tolerate bullying at home or
anywhere else. Set rules about bullying and stick to them. If you punish your child by taking away
privileges, be sure it's meaningful. For example, if your child bullies other kids via email, text messages,
or a social networking site, stop phone or computer privileges for a period of time. If your child acts
aggressively at home, with siblings or others, put a stop to it. Teach more appropriate (and nonviolent)
ways to react, like walking away.

Teach kids to treat others with respect and kindness. Teach your child that it is wrong to ridicule
differences like race, religion, appearance, special needs, gender, economic status. Try to instill a sense
of empathy for those who are different. Consider getting involved together in a community group where
your child can interact with kids who are different.

Learn about your child's social life. Look for insight into what may be influencing your child's behavior at
school (or wherever the bullying happens). Talk with parents of your child's friends and peers, teachers,
guidance counselors, and the school principal. Do other kids bully? What about your child's friends?
What kinds of pressures do the kids face at school? Talk to your kids about those relationships and
about the pressures to fit in. Get them involved in activities outside of school so that they meet and
develop friendships with other kids.

Encourage good behavior. Positive reinforcement can be more powerful than negative discipline. Catch
your kids being good. When they handle situations in positive ways, take notice and praise them for it.

Starting at Home

It's natural — and common — for kids to fight with their siblings at home. And unless there's a risk of
physical violence, it's wise not to get involved. But keep an eye on the name-calling and fighting, and talk
to each child regularly about what's acceptable and what's not.
Keep your own behavior in check too. Think about how you talk around your kids and how you handle
conflict and problems. Kids who live with yelling, name-calling, putdowns, harsh criticism, or physical
anger from a sibling or parent/caregiver may act that out in other settings.

If you behave aggressively — toward or in front of your kids — chances are they'll follow your example.
Instead, point out positives in others, not negatives. When conflicts arise in your own life, be open about
your frustration and how you cope with your feelings.

There will be situations that need discipline and helpful criticism. But don't let that slip into name-calling
and accusations. If you don't like your child's behavior, stress that it's the behavior that you'd like your
child to change, and you have confidence that they can do it.

Who Else Can Help?

If a stressful life event at home may affect your child's behavior, get help from resources at school and in
your community. Guidance counselors, pastors, therapists, and your doctor can help. If your child has a
history of arguing, defiance, and trouble controlling anger, consider getting an evaluation with a
therapist or behavioral health professional.

As frustrating as it can be to help kids stop bullying, remember that bad behavior won't stop on its own.
Think about the success and happiness you want your kids to find in school, work, and relationships
throughout life. Curbing bullying now is progress toward those goals.

Tips for Increasing a Student's Attention Span

It's hard enough to keep a child's attention when they want to pay attention. It can be nearly impossible
to keep a child's attention when they're completely uninterested in what you want them to focus on, or
they find the task too challenging. Nowhere is this more evident than the classroom. Young students will
fidget, play with their pencils and look at everything except the task at hand.

Some child development experts suggest that the average child should be able to concentrate on one
task for 2-5 minutes multiplied by their age. So an average 6-year old should be able to focus on a given
task for up to 30 minutes. Of course, whether a 6-year old is able to focus 30 minutes or 12 minutes will
vary by child – and of course by task. Attention span is also elastic and will tend to wane as the school
day progresses.
If you're the parent of a child, or teacher of a child, who regularly loses focus during class, or when faced
with a challenging task, the following are some tips and strategies that can help increase attention span
and improve overall task performance.

Give kids a reason to pay attention – be creative.

For the most part, all summer long your child (or student) has been able to pay attention to what he or
she wanted with limited input from parent or teacher. They may have had to complete a few daily
chores, attend church on Sunday, or do a little studying, but for the most part they controlled what they
would focus on and pay attention to. Now little Tommy is back in school and can't sit still long enough to
write his name, when just the day before he spend 2 hours laser focused on playing with his Lego toys.
What happened? Well, for starters playing with Legos is intrinsically motivating, where writing on a
piece of paper with a pen is not.

