#social and emotional learning curriculum

[worldoflittledude]

Social emotional curriculum for elementary

Discover the Big World of Little Dude, a social emotional curriculum for elementary kids that nurtures empathy and kindness. Designed for ages 3-7, this engaging SEL resource offers interactive activities, fostering emotional intelligence and positive behaviors. Perfect for schools and parents, it helps young learners develop essential life skills while creating a supportive, compassionate environment.

[inspired-lesson-plans]

Do Now: (5 min)

Students start a blank Google Doc and type up a list of everything they think they know about Obsessive Compulsive Disorder. Next to each item, they should rank their confidence of each statement with a number from 1-10 (i.e. "OCD people wash their hands a lot: 8"). If they have little or no prior knowledge about OCD, then students are encouraged to read through the notes on this post and begin making deductions.

Guided Learning:

Students copy and paste their notes to a class-wide table Google Sheet. When complete, instructor sorts comments by rank and begins reading the statements that students were the most confident in, then adds another column: Accuracy. Select a few statements to review with the class. Highlight and praise statements that are highly accurate, but please clearly correct misunderstandings. You do not need to go through every statement on the list, but addressing the largest misunderstandings is very important. Make sure you don't spend too much time here, but do take stock of your class's prior knowledge.

Proceed with direct instruction about OCD as appropriate for your class.

Higher Order Learning:

Students go back and reread the posts by @moonlarked. Individually, they must compose a written response on their original Google Docs explaining what exactly the Tumblr user was concerned about. Why would posts of such nature as they described be so upsetting to someone with OCD? The goal here is to demonstrate both an understanding of the disorder and to show empathy for individuals with OCD.

After they have written a comprehensive response, they should go back and review their statements from the Do Now and revise them for accuracy, both on their own Google Doc (must be submitted) and on the class-wide Google Sheet.

Extension:

Pretend that OP mistakenly wrote "this site really hates people with cod"

Write a parody of the follow-up post explaining all the ways that Tumblr is mean to people with cod.

this site really hates people with ocd

[compassionmattersmost]

Teaching Compassion to Kindergarten Children: A Heartfelt Curriculum

Compassion is a vital quality we can nurture from a young age. Teaching kindergarten children about compassion not only helps them develop empathy but also fosters a caring and supportive environment. Here’s a structured curriculum to introduce the concept of compassion in an engaging and age-appropriate way. Week 1: Introduction to CompassionStart with a story like “The Giving Tree” by Shel…

[writingwithcolor]

Not all Second-Language Speakers are Made Equal.

@waltzshouldbewriting asked:

Hello! I’m writing a story that features a character who’s first language is not English. He’s East African, specifically from Nairobi, Kenya, and is pretty fluent in English but it’s not his primary language, and he grew up speaking Swahili first. I’m struggling to figure out if it’s appropriate or in character to show him forgetting English words or grammar. From what I’ve researched, English is commonly spoken in Nairobi, but it wouldn’t be what was most spoken in his home. For context, this is an action/superhero type story, so he (and other characters) are often getting tired, stressed, and emotional. He also speaks more than two languages, so it makes sense to me that it would be easier to get confused, especially in a language that wasn’t his first. But I’m worried about ending up into stereotypes or tropes. For additional context: I’m monolingual, I’ve tried to learn a second language and it’s hard. A lot of how I’m approaching this comes from my own challenges correctly speaking my own, first and only language.

Diversity in Second-Language English

You seem to have an underlying assumption that second language acquisition happens the same for everyone. 

The way your character speaks English depends on so many unknown factors: 

Where does your story take place? You mention other characters; are they also Kenyan, or are they all from different countries?

Assuming the setting is not Kenya, is English the dominant language of your setting? 

How long has your character lived in Kenya vs. where he is now? 

What are his parents’ occupations? 

What level of schooling did he reach in Nairobi before emigrating? 

What type of school(s) did he go to, public or private? Private is more likely than you think. 

Did his schooling follow the national curriculum structure or a British one? Depends on school type and time period. 

Does he have familiarity with Kenyan English, or only the British English taught in school? 

Is this a contemporary setting with internet and social media?

I bring up this list not with the expectation that you should have had all of this in your ask, but to show you that second language acquisition of English, postcolonial global English acquisition in particular, is complex. 

My wording is also intentional: the way your character speaks English. To me, exploring how his background affects what his English specifically looks like is far more culturally interesting to me than deciding whether it makes him Good or Bad at the language. 

L2 Acquisition and Fluency

But let’s talk about fluency anyway: how expressive the individual is in this language, and adherence to fundamental structural rules of the language.

Fun fact: Japanese is my first language. The language I’m more fluent in today? English. Don’t assume that an ESL individual will be less fluent in English compared to their L1 counterparts on the basis that 1) it’s their second language, or 2) they don’t speak English at home. 

There’s even a word for this—circumstantial bilingualism, where a second language is acquired by necessity due to an individual’s environment. The mechanisms of learning and outcomes are completely different. 

You said you tried learning a second language and it was hard. You cannot compare circumstantial bilingualism to a monolingual speaker’s attempts to electively learn a second language. 

Motivations?

I understand that your motivation for giving this character difficulties with English is your own personal experience. However, there are completely different social factors at play.

The judgments made towards a native speaker forgetting words or using grammar differently are rooted in ableism and classism (that the speaker must be poor, uneducated, or unintelligent). That alone is a hefty subject to cover. And I trust you to be able to cover that!

But on top of that, for a second language speaker, it’s racism and xenophobia, which often lend themselves to their own ableist or classist assumptions (that those of the speaker’s race/ethnicity must be collectively unintelligent, that they are uneducated or low class due to the occupations where they could find work, or conversely that they are snobby and isolationist and can't be bothered to learn a new language). Intersections, intersections.

If you want to explore your experiences in your writing, give a monolingual English speaker in your cast a learning disability or some other difficulty learning language, whatever you most relate with. And sure, multilingual folks can occasionally forget words like anyone else does, or think of a word in one language and take a second to come up with it in the other language. But do not assume that multilinguals, immigrants, or multiethnic individuals inherently struggle with English or with multiple languages just because you do.

~ Rina

[honeyncherry]

Through the Looking Glass - One

Rafe Cameron x Reader

content: drinking, tension (rafe likes to look at you)

word count: 6k

prologue

The last time you set foot in a new school, you were nine years old. Your father had sent you off to a prestigious boarding school halfway across the country. Though it wasn’t a school, not really. It was more like a factory, cold and unyielding, designed to shape children from high-profile government families into the next generation of leaders and operatives. The halls were filled with future politicians, intelligence agents, and power brokers. Each was more intense, more cutthroat, and more determined than the last.

Breaks were a luxury you couldn’t afford. The instructors were strict to the point of being merciless, expecting perfection and punishing anything less. The curriculum was relentless, grinding you down and reshaping you into something sharp and efficient. There were no sleepovers or giggling with friends, no carefree afternoons in the park. Just drills, evaluations, and endless expectations. You learned quickly how to suppress your emotions, to quiet the part of you that wanted to cry or rebel. 

You became what they wanted: disciplined, composed, and ready to take orders. But walking onto the University of North Carolina’s campus felt like stepping into another universe. 

The differences were staggering, almost surreal. Where the boarding school had been rigid and sterile, UNC was alive, teeming with energy and freedom. Some students sprawled out on blankets under monstrous oak trees, laughing and playing games of spikeball in the sunshine, while others sat in their own study groups more focused on gossiping about who was interested in whom than working on their essays.

The buildings, their brick facades draped in ivy, stood proud yet inviting, as though welcoming you into a new chapter of your life. It was a world you’d only ever viewed from a distance, in movies or fleeting glimpses during missions. It felt chaotic, free, and utterly alien to you.

UNC wasn’t just one of the country’s top business schools; it was also renowned for its vibrant social scene. Greek Row was the epicenter of it all, alive with parties that raged late into the night, music spilling into the streets. On game days, tailgates transformed the campus into a sprawling festival, with canopies, kegs, and mini grills crowding every open space. Each weekend brought something new to celebrate, another excuse to gather and let loose. It was a world you could barely imagine fitting into, let alone navigating by yourself.

But you didn’t have to imagine. You’d been preparing for this moment for nearly a year. From the second the case file landed on your desk, you’d immersed yourself in everything UNC had to offer. You memorized its culture, its traditions, and even its most recent scandals. You knew which bars on Franklin Street were the most popular on Thursday nights, which fraternity houses held the most exclusive parties, and which sororities had the most influence. You even learned the best shortcuts through campus, routes that would let you avoid campus police or slip away unnoticed.

Your apartment was a short ten-minute walk from the heart of campus. On the surface, it seemed ordinary: a modest brick complex tucked away on a quiet, tree-lined street. But as you approached, the details stood out. The doorman, Johnny, was the first clue. He wasn’t just a friendly face stationed at the entrance — he was part of the agency, placed there to keep an eye on you. Whether his presence was meant to protect you or monitor you was unclear, but it didn’t matter. Either way, it offered a small sense of security in an otherwise unsettling situation.

Johnny greeted you with a polite nod as you entered, his expression neutral. You returned the gesture with a tight smile, the kind that didn’t reach your eyes. It wasn’t personal; you simply couldn’t afford to let your guard down. Not here. Not yet.

The elevator ride to the third floor was quiet, the soft hum of the machinery filling the space. When the doors slid open, you stepped into a hallway lined with neutral-toned carpeting and soft overhead lighting. Your apartment was at the end of the hall. The space was small but well-appointed, with sleek, modern furniture, warm lighting, and a fully stocked kitchen. It looked nothing like the cramped dorms you’d read about in your research, where freshmen shared tiny rooms and whispered secrets late into the night. 

You set your bag down just inside the door, taking a moment to absorb your surroundings. This was it. Your new life. For the next semester you wouldn’t be the girl forged in the cold, unyielding halls of your past. You’d become a confident, ambitious, college girl who blended seamlessly into this bright, chaotic world. 

The girl who walked into this apartment was no longer a government agent’s daughter or a product of a childhood spent in the shadows of high-stakes operations. She was a girl who went to all the football games and studied on the quad. Someone who danced under neon lights at Sigma Chi parties and laughed too loudly with friends in the library.

At least, that’s who you needed to be.

You crossed the room and pulled open the blinds, letting the golden light of the setting sun flood the space. From here, you could see the edges of campus. Students moved in clusters, their voices carrying faintly through the evening air. Somewhere out there, Rafe Cameron was waiting.

You’d seen his face a hundred times in the photos tucked inside his dossier. From the cocky smirk, the piercing blue eyes, the sleek buzzed blonde hair, it was all etched into your memory. You knew his routines, his weaknesses, his tells. You’d studied him like a final exam, preparing for the moment you’d meet him in person. Yet, as you stared out at the campus, a knot of unease twisted in your stomach.

Because no amount of training could prepare you for what came next. This wasn’t just another assignment you sat on the sidelines of, watching every move, critiquing every wrong step. It was your very own assignment. The decade long case you were meant to crack. And this was Rafe Cameron, the key to the entire operation.

You let out a slow breath, your fingers gripping the edge of the windowsill. The world outside seemed so vibrant, so full of life, but you knew better than to get swept up in it. This wasn’t about fun or freedom. It was about the mission. The stakes were too high to let anything distract you.

You turned away from the window, the sound of your sandals clicking softly against the polished wood floors as you moved back toward your bag. Somewhere deep inside, a flicker of doubt tried to take hold, but you pushed it down. You couldn’t afford doubt.

Brooke O’Brien was UNC’s very own Barbie doll. The kind of girl who seemed almost too perfect, her presence glowing with an effortless charisma that felt more polished than natural. Maybe it was her blonde curls and doll-like hazel eyes, or the way she lit up every room she entered with an energy that was both magnetic and overwhelming. Either way, she was someone people both admired and envied in equal measure.

To you, Brooke was… a lot. Too much, maybe. But that didn’t matter. She was your way in. If there was one person you needed to befriend, it was Brooke O’Brien.

When you saw her crossing the quad toward you, waving enthusiastically, you braced yourself. Her dazzling smile and quick pace made it seem like nothing could stop her.

“Wow!” she called out, her voice ringing through the crowd. “It’s so great to finally meet you!”

Before you could react, she had thrown her arms around you, pulling you into a tight hug. Caught off guard, you hesitated for only a moment before hugging her back. If she was this excited, then so were you. Or at least, that’s what you had to make her believe.

“Totally,” you said, pulling back with your best gleaming smile. “Everyone here already seems so friendly.”

Brooke’s laugh was light and airy, the kind of laugh that made you want to laugh along even if you didn’t know what was funny. “Oh, honey, you don’t even know! UNC is, like, the friendliest place on Earth. You’re going to love it here, I promise.”

She slipped her arm through yours without hesitation, as though you’d been best friends for years, and began guiding you across the quad. Her energy was infectious, and you found yourself grateful for how easy she made it to keep up the act.

“So,” she said, turning her head to study you, “first impressions? Be honest.”

“It’s... a lot,” you admitted, your gaze sweeping over the bustling campus. “But in a good way.”

Brooke beamed. “That’s what I like to hear! College is supposed to be a lot. It’s all about finding yourself, you know? And trust me, UNC is the perfect place for that.”

You smiled politely, wondering if the line about "finding yourself" was something she said to everyone or if she actually believed it. Still, it was hard not to be drawn in by her enthusiasm.

As she gestured toward a row of buildings, pointing out the arts building and student union, she glanced at you curiously. “So, tell me about your last school. What was it like?”

The question was casual, but your stomach tightened all the same. You’d been preparing for this, practicing your answers until they felt natural, but it was still unnerving to hear it aloud. “Oh, it was... fine,” you said with a small shrug. “A lot smaller than this. Not as lively.”

Brooke tilted her head, her curls bouncing slightly. “Really? Where’d you go again?”

“Uh, Hawthorne College,” you said, dropping the name of the small liberal arts school the agency had assigned to your cover story. “It was nice, but it didn’t really feel like the right fit.”

Brooke nodded knowingly. “Oh, I totally get that. Sometimes you just need a fresh start, you know? That’s what I love about UNC — it’s, like, impossible not to find your people here.”

You nodded along, grateful that she didn’t press further. “That’s what I’m hoping for.”

“You will,” Brooke said firmly, giving your arm a reassuring squeeze. “College is all about reinventing yourself. I mean, when I got here, I was, like, so shy. Couldn’t even raise my hand in class without turning bright red.”

You raise an eyebrow, struggling to imagine Brooke as anything less than radiant and self-assured. “Really?”

“Okay, maybe not that shy,” she admits with a laugh. “But still, this college changes you. In the best way. You’ll see.”

As she leads you through the quad, Brooke chats non-stop, pointing out landmarks and weaving in bits of campus gossip like it’s second nature. You nod along, doing your best to look captivated while mentally filing away the information that might actually be useful.

Brooke’s warmth was disarming, a sharp contrast to the cold precision you’d been trained to embody since becoming a pre-teen. For a moment, you wondered if it was genuine or if everyone here wore their own kind of mask. Either way, letting your guard down wasn’t an option, not even with the sweet and charming Brooke O’Brien. Not with so much riding on this. 