We suggest taking traditionally mundane and boring tasks like writing a name on piece of paper, or
writing letters in a workbook, and getting a little creative. Consider having your child write his name
using Legos, or maybe even Play-Doh. Instead of having your students write letters in workbooks, have
them create their own ABC book using pictures of letter they find and cut from newspapers or
magazines. A little creativity (and flexibility) will go a long way to getting and keeping a child's attention.

Make it physical.

It's just a fact, kids get the wiggles. You keep a kid stuck in a hard seat for more than an hour and they're
likely to explode – not to mention loose their ability to pay attention. Kids – especially those who
struggle with attention – need to have regular breaks for active play. Incorporating indoor or outdoor
play times, jumping jacks, or providing a quick stretching session will do wonders for a child's ability to
concentrate on a task and pay attention to what's being taught. 10 to 15 minute "active play" sessions
before a challenging task or learning session will help any child to stay engaged and pay attention.

Practice attentive behavior.

You'd think that paying attention is an intrinsic character of all human beings, but it isn't. Paying
attention is something that is learned. It can also be taught. Parents and teachers should take time to
teach children what it means to pay attention and what it looks like. Throughout the day teachers
should take breaks to practice attentive behavior. Use an electronic timer, stop watch or hourglass and
have your child or students practice focusing on a object, discussion or other activity exclusively for just
a few minutes. Then have the students ask themselves if they were able to pay full attention during the
time. Having attention breaks where students focus on paying attention is a great exercise that will help
improve their ability to focus and attention span.

Adjust the task.

If you've tried just about everything, and you're finding that your child or students still can't stay focused
on the task at hand, you may want to break the task down into smaller parts – ones that can be
completed independent of each other in less time. For example, if the task is to put together a visual
report about the state of Texas that includes economy, geography, culture and history components, you
may want to have the child focus on one component at time. Only when one component is finished are
instructions given for completing the next component. Once all component parts have been completed,
instructions are then given as to how the individual parts are to be combined to create the visual report.
It's also important to recognize that attention span for children develops at different rates for different
children. It may be necessary to adjust a task only for certain students who have a short attention span.
You may also consider providing students who have attention deficit disorder set intervals to complete
work. For example, a student with a short attention span may be given 5 minutes to complete however
much work he can. After his 5 minutes are up, he is given a 5 minute break before focusing for another 5
minutes on completing the task. Breaking up a task provides children struggling to pay attention the
opportunity to decompress and then re-engage with the task feeling refreshed and renewed.

Eliminate distractions.

Education experts agree that the creating the right environment fosters learning. This holds true for
both the classroom and the home. However, it's important to strike a balance between what contributes
to the learning experience versus what distracts a child from being able to focus long enough to learn.

Mediavine

Children are very adept at finding enjoyment and entertainment with the littlest, most unassuming,
objects. A paperclip can quickly be turned into a bouncy toy. A piece of paper can be rolled into a spying
glass. A plastic bag can become a balloon. At both home and at school it's important to remove clutter
and other visually enticing items from a child's direct workspace. This gives a child less cause not to
focus on the task at hand.
Designing learning friendly environments can turn dull, boring classrooms into student-friendly havens
of learning. From seating arrangements to enhanced lighting, to creating discrete learning zones with
different themes and purposes, a learning friendly classroom can greatly enhance the learning
experience for students. However, if taken to the extreme, what started out as a learning friendly
environment can become one big distraction. Make sure, if and when you decide to create a learning
friendly classroom environment, you don't over do it.

These days, students spend a fair amount of their time after school at home working on projects,
studying for tests, and otherwise completing homework. Having a distraction free environment and
routine is key to allowing your child to have a productive at-home learning experience. We recommend
having the TV altogether turned off during study time. This is especially important if you have more than
one child completing homework. It's difficult for one child who does have homework to focus when their
sibling is in the next room enjoying a popular kid's show. Remove all distractions from your child's study
environment and routine.

Turn it into a game.