“That’s the library,” Brooke says, gesturing toward an imposing brick building covered in ivy. “You’ll spend way too much time there during finals. Oh, and over there—” she points to a cluster of tables shaded by oak trees, “—that’s where the serious study groups hang out. They’re, like, terrifyingly intense. But if you ever need help with a project, that’s the place to go.”

You nod, making a mental note. “Good to know.”

Brooke stops suddenly, spinning to face you with wide eyes. “Wait! I have to introduce you to my favorite place on campus.”

Without waiting for a response, she grabs your hand and pulls you toward a small café tucked into the corner of the quad. The smell of freshly brewed coffee hits you as soon as you step inside, and you can’t help but feel a small pang of appreciation. For all her energy, Brooke seems genuinely excited to share this with you.

“Isn’t it cute?” she gushes, gesturing toward the mismatched chairs and cozy lighting. “I swear, their iced caramel macchiatos are life-changing. And if you ever need a good place to study, this is it.”

“Noted,” you say, allowing a small smile to slip through. It’s hard not to truly warm up to her enthusiasm, even if you’re supposed to be keeping people at arm's length.

The two of you grab drinks before heading back outside, and as you settle onto a bench near the quad, Brooke leans in conspiratorially. “Okay, so now that you’ve got the basics, it’s time for the fun stuff.”

You tilt your head, feigning curiosity. “Oh?”

“My friends,” she says with a grin. “You’re going to love them. Well, most of them.”

She launched into a detailed rundown of her friend group as the two of you sat and enjoyed your drinks. You had to admit, the coffee rivaled anything you’d had in the city.

“Okay, so first there’s Maddie, she’s my best friend. She’s super sweet, but, like, don’t get on her bad side. She’ll smile while ripping you to shreds, and you won’t even realize it until it’s too late.”

You chuckled, making a mental note of Maddie’s name.

“Then there’s Sabrina,” Brooke continued. “She’s the fun one. She can make anyone dance, even if they swear they don’t dance. Seriously, she could probably convince a statue to do the Cupid Shuffle.”

You smiled, appreciating the way Brooke’s tone shifted slightly with each new person she described. It was obvious she genuinely cared about them.

“And then there’s Liam,” she said, her voice softening slightly. “He’s... complicated. Kind of a wild card, but in a good way. He’s always down for an adventure. Like, last week, he tried to convince us all to go skydiving. At midnight. I don’t even think that’s legal.”

Your brows lifted. “Sounds interesting.”

“Oh, he is,” Brooke said with a knowing grin. “But don’t worry. He’s harmless.” She hesitated for a moment, her expression shifting slightly. “And, um, Chase. We’ve been... talking. Kind of.”

You raised an eyebrow, your lips quirking up slightly. “Talking?”

“Okay, maybe more than talking,” Brooke admitted, her cheeks turning the faintest shade of pink. “He’s cute, but, like, he can be so frustrating sometimes. He has this thing where he just disappears for days and then texts me like nothing happened. But whatever. It’s not serious.”

The slight edge in her voice suggested otherwise, but you didn’t press. “He sounds... nice?”

Brooke laughed, rolling her eyes. “He is. When he wants to be.” She paused for a moment, her expression shifting. “And then there’s Rafe.”

Your heartbeat quickened at the mention of his name, but you kept your face carefully neutral. “What’s he like?”

Brooke hesitated, as though searching for the right words. “He’s complicated too. Intense, definitely. But once you get to know him, he’s one of the most loyal people you’ll ever meet.”

She took a sip of her drink, her brows knitting together. “Lately, though, he’s been in a mood. Something about a girl he was seeing. But he won’t talk about it. Anyway, he invited everyone to a sports bar tonight, so maybe he’s trying to shake it off.”

You nodded, keeping your expression casual even as your thoughts raced. A girl? That wasn’t in the file. Who was she, and what did she mean to him?

Brooke’s face brightened again, and she reached out to squeeze your arm. “You should come! It’ll be fun, and you can meet everyone.”

“Oh, I don’t know,” you said, feigning reluctance. “I don’t want to intrude.”

“Are you kidding?” Brooke laughed. “You’re not intruding. You’re with me now, and trust me, they’ll love you. Besides, I’ll pick you up, so you have no excuse.”

You let out a small laugh, unable to resist her enthusiasm. “Okay, fine. I’ll come.”

“Yay!” Brooke clapped her hands together. “This is going to be so much fun. Text me your address and I’ll let you know when I’m on my way.”

Later that evening, after carefully choosing an outfit, you stood by the window. The campus nightlife flickered to life below, a vibrant pulse that felt both foreign and inviting. When Brooke’s text came through, your breath caught for a moment before you grabbed your bag and headed down.

She waved excitedly as you approached, her pristine convertible parked at an angle, music thumping from the speakers like it was an extension of her energy.

You climbed into the passenger seat with a bright smile and as she pulled away, she launched into another flurry of conversation. This time, it was all about classes, professors, Chase, and her favorite spots on Franklin Street.

“I swear,” she said, shaking her head, “Professor Klein is the worst. Like, don’t even bother trying to win her over. Just turn in your essays on time and pray for a C.”

You laughed, relaxing slightly as Brooke’s chatter filled the car. For all her energy, there was something undeniably comforting about her. It was easy to see how she’d become the center of her friend group — and why she was exactly who you needed on your side.

When the sports bar came into view, its neon lights glowing against the night sky, Brooke turned to you with a grin. “Ready to meet the crew?”

You nodded, your stomach tightening with anticipation. “Let’s do it.”

The moment you stepped inside, the bar thrummed with life, a cacophony of laughter, clinking glasses, and thumping bass. The mingling scents of fried food and beer created a sensory overload that left you slightly off balance 

This was nothing like the polished, controlled environments of stuffy dinners with your father and his colleagues. Here, the chaos was unfiltered: crop tops and cutoff shorts replaced formal evening wear, discount beer flowed from taps instead of martinis, and greasy nachos piled high replaced hors d'oeuvres served on silver platters.

Brooke led the way, weaving through the crowd like she’d done it a hundred times before, her confidence a beacon in the chaos. You followed closely, trying not to bump into too many shoulders as you glanced around, taking it all in. Groups of students laughed loudly, some leaning over the tables to shout above the music, others already swaying slightly from one too many drinks.

“Over here!” Brooke chirped, pointing toward a table in the corner where three people were already seated. As you got closer, you could make out two girls and a guy, all of them mid-conversation and laughing.

“This is them!” Brooke said, practically bouncing on her toes as she gestured to the group. “Guys, this is the girl I was telling you about.”

The girl with dark, pin-straight hair was the first to look up, her sharp look flicking over you before her lips curved into a welcoming smile. “Hey! I’m Sabrina. Nice to meet you.”

“Hi,” you said, returning the smile as she reached out for a quick handshake. Her grip was warm but firm, and she had this effortless confidence that instantly put you at ease.

The guy beside her leaned back in his chair, his grin easy and a little mischievous as he said, “I’m Liam. You must be the new girl Brooke’s been hyping up.”

You laughed lightly, glancing at Brooke. “I guess so.”

“Don’t worry,” Liam added, raising his beer. “If you can survive Brooke, you’ll fit right in.”

“Shut up, Liam,” Brooke said with a roll of her eyes, though her smile didn’t falter. “And this,” she added, gesturing toward the last girl at the table, “is Maddie.”

Maddie’s sharp gaze flicked over you, her crossed arms and measured tone making it clear she wasn’t quick to warm up. “Hey,” she said, her words as neutral as her expression.

“Hi,” you replied. Maddie didn’t smile, her silence sharper than words, and you couldn’t help but feel like she was sizing you up.

Brooke patted the seat beside her, breaking the moment. “Come on, sit! I’ll grab us drinks in a second.”

As you slid into the booth, the group’s chatter flowed easily around you. Sabrina asked about your classes, Liam cracked jokes that drew groans from Brooke, and even Maddie softened slightly, her dry humor slipping through now and then.

But as the night went on, you couldn’t shake the feeling that something, or someone, was missing.

“Where’s Chase?” Brooke asked suddenly, leaning closer to Sabrina and Maddie.

Maddie smirked, tilting her head toward the bar. “Over there. He’s with Rafe.”

Your stomach tightened as you followed her eye line, scanning the crowd until your eyes found them. Chase was easy to spot, leaning against the counter, his grin wide and animated as he chatted with the bartender. He was exactly as you’d seen in the photos: open, carefree, the life of any conversation.

But the man beside him was a different story.

Rafe Cameron was the kind of person whose presence you felt before you saw him. His presence preceded him, tangible and charged, like the static before a storm. He stood at ease, resting his arms on the bartop, his sharp features caught in the dim light that carved shadows along his jawline. When his eyes found yours, it wasn’t a question, it was a statement: I see you.

The air shifted. The sounds of the bar faded into a dull hum. His intensity sent a ripple through you, one you couldn’t quite name. You hadn’t expected this — not from a man you’d studied for months, memorized through pages and pages of official documents. Yet here he was, impossibly real and entirely unsettling.

There was no smile, no casual acknowledgment, just a quiet intensity that felt like it was meant to see past every carefully constructed layer.

“He’s looking at you,” Brooke murmured, her voice low and tinged with amusement as she leaned in closer.

You blinked, breaking the moment as you turned to her. “Who?”

She smirked knowingly, her view flicking back toward the bar. “Rafe. I told you, he’s intense.”

Your pulse quickened as you stole another glance. Rafe was still angled toward you, though his focus had shifted momentarily to Chase, who was speaking beside him. He didn’t respond to whatever Chase had said, his attention half-turned as though occupied by something else entirely.

Brooke’s playful tone broke the spell and you turned your attention back to the table, willing yourself to focus. But even as you smiled and joined the group’s chatter, Rafe’s gaze lingered in your mind like an unfinished thought.

“Okay,” Sabrina said, breaking through your thoughts. “So, tell me… what’s your major?”

You blinked, grateful for the distraction as you turned toward her. “Communications,” you replied, the answer smooth and practiced. “I was studying it at my last school, so it made sense to stick with it here.”

“Smart choice,” Liam chimed in, resting his elbows on the table. “You could probably out-talk all of us, huh?”

“Definitely me,” Brooke interjected with a grin. “I don’t think I’ve ever seen you lose an argument, Liam.”

“That’s because I don’t lose,” he said, lifting his beer in mock celebration.

“Oh, please,” Maddie cut in, her tone dry. “You lose all the time. You just don’t know it.”

The group laughed, and you found yourself smiling despite the underlying tension still buzzing in your chest. Sabrina drew closer, her curiosity apparent. “Why communications, though? What’s the endgame?”

You hesitated, the question catching you off guard. “I guess I like the idea of... connecting with people,” you said carefully. “Understanding how they think, how they move and work. How to utilize that to your advantage. It’s fascinating.”

Sabrina nodded, her smile genuine. “I get that. Honestly, it sounds way more interesting than my major. I’m stuck in econ.”

“Econ’s useful,” Liam said, shrugging. “You’ll be the one bailing us all out when we screw up our taxes.”

“I’m pretty sure that’s not what economics is,” Maddie muttered, though her lips twitched into a small smile.

The conversation flowed easily after that, with Sabrina asking about your transition to UNC and Liam tossing out lighthearted quips that kept the mood buoyant. Even Maddie seemed to loosen up a bit more, though her sharp watch still flicked toward you now and then, like she was assessing your place in the group.

Just as you were beginning to relax, you felt a shift in the air, subtle but undeniable. The energy at the table changed, the noise around you seeming to dim as two familiar figures approached. You glanced up instinctively, your breath catching as Rafe and Chase came into view.

Chase was the first to speak, his grin wide and easy as he set a tray of drinks on the table. “Miss us?”

“Finally!” Brooke said, clapping her hands together. “What took you so long?”

“The line’s insane,” Chase replied, sliding into the booth beside her. “Be grateful we didn’t give up and just grab water.”

Rafe didn’t say anything as he followed, his movements measured and calculated. He placed a glass in front of Maddie before taking the last empty seat across from you. The table suddenly felt smaller, the air thicker, as his presence settled over the group.

Brooke leaned into Chase, nudging him playfully. “So, are you just going to ignore our new friend, or...?”

Chase’s eyes flicked to you, his grin widening. “Oh, right. You’re the transfer, right? I’m Chase. Welcome to the chaos.”

“Thanks,” you introduced yourself, your voice steady despite the way your pulse had quickened again.

“And this,” Brooke said, gesturing to the man sitting across from you, “is Rafe.”

His name lingered in the air for a beat too long, the unspoken weight of it making your chest tighten. Rafe’s gaze met yours again, the intensity in vision eyes sharper now that he was closer. His lips curved into something that wasn’t quite a smile, more of an acknowledgment, as he nodded once.

“Hi,” you managed, your voice softer than you intended.

“Hi,” he replied, his voice low and smooth, carrying an edge that sent a shiver down your spine.

The table filled with chatter as the others picked up where they’d left off, but you barely heard it. Rafe’s watch didn’t waver, fixed on you in a way that felt deliberately unnerving, as though he wanted you to squirm. It wasn’t hostile, but it wasn't welcoming either. It was something else entirely. A silent challenge, perhaps, or a test you weren’t sure how to pass.

“So,” Chase said, drawing your attention to him. “How are you liking UNC so far?”

“It’s... different,” you said, choosing your words carefully. “Bigger than my last school, for sure.”

“Better parties, too,” Liam added, raising his drink in mock toast.

“Oh, absolutely,” Chase agreed. “Stick with us, and you’ll see the best this place has to offer.”

“She’s already stuck with us,” Brooke interjected, giving you a reassuring smile. “I’ve claimed her.”

“Possessive much?” Maddie muttered, though there was a hint of amusement in her tone now.

The laughter at the table felt like a reprieve, a momentary distraction from the way Rafe’s presence filled every corner of your awareness. Even when you weren’t looking, you could feel his eyes on you.

As the conversation continued, you risked another glance at him. He was sitting back slightly, his arms crossed over his chest, the faintest hint of a smirk playing on his lips. When your eyes met, his brow arched just slightly, as if to say caught you.

You looked away quickly, your cheeks warming despite the chill in the air-conditioned room. The tension was almost unbearable.

“Another round?” Brooke suggested, breaking the moment as she reached for her empty glass.

“Yes, please,” Sabrina said. “And get me some fries while you’re at it.”

Brooke stood, tugging Chase up with her. “Come on, you’re helping.”

Chase groaned but followed, leaving the rest of you at the table. Liam immediately launched into a story about some party mishap the night before, pulling laughter from Maddie and Sabrina. Their energy was light and easy, but your focus drifted. The conversation faded into the background as a quiet tension hummed in the air.

You absently toyed with the straw in your drink, the condensation cool against your fingertips. It wasn’t the story keeping you distracted, it was a feeling, steady and insistent, like the faint pull of a current just beneath the surface.

Your eyes flicked toward Rafe, catching him mid-motion. He leaned forward in his seat, his fingers resting lightly around his glass. His expression was unreadable, but when his eyes met yours, something shifted. His expression shifted slightly, almost imperceptibly, like he was inviting you into a silent exchange you weren’t sure you were ready for.

Before you could think better of it, you asked, “so, does he always let her boss him around like that?” You nodded toward the bar, where Chase and Brooke were deep in conversation with each other.