There isn't much that keeps a child's attention better than a good game. The same child that can only
focus for a minute or two on math, will have no problem staying fully engaged for 15 minutes with a
game they enjoy. When possible, and appropriate, turn a task into a game. Games are most effective
when played with other children. In a classroom setting, sometimes its most effective to create small
groups of students who play a game together, rather than with the entire class. For example, students
can work in small groups to complete math assignments. Each group competes against the other groups
in the class. Each student in the group is assigned a math problem. While each student is primary
responsible for completing their assigned problem, the other students in their group can assist with the
problem. The group that finishes their math assignment first wins a prize.

Break the tasks down.

Complex tasks can become overwhelming really quickly for children, especially for those who struggle
with attention span. Breaking a task down into smaller chunks can be an effective method for helping
your child or your students pay attention long enough to learn and make academic progress. Students
who struggle with attention often complete tasks faster when they're broken down into a many parts
than if they were to try and complete the entire task all at once.

Identifying Common Reading Issues in Young Children

Posted On: December 30, 2014 admin Leave a comment

Every child learns at his or her own pace. When a child is having difficulty in a specific subject, such as
reading, how is a parent to determine if there is an issue? There are several common reading issues in
young children that can hinder their progress in comprehension and may even cause them to do poorly
in other subjects. Here is a list of some of the issues children may have that will make reading difficult as
well as ways to identify these issues to help your son or daughter become a better student.

Common Reading Issues

Not all issues are serious or require remedial reading help. Some common reading problems are easily
diagnosed and treated, while others may sound reading softwarerequire additional resources. Your child
may have difficulty with the early reading skills due to:

Poor Vision

Hearing loss

Improper directional tracking

Poor comprehension skills

Issues with Decoding

ADD

ADHD

Dyslexia

Poor vision and hearing loss may be treated by a visit to your child’s physician or family optician.
Depending on the severity of the hearing loss, your child may require hearing aids and speech therapy to
help them adapt new learning skills for reading and other school subjects.
Improper directional tracking is when the child tries to read numbers and words from right to left
instead of from left to right. Tracking issues also occur when a student will confuse the order of the
letters in a word or see them in reverse, such as seeing a “d” instead of the letter “b” in the word “bed”.
While this may be caused by poor vision, it can also be a symptom of a larger problem, such as ADD or
Dyslexia.

Poor comprehension skills occur when a child has an issue with following directions, remembering a
series of numbers or words, or not being able to understand what someone is saying to them. These
issues can be caused by hearing loss, ADD and other auditory processing disorders.

When a child has issues with decoding, he or she may be unable to break a large word into syllables or
smaller words. This can often be because they have problems with phonetics or fluency. A student who
has problems breaking down large words will have a limited vocabulary and will have difficulty
increasing reading comprehension in advanced grades. Decoding issues often stem from auditory
processing disorders or Dyslexia.

Common Signs

How can you tell if your son or daughter is suffering from one of these common reading problems? One
way to determine there may be a problem is if they have poorly developed communication or motor
skills. If your child is old enough to enter preschool and has issues with communication skills this may
indicate, they will have difficulty learning to read. A kindergarten age child with poor motor skills is
another indicator that there may be a larger problem. Other common signs include:

Inability to pay attention

Lack of focus

Easily distracted

Ask others to repeat information frequently

Is often seen squinting or has trouble seeing things at a distance

If you see these issues coupled with poor communication or motor skills, you may want to take steps to
have your son or daughter seen by a professional.
Solutions

The first step you may want to take is to have your child seen by their physician. Your child’s doctor can
help eliminate common problems such as hearing loss or poor vision. They will also be able to refer you
to a specialist if further tests are required to diagnose the main cause of your child’s reading problems.

If your child is diagnosed with ADD, ADHD, Dyslexia or an auditory processing disorder a specialist may
recommend remedial reading help. This support will assist your son or daughter to develop the skills
necessary to understand the building blocks of reading, such as phonetics, vocabulary and decoding
aids. There is also reading software available for parents and teachers so that you can take part in
getting your child back on track to academic success.