Rafe’s lips curved faintly into something between a smirk and a smile. “Only when it’s easier than arguing.”

His voice was low, smooth, and somehow it cut through the noise of the bar as if it were meant just for you. The corner of his mouth twitched slightly as he added, “Besides, Brooke likes to think she’s in charge. No harm in letting her believe it.”

You couldn’t help the small laugh that escaped. “Generous of you.”

He tilted his head, studying you with a casualness that felt anything but. “And you? Do you let people boss you around, or are you the one calling the shots?”

The question caught you off guard, the weight of it settling in a way that felt heavier than the words themselves. You played it off with a shrug, your voice light as you said, “I guess it depends on who’s asking.”

For a moment, he didn’t respond, his regard was steady and unflinching. The space between you felt charged, as though the brief exchange had opened a door you weren’t sure you wanted to walk through. Then, just as quickly as it had come, the tension shifted. Rafe leaned back again, his attention flicking to the table for a moment before returning to you.

“Fair enough,” he said simply, his tone neutral but laced with something that made your pulse quicken.

The conversation broke as Liam’s voice rose in laughter again, drawing your focus back to the group. You turned away from Rafe, but the weight of his words, and the way he’d looked at you, like he was turning over some unspoken thought, lingered in the back of your mind.

Chase and Brooke returned a few minutes later, Brooke balancing a tray of drinks with the practiced ease of someone who could do it blindfolded. Chase trailed behind her, a basket of fries in one hand and a triumphant grin on his face.

“Fries are here, ladies and gentlemen,” Chase announced, sliding the basket onto the table with exaggerated flair. “You’re welcome.”

“And drinks,” Brooke added, placing the tray down and handing out glasses. “Okay, who’s ready to have some real fun?”

Sabrina immediately perked up. “What kind of fun are we talking about?”

“Dancing, duh,” Brooke said, her eyes gleaming with excitement as she looked at you. “Come on, you’re coming with me.”

You returned her smile easily, “lead the way!”

Brooke’s grin widened. “Now that’s the energy I like! Let’s go.”

The group cheered enthusiastically as Brooke grabbed your hand, tugging you out of your seat with surprising strength and pulling you toward the dance floor with a playful urgency. The music grew louder as you wove through the crowd, the bass thrumming beneath your feet and mingling with the laughter and chatter around you. It was vibrant, intoxicating, and all too easy to step into.

The moment you reached the dance floor, you fell into the rhythm naturally. The beat pulsed through your body, every movement intentional but fluid. This was the game you were built to play, slipping into the moment, owning it, and making it look effortless.

“See?” Brooke shouted over the music as she spun to face you, her hands grabbing yours. “Isn’t this amazing?”

You laughed, matching her energy. “I get it now. Totally worth it.”

Brooke twirled herself dramatically, her curls bouncing with the movement. “I knew you’d fit right in. Seriously, I’m so glad we met. It’s like, you were meant to be here.”

Her words carried a warmth that felt genuine, even though you knew you couldn’t take them at face value. Still, you played along, letting your smile widen as you leaned in. “I’m glad, too. This is exactly what I needed.”

“Same,” Brooke said, her expression softening for a moment. “You don’t even know. You’re like... the missing piece. It’s been forever since I clicked with someone this fast.”

The sincerity in her voice struck you more than you expected, and you squeezed her hands briefly before letting go, your movements falling effortlessly back into the music. 

“You’re making this way too easy!” You teased.

“Good!” Brooke laughed, tossing her head back, “that’s what friends are for.”

The crowd pressed in around you, bodies swaying and shifting with the beat, but you held your space with ease, your movements a blend of precision and spontaneity. Brooke’s laughter rang As Brooke spun you, you caught a flicker of movement near the table. Rafe leaned forward across the table, murmuring something to Chase.

His hand moved absently to the edge of the table, fingers drumming once, twice, before stilling. Chase laughed, gesturing animatedly, though it was clear Rafe’s attention wasn’t fully on him. There was a restlessness to his movements, a little pull that made your focus longer than you meant to let it.

“Don’t look,” Brooke began a second later, leaning in with a grin that was both teasing and knowing, “but Rafe had been staring at you for, like, five minutes straight.”

You blinked and turned to Brooke. “Really?”

Brooke gave you a playful nudge. “Uh, yeah. It’s not exactly subtle.”

Your stomach fluttered as you glanced back toward the table, this time catching Rafe’s gaze. His fingers rested lightly on the table’s edge now, his posture easy yet fixed, as though he was aware of exactly when you’d look. The corner of his mouth curved slightly, not quite a smile, but enough to leave you wondering what it meant.

“Told you,” Brooke said, leaning closer. “You’ve got his attention.”

Your heart raced, but your exterior stayed calm. You held his focus a bit longer before turning back to Brooke with a playful shrug. “Maybe I’ll let him keep it. He’s cute.”

Brooke gasped and twirled you dramatically, her laughter ringing out above the music. “Oh, I like you! You’re dangerous.”

You grinned, letting the energy of the moment wash over you. The weight of Rafe’s attention only added to your focus, sharpening every movement, every smile.

The song shifted and Brooke leaned in again, her voice warm and truly genuine, “I mean it. I’m really glad you’re here. You’ve made this semester so much better already.”

“Right back at you,” you said, matching her sincerity.

But even as you spoke, the weight of Rafe’s fixation clung to you, impossible to ignore.

You glanced back at the table, catching his focus once more. His expression hadn’t changed, but something in his eyes made your chest tighten. A heat spread through you that had nothing to do with the dancing.

He wasn’t just looking. His stare lingered, sharp and probing, as if peeling back layers you hadn’t meant to reveal. It felt deliberate, practiced. Like a skill honed over years. This wasn’t just attention. It was control.

And Rafe Cameron knew how to hold it. Everyone was aware of it. He was the kind of guy who turned heads effortlessly, who drew people toward him whether they wanted to be near him or not.

For a split second, you’d doubted if you were the one setting the trap — or if you’d already stepped into his.

[nothorses]

follow up question because of your addition to that one post advocating SEL:

Do you know where parents and teachers can find resources to teach themselves how to better implement SEL in their homes and communities? Especially for people who don't have this kind of learning in their school system nor as a part of their own upbringing, I think this is something that's very valuable that people might still want to being into their lives, especially in underfunded red states which choose to politicize it and might never have this included within the official school curriculum.

(It also couples well with lessons I've seen students pick up in the after school martial arts program I teach, but I don't think we as a school have actually pursued this kind of learning with clear intentionality so much as the traditions and culture of this specific school defacto enforces social learning and a collectivist mindset. I would love to be more intentional about it.)

I think it really depends on your context!

I'm not an expert in SEL curriculum by any means, and really, my understanding of it is just that it's a model for teaching kids important social/emotional skills that we've previously expected them to be learning anyway- but that we've found is actually really inconsistent, with inconsistent-at-best results without more focus and thought put into a plan.

SEL curriculum is, ime, designed to help name and focus on key skills and values, and then teach them consistently across as broad an area as possible. With that in mind, my recommendation for trying to implement it on a personal/individual level (as opposed to a district/school level) is to read through the resources that already exist, identify the pieces that you can use in your context, identify the pieces you can use if you modify them, and go from there. Having an understanding of what those pieces are trying to accomplish is important, so you can make sure that what you're using and how you're using it makes sense.

The link I shared in that post is to CASEL, which is an organization that specializes in implementing SEL curriculum from the classroom level, to the state policy level. They have resources for folks who want to champion the implementation of SEL in their local schools, and for implementing SEL themselves at various levels, including their own classrooms.

I really encourage you to read through some of those! They might not apply directly, but in all likelihood you'll find things that apply more to a community in a broad sense than a school specifically, or practices designed for classrooms that will work in contexts like after school martial arts.