Sound reading solutions reading software can help you help your child. Contact us to learn more about
our free online reading assessment and remedial reading help to get your son or daughter back on track
academically.

Social Skills and Challenges in Kindergarten

For exuberant 5-year-olds, school is all about playing, learning to sit still, and getting along.

BY SCHOLASTIC PARENTS STAFF

AGE

Social Skills and Challenges in Kindergarten

Starting elementary school is a big step for children: now they are in "big kids' school." And while the
majority have little trouble adjusting, kindergarten can be disorienting at first. Even children who have
been in day care or preschool, or who have older siblings at the school, may feel a bit apprehensive. It's
a new building, a new teacher, and a new set of classmates, after all, so it does take time for kids to get
comfortable in the unfamiliar surroundings.
Here is what you can expect in terms of your child's social development:

She feels more secure. Separation anxiety — crying and clinging to parents at drop off time — isn't
usually an issue. (Children with a history of transition problems can be an exception, however.)
Generally, it's the parents who have trouble at the door! Educators and others advise mom and dad not
to linger.

New friendships develop slowly. Even though kindergarteners love to play, they take their time letting
new kids in. Kindergarten teachers look for opportunities for students to get to know each other better.
Seating at tables is by design, as it forces children to interact and share more. Teachers periodically
change the seating arrangement too.

Playing with more than one child at a time is still tricky at this age. Playing in pairs tends to be less
complicated: when two play house, for example, the decision-making is easy — one child pretends to be
the parent and the other is the baby.

Social skills are tested. Whether your child is a social butterfly or more reserved, bear in mind that
kindergarteners are rookies at navigating the social terrain. Remember too that boys and girls don't
develop socially in the same way or at the same speed. Girls mature faster and respond better to reason
than 5-year-old boys do. In addition, boys learn in a more physical way.

Self-control is a challenge. There are lots of new rules and routines for kindergarteners to manage, and
teachers spend a lot of time going over appropriate behavior.

Maturity wins out. The second half of kindergarten is vastly different from the first. By January, students
have learned what is expected and are comfortable with the routine. Academically, they start putting it
together too. Many teachers say that when children come back after December break, it's like having a
whole new class.

Education and Parental Involvement in Secondary Schools: Problems, Solutions, and Effects

"Parental involvement, in almost any form, produces measurable gains in student achievement" (Dixon,
1992, p. 16). The concept of parental involvement with the student and the school is a vital one and can
produce great rewards for all concerned. However, it has been found that schools do not always know
what the term parental involvement really means (Vandergrift & Greene, 1992). According to
Vandergrift and Greene, there are two key elements that work together to make up the concept of
parental involvement. One of these is a level of commitment to parental support. This includes such
things as encouraging the student, being sympathetic, reassuring, and understanding. The other
element needed is a level of parental activity and participation, such as doing something that is
observable. "This combination of level of commitment and active participation is what makes an
involved parent" (Vandergrift & Greene, p. 57).
Problems

Parent involvement actually declines as students grow older, so that it is less in secondary schools than
in elementary (Stouffer, 1992). If parental involvement is so beneficial, why isn't it being used to a
greater extent than at present? There are many reasons from the parent and also from the school for
this lack of involvement. One of the reasons concerns the lack of understanding of nontraditional
families on the part of the school system. The nontraditional family is struggling to deal with many
factors that affect every member of the family. These can definitely affect the way that the family is able
to be involved in the student's education. More than likely, there is a shortage of time. There just simply
are not enough hours in the day to accomplish everything. If there has been a divorce or death in the
family, there probably has been a change in the financial standing of the family. By the school not being
sensitive to this change, the student/family could be embarrassed. The verynature of the family
structure is in a state of change causing confusion and insecurity (Duncan, 1992; Lewis, 1992; Wanat,
1992). The parents may be doing the very best that they can.