SEL is more effective when it's implemented on larger scales, but it's definitely worth doing on a smaller scale if you can't, and it's great that you're interested in trying! And if the online resources aren't enough for you, you might consider professional development (if you're an educator; even subs are often comped by the school/district for professional development) or researching and reaching out to SEL experts who can help you learn more, and tailor their advice to your specific context.

Good luck!!

[jacevelaryonswife]

You set my soul alight

It was shocking, to say the least, to discover by your own realization that the feelings nourished by your friend were more overwhelming than normal.

∴pairing: Modern!Aegon Targaryen x fem!reader

∴warnings: english is not my first language

aegon targaryen masterlist

It was shocking, to say the least, to discover by your own realization that the feelings nourished by your friend were more overwhelming than normal. There were two problems in this situation: it was your friend, and that friend was Aegon.

A tragedy announced, obviously.

For all the people your heart could beat stronger, Aegon should be the last in the romantic aspect, after all, he wasn’t romantic and never tried to hide it. All cases that lasted more than one night were unsuccessful when the other side realized the intentions (or lack thereof) on the part of the Targaryen.

That didn’t mean that he was scarce in qualities. Aegon was the fun friend, that was the function he liked to play, and with that the craziest nights of your life were next to him (and the most embarrassing days too). But he wasn't just that, as you learned over time. He was a shoulder to cry on, a chest to deposit secrets and, incredibly, a great encouraging.

He was also very cute, lazy, sly and eager for physical affection, but especially in need of emotional affection. Aegon didn’t know how to deal with his feelings, the result of a rich and dysfunctional family very concerned about their own interests. You judged a lot of actions he took, but putting yourself in his point of view wasn’t pleasant. Poor rich boy, as you mocked sometimes. However, you were an easy person to deal with, even with your flaws, Aegon not so much, although your both believed that your mostly opposite behavioral characteristics were responsible for your friendship. He was sloppy, he never cared too much about studies or running his family's company, he was the king of parties and bad vodka, highly chaotic and never cared about maintaining the social cycle with well-born people. You, on the other hand, in your few options for personal success always chose to dedicate to school and college, rarely went to parties or drank with strangers, got a full scholarship at a renowned college and worked to get a curriculum that would open up good opportunities.

Aegon was a friend of a friend, eventually a friend's cousin, a friend’s brother and the kind of company you never had. Until everything changed.

Obviously it started when he tried to have sex with you while smelling like watermelon cigarettes, which made you almost laugh at his face. Your friendship was built slowly, imperceptible to both eyes even when it was really happening. If something in common that you two had was the failure continues in serious relationships and a conflicting sense of humor at times.

You tried to convince yourself that it wasn’t a big deal, it couldn't be a big deal, it shouldn't be a big deal. But it was, and you didn't know how to deal with it besides avoiding it. It was an odious action that broke your heart, but maybe it was the only way to remove the confusion of platinum hair from your mind. However, Aegon wasn’t uninhibited or controlled like normal people. That night when you came home after buying a cheeseburger, there he was lying on the couch of your newly rented apartment with the guitar on his lap, an unknown melody filling your ears.

“Glaciers melting in the dead of night and superstars sucked into the supermassive...” he hummed again before looking at your figure in silence. “Hey, I was worried about you, it's been a while since we've seen each other,” he said.

"That's why you broke into my house?" You asked, walking to the small counter in the kitchen.

“It's not an invasion if I have the key,” he replied. "And I ordered a snack to eat, I didn't know what time you would arrive."

"How long did you intend to stay here?"

"Until you arrived, I was really worried."

Your mind was divided between a "What the fuck?" And a "Stop being cute." Not knowing which one to answer. Instead, you just said: "although it's lovely of you, it's still an invasion since I wasn't here.

Sitting next to him on the couch, you placed your cheeseburger on your lap and the drink in the center.

"Don't be dramatic," he rolled his eyes, "so, what's going on?"

Obviously you lied. "Nothing, I'm just stressed about college."

He has heard that a thousand times, and always suggested something that involved alcohol to relax. But surprising was something that Aegon was terribly good, so he only said in a playful tone: "I've already offered the vacancy of being my sugar baby, but you denied it."

"Because you can't be a 24-year-old daddy."

“Some girls disagree with that,” he blinked cheeky, causing different sensations in you. On the one hand, you would like to stretch and kiss him, on the other, all you wouldn't want to know was details of his sex life with other people, since that almost made your fists close and a frown appear.

"I really don't need to know that," was all you said before delighting yourself with the greasy food. “Hmm. That's very good," you fell back on the couch.

Your friend pouted as he watched the cheeseburger shine in his hand, almost drooling at the sight. "I want a little bite," he supported the guitar on the floor and hugged you sideways like the sly child he was. How to resist that? Sending him a selfish pout, you directed the food in his mouth, watching him bite a medium piece.

"Jesus Christ, that's good, where did you buy it?" He asked.

“In the Jack on the front street,” you replied with your mouth full before taking a sip of Pepsi. "So, new song?"

He settled even more on you, raising his mouth to get another piece of your cheeseburger. "Yep, but it's still a draft, and you, how's it going in Black Sheep?"

Oh yes, let's talk a little about you now. Music was one of your favorite things in the world, always listening to them in your headphones or in full sound in your apartment. It was one of the things that Aegon and you had in common, but incredibly when he said he was planning to set up a band with his friends, you didn't initially believe the idea — although didn't mention it. But he was good, very very good, and with the money and influence of his family he would be the perfect nepobaby. However, Aegon used to abandon his projects after a while, too bored (and privileged) to keep his focus on a single thing, but incredibly that time it was for real.

Even with your support, when your friend found out that one of your hobbies was writing, he practically begged you to compose music with him. “Be the Paul of my John,” he said, making you choke.

Initially you were afraid, feeling incapable, after all what you wrote was different from what a musician wrote, but in slow steps you made an interesting partnership, where of the ten songs from the band's first studio album, four had your participation in the composition.

“I stopped at the chorus, I still don't know how to continue,” you answered about your individual project.

"Do you already have a melody?" He asked.

"Yes, I've been imagining something." He stretched out to pick up the guitar and give it to you. “Dude I'm still eating.”

"Don't be for that," he bit a considerable piece of your burger, "I ordered a burrito for us," he justified when he heard your angry scream. "I want to hear it, it's been a while since I've heard your voice."

“Good for you,” you grumbled at his last sentence.

“Stop that, you're great.”

It was Aegon who taught you to play the guitar and encouraged you to sing with him, although you were not sure about yout voice. But what didn't he ask you crying that you did laughing?

With an audible sigh you began to reveal your sketch.

“Hello again, friend of a friend, I knew you when… our common goal was waiting for the world to end,” you hummed, “now that the true is just a rule that you can bend… you crack the whip, shapeshift and trick the past again. Send you my love on a wire, lift you up everytime and everyone ooh, pulls away, ohh, from you oh.”Yes, it was about him. "I'm still fixing some things, but I liked the beginning.

“You're kidding? That's fantastic, holy shit. It will be perfect in the sound aesthetics of the new album!" He seemed really excited.

You only agreed weakly before returning the guitar and eating the last piece of your snack.

"I'm serious!"

"And I believe," you countered, "but I'm sorry if I don't have the same faith in me as you have. What about the show?"

“I expected you to say you could go,” he replied.

"And I can."

“Can you?”

“Yeah.”

"Can you really?"

"Yeah dude, I can go."

"Awsome, you'll love it!"

"I hope."