"Schools must understand that lack of participation by parents does not necessarily mean they are
neglecting their responsibilities. They simply may not have the time, resources, or know-how to help
out" (Wanat, p. 47). Parents often do not feel welcomed at school. They feel that what they may have to
offer is unimportant and unappreciated. Also, parents may not believe that they have any knowledge
that the school is interested in knowing. This is especially true when the parent may not have a great
deal of education (Dixon, 1992; Vandergrift & Greene, 1992). It is also possible that the parent does not
have a great deal of interest in the school or his child's education. The parent may not feel that
education is important (Vandergrift & Greene).

Another reason for lack of involvement is embarrassment. The parents may be illiterate or unable to
speak English. This could make communication difficult if not impossible. Another source of
embarrassment is memories of the parent's failure in school. The parent would not have much desire to
return to a place that only served to remind him of his own failures (Brink & Chandler, 1993; Smith,
1991).

Solutions
There are many things that can be done to improve parental involvement at the secondary level, but the
success of any program will be tied directly to the support and encouragement of the principal (Lewis,
1992). "Principals are key contributors to helping parents and other educators understand each other"
(Duncan, 1992, p. 13). "Ultimate responsibility for creating harmony between the school and the home
rests with the principal" (Campbell, 1992, p. 3). By the school being more aware of the circumstances of
nontraditional families, better communications can be established. One thing that the school can do is
to let the parents handle parenting responsibilities and the school handle the educational
responsibilities. Also, by working with the parents more, the school will have a better idea of what the
parents can and cannot do. More realistic expectations for out-of-school projects is an example of this
(Wanat, 1992).

Single parents often do not have the time, money, or knowledge to help children with projects. For
example, many mothers do not have equipment or skill to plan science fair experiments or construct
woodworking projects, and fathers may not be able to help design and sew costumes for the school play
(Wanat, 1992, p. 46).

Another important item is communication. More communication between the school and home are
needed, but specific types of communication are important. Two-way informal exchanges between
teacher/parent are much more effective than one-way communication from the teacher (Wanat). Also,
friendly contact should be established with parents early in the year before something has happened
that makes it necessary for the teacher to contact the parent (Wherry, 1992).

There are many ways that a school can improve communications. One way is for the school to sponsor a
parent/student fund raising. Parents and students working side-by-side gives them a chance to talk, and
hopefully the teachers and schools will also be included in this important exchange. Also, parent/teacher
organizations can be an avenue to reach parents. Parents who attend parent/teacher meetings are able
to get to know their child's teachers better. Another avenue sometimes overlooked is inviting parents to
volunteer. By doing this, the school is letting them know that they are wanted, needed, and welcomed
at the school. Many parents are more than willing to share their knowledge of occupations, foreign
travel, special skills and hobbies. They just want to be asked. Alumni events have been shown to be an
excellent way to improve parent/community involvement and a way to raise needed money.

Former students may appreciate the opportunity to return something to their school. One popular
program is parent classes, which can help parents with parenting ideas/problems, homework/tutoring
strategies, drug education, and improving communications skills. These classes can help the parent,
student, and school. Invitational events can encourage people to get involved with the school that might
not otherwise.

Grandparent day is one such invitational event that has met with success (Loucks, 1992; Stouffer, 1992;
Wherry, 1992). An open house program at school can bring in parents, and it is very important to greet
these visiting parents face-to-face as quickly as possible. Also, greeting visitors with a sign in their own
language can make a big impression. Find out the languages spoken by students and parents and put up
a sign with all languages on it. Another way to help parents feel genuinely wanted and welcomed is to
establish parent advisory groups.

People like to know that their input is valued. Also, the school could set up a parent center in the school
stocked with resources to help parents. This is one way the school can say we care. In addition, the
school could recognize what parents are doing to help the students and praise them for their efforts.
People like to know that someone takes the time to notice and appreciate what they were doing
(Wherry, 1992).

One very important way that parents can become involved in their student's work is through the use of
computers. This is a new world opening up for a lot of students as well as their parents. They can learn
about this exciting world together. One thing that is necessary is to make sure the programs used are at
the correct grade level and that there is a lot of variety (Rickelman & Henk, 1991).