You were so willing to detoxify your mind from the platinum mess in front of you that you didn't notice the satisfied glow in his beautiful violet eyes. His band, The Usurpers, was underground by choice of the members themselves (so far) with an uncommercial and alternative sound, they usually performed for average audiences, however, opportunities like Lollapalooza came a few months ago to boost the audience. That Sunday, exactly in a day, they will perform at the dynamic arts center of the Targaryen Corporation network. A few minutes ago you would find a way not to go and invent any excuse to avoid it, but you didn't want to raise suspicions of your actions, so you thought you could go to the event and then recalculate your route to get it out of your mind.

But fate didn’t intend to collaborate with you, not when the other day arrived and he left your house only in the morning — having slept hugging you in your bed. He sent you some messages throughout the day, all about your presence at the show and the details of the organization. You sent him a "stop sending me spoilers 💀", in which he just replied with a "SORRY 😩 IM JUST ANXIOUS”

Your clothes had been chosen as soon as he left, cool, modern and nocturnal. Obviously you would be in front as a good friend where he could see you — at his own request. And even though you hated arriving early on these occasions, you did, staying with the band behind the scenes since you knew them. Relaxed, Aegon told you to wait for him at the dragon story session after the end of the show, without explaining why.

But not even the fact of having him by your side the night before prepared your heart for what came next, not when he was so beautiful and vibrant that night when announcing at the end of the show:

"So, the next song is part of our new album, and it was made for the love of my life. It's not my first composition made for her, but she still doesn't know it, neither of the song nor of the fact that she is the love of my life."

And then the violet irises were directed at you, firmer than ever, in a seriousness never seen before by you. Your heart was failing, you were sure you would faint.

"Or maybe you know but don't want to accept, anyway, I want you to know that I love you, I love you like hell, in every way you could imagine, and I want you to know that."

What the f-

“1,2,3,4… Oh baby don't you know I suffer? Oh baby can you hear me moan? You call me under falses pretenses, how long before you let me go?” You couldn't believe what was happening. “Oooh oooh you set me soul alight. Oooh oooh you set me soul alight.”

It couldn't be... that really meant... he couldn't be talking in the sense you interpreted, could he?

“Glaciers melting in the dead of night and superstars sucked into the supermassive.” But then, you recognized the excerpt, the same lyrics he was humming yesterday. A surprised smile escaped his lips, too amazed by what was happening, by what he was doing. Did he love you? Really? Aegon, your friend? What have you never fallen in love with?

“I thought I was a fool for no one, but mm baby, I'm a fool for you; you're the queen of the superficial, and how long before you tell the truth? Oooh oooh you set me soul alight... Oooh oooh you set me soul alight.”

Your eyes remained connected for almost all that magical moment, and you couldn't believe that a teenage literary cliché was happening between you and the hot vocalist. When the song was over, he just said:

“Maybe when you finish your music inspired by me we can sing together on stage,” he blinked before finishing the show.

He knew... how?

It was a lot to process, but your legs were quick to guide you to the place agreed by him, your heart beating at almost a mile per second. He was stupidly fast to leave the stage and run to you, assuring the fans of the band that he would return for autographs, but a guy just reassured him with a "Go get your girl!" While he ran to you.

Those were the longest and most nervous minutes of both your lives so far. Your mind hammered on what had just happened, wondering if you had truly understood his message. It can't be, it can't be, it can't be.

"I've been imagining this for so many days and yet I don't know what to say," the low timbre lifted all the threads from the back of your neck and indicated the male presence behind you.

Your eyes full of expectation faced him anxiously, sharing the same feeling as his phrase. "And what did you imagine?"

“Exctly this,” he said, “at this moment, just the two of us.”

He approached slowly, gradually breaking a different barrier: the one that protected your feelings.

A tightness in your chest followed by a squinting was the way your body chose to make you analyze the words you would say next. Although the enigmatic and platonic game was fun, it was as torturous as knowing about the nature of your feelings.

"When you said you love me in every way, did you refer to romantically too?" You tried to keep the tone calm.

“Yes, I did. In every way,” he replied. "And I think you do too. Trying to get away in the last few weeks and Black Sheep, uh? Friend of a friend... it wasn't very subtle on your part, you know."

Heavens... you felt a sudden urge to hide. “I thought it was subtle enough,” you said with a weak smile.

"So it's true?" Aegon asked.

"What?"

"That you love me?"

Expressing romantic feelings has always been difficult for you. Much of this came from the fear of rejection, the other just didn't want to deal with a relationship, but there he was, Aegon, your friend, openly saying that he loved you just as you loved him. You were terrified.

"Yes, I love you," you confessed, "I realized this some time ago, but... I didn't know how to say it, and if I would say it."

“I know. Me too.” He stopped in front of you, "we are complicated people, romantically, me more than you. I was scared when I realized, but it was the first time in many years that I didn't want to run away from this feeling,” he confessed.

"I can't say the same. I tried to get you out of my head to pretend that this wasn't happening, I didn't want to destroy our friendship and especially my heart, we are not references in relationships, especially you."

He let a weak and aerated smile escape. "I know," he sighed, "I don't even know what to do about it,"

"Neither I," you said honestly, "I feel that if we try to take this forward we will ruin what we built and I don't want that."

"Do you think it won't work?"

"Yes, I think, but I don't just want to imagine what it could have been. Even though I'm scared, I'd like to try."

A restrained smile illuminated his beautiful features. “Me too. So... will I finally be able to kiss you?" He circled your waist with one hand and held your face with the other, making you laugh.

"Is that all you think about?" Your question was humorous when you touched it on your beautiful face.

"In fact, I also think about the other things that will come after the kiss," he joked, "only if it's okay with you."

Touching your lips on his, you shared a sweet and calm kiss, as if you had all the time in the world.

“Yes, everything is fine for me,” you whispered.

———————————

songs mentioned:

supermassive black hole - muse

black sheep - metric (brie larson version)

General taglist: @chompchompluke @fan-goddess @kravitzwhore

Aegon taglist: @lovelykhaleesiii @f4ll-for-you @faces-ofvenus

[my-autism-adhd-blog]

is it common for school to be traumatic for autistic people? i don't really feel like i should even think of it as anything traumatic because others have had it way worse, but it still bothers me to this day...

is it possible for you to maybe do a post about this one time? 🤍

Hi there,

I’m not sure if these will help, but I tried to do some research. Here’s a few articles I found. The first on talks about primary and secondary education.

The primary years

Picture this – on the first day of school for your autistic child; there is noise, chaos, new routines, and expectations. Teachers say, “Sit still, look at me, do not fidget,” asks a lot of them. If a child is stimming (rocking or making a sound), which is a coping mechanism, they are often told to be quiet. No wonder they struggle. Even if accommodations are made in the classroom, autistic children must navigate other aspects. Situations like navigating the playground and homework, when they go home. Sensory overwhelm. Altogether this can be exhausting. Add to that Autistic making, and BOOM! The perfect storm of trauma, stress and anxiety.

The secondary years

Trauma often peaks for neurodiverse and autistic students in secondary education settings, and school refusal can become a huge issue. Most schools are still heavily geared towards the neurotypical, and neurodivergent and autistic students are primarily taught to fit into the school mold rather than forge their own path. This is mainly guided by the school rules, curriculum, and an outdated education system.

Source

Here’s another article I found talking about trauma in school:

When teachers know a student has experienced trauma, they’re better prepared to support the student’s educational and emotional needs. But often, students won’t say anything. So how can teachers know if students don’t tell them?

The first step is to take note of any change in behavior, since it could be a signal that something is going on. A normally outgoing student may become more reserved. A student who is typically organized may suddenly be missing assignments.

Keep in mind that if the trauma happened or started in previous years, teachers might see these behavioral issues within the first few weeks of school. Students whose severe or ongoing trauma goes unnoticed may even have a reputation for having behavior issues. 

Potential signs of trauma:

Overreactions to everyday challenges

Negative outbursts or aggression

Frequent stomachaches or headaches

Appearing very sad

Inappropriate social interactions

Trouble with executive functions like focus, organization, and self-regulation

Falling behind with classwork

Many of these behaviors could also be caused by other issues. Students might have a medical condition, anxiety, or learning and thinking differences. I hope this helps. Most information was for teachers. So it was hard to find.

 I hope this helps. Most information was for teachers. So it was hard to find. Thank you for the inbox. I hope you have a wonderful day/night. ♥️

[religion-is-a-mental-illness]

By: Julian Adorney, Mark Johnson and Geoff Laughton

Published: Mar 23, 2024

In The Divine Conspiracy, Dallas Willard tells the story of a jet fighter pilot who was practicing high-speed maneuvers. As Willard puts it, “She turned the controls for what she thought was a steep ascent—and flew straight into the ground. She was unaware that she had been flying upside down.”

What if we were flying upside down? But let’s go further. What if an entire generation was flying upside down–flying through fog and danger, unable to see either ground or sky, and the well-intended adjustments pushed on them by “experts” were just bringing them closer to catastrophe?

That’s the lens through which we interpret Abigail Shrier’s New York Times bestseller Bad Therapy.

There’s no denying that the youngest generation is in crisis. As the Addiction Center notes, members of Generation Z “run a higher risk of developing a substance abuse problem than previous age groups.” A 2015 report found that 23.6 percent of 12th graders use illicit drugs. The American Psychological Association reports that just 45 percent of Gen Zers report that their mental health is “very good” or “excellent,” compared with 51 percent of Gen Xers and 70 percent of Boomers. A concerning 42 percent of Gen Zers have been diagnosed with a mental health condition, and an astounding 60 percent take medication to manage their mental health.

It gets worse. The rate of self-harm for girls age 10-14 increased over 300 percent from 2001 to 2019 (before the pandemic). According to a 2021 CDC survey, 1 in 3 teenage girls have seriously considered killing themselves.

Well-meaning therapists, teachers, and school counselors are trying to help the next generation to rise up. But what if everyone involved is upside down? What if, like the fighter pilot that Willard describes, what they think is rising up is actually bringing them into deeper danger? Shrier makes a strong case that that’s exactly what’s happening.

Lots of educators encourage kids to spend more time checking in with their feelings. In the 2021-2022 school year, 76 percent of principals said that their school had adopted a Social and Emotional Learning (SEL) curriculum. Common SEL practices include: asking students how they’re feeling at the start of each day, teaching that students should be more aware of how they’re feeling in any given moment, and encouraging students to use activities like writing and art to express their feelings.

The problem is that all of this obsession with feelings can actually make students feel worse. As Yulia Chentsova Dutton, head of the the Culture and Emotions Lab at Georgetown University, says, “Emotions are highly reactive to our attention to them.” “Certain kinds of attention to emotions, focus on emotions,” she explains, “can increase emotional distress. And I’m worried that when we try to help our young adults, help our children, what we do is throw oil into the fire.” Or to put it another way: when we ask kids over and over again how they’re feeling, we’re subtly and accidentally encouraging them to feel bad.

The reason is that, as psychiatry professor Michael Linden explains, most of us don’t feel happy all the time. Dealing with life involves ignoring a certain amount of moment-by-moment discomfort: I’m tired, my feet hurt, I’m sore from sitting down all day, I’m a little worried about my mom. When we encourage kids to check in many times per day on how they’re feeling, we’re tacitly encouraging them to bring to the surface–and then dwell on–all the things going on in their minds that are not “happiness.” That’s why, as Linden puts it, “Asking somebody ‘how are you feeling?’ is inducing negative feelings. You shouldn’t do that.”

But it gets worse.

Obsessing over our emotions can actually prevent us from doing the things that might make us feel better. Anyone who’s spent too long wallowing after a bad break-up knows this; at a certain point, you have to shelve your unpleasant emotions so that you can get on with your life. Psychologists describe two mental states that we can occupy at any given time: “action orientation” and “state orientation.” “State orientation” is where you focus primarily on yourself (e.g., how you feel about doing the task at hand, whether your wrist hurts or you’re starting to get sick, etc.). “Action orientation” is where you primarily focus on the task at hand. As a study published by Cambridge University Press notes, only the latter is actually conducive to pursuing and accomplishing goals. “State orientation is a personality that has difficulty in taking action toward goal fulfillment,” the authors warn. By encouraging young people to focus so much on their feelings, we might be hurting their ability to adopt the mindset necessary to accomplish goals in life. If so, that would make them even more unhappy. 

But the dangers posed by well-meaning “experts” telling students to fly in the wrong direction–towards the ground instead of towards the sky–go well beyond encouraging unhappiness and depression. Rates of suicide and self-harm for young people are skyrocketing. But in their attempts to cope with the spike, well-meaning administrators might be making the problem worse. Here are questions from the 2021 Florida High School Youth Risk Behavior Survey, administered to students age 14 and up:

During the past 12 months, did you ever feel so sad or hopeless almost every day for two weeks or more in a row that you stopped doing your usual activities?  During the past 12 months, did you ever seriously consider attempting suicide?  During the past 12 months, did you make a plan about how you would attempt suicide?  During the past 12 months, how many times did you actually attempt suicide?  If you attempted suicide during the past 12 months, did any attempt result in an injury, poisoning, or overdose that had to be treated by a doctor or nurse?

A survey authored by the CDC asked students “During the past year, did you do something to purposely hurt yourself without wanting to die, such as cutting or burning yourself on purpose?” Another survey offered this question to Delaware middle schoolers: “Sometimes people feel so depressed about the future that they may consider attempting suicide or killing themselves. Have you ever seriously thought about killing yourself?”

Administrators may be asking these questions with the best of intentions, but the end result is to normalize suicide in young peoples’ minds. If you were 12 years old and taking a survey like this along with all of your classmates, you might reasonably conclude that suicide, or at least suicidal ideation and/or self harm, were pretty common at your school. Otherwise, why would everyone your age have to take such an exhaustive assessment about it?

One reason this is so dangerous is that, as Shrier writes, “The virality of suicide and self-harm among adolescents is extremely well-established.” Following the release of Netflix’s TV show 13 Reasons Why, which some said valorized a fictional girl who killed herself, several studies found a spike in teen suicide rates. The CDC agrees. In a post warning about the dangers of “suicide contagion,” the CDC said that journalists should avoid things like:

“Engaging in repetitive, ongoing, or excessive reporting of suicide in the news.”

“Reporting ‘how-to’ descriptions of suicide.”

“Presenting suicide as a tool for accomplishing certain ends” (i.e., as a “means of coping with personal problems”).

But this is most of what the surveys described above are doing. They are deluging students with repetitive and excessive discussion of suicide. They are describing different methods for killing yourself (e.g., cutting or burning yourself). One survey, which asks students who have considered killing themselves why they did so (possible answers include “demands of schoolwork,” “problems with peers or friends,” and “being bullied”) is a textbook example of presenting suicide as a “means of coping with personal problems.”

The authors of these surveys seem to at least recognize the risk that students are flying upside down, and that these surveys might take them closer to the ground. One survey concludes by telling students, “If any survey questions or your responses have caused you to feel uncomfortable or concerned and you would like to talk to someone about your feelings, talk to your school’s counselor, to a teacher, or to another adult you trust.” The survey also includes links to different hotlines.

Communicating to kids that suicide is normal and a possible solution to their problems might be the worst way that some schools are failing kids, but it’s also far from the only way.

Schools are increasingly lax about standards, willing to let almost anyone get away with almost anything. Some accommodations do make sense: for example, it makes sense to give a kid with dyslexia more time to complete the verbal component of the SAT. But Shrier argues that standards are falling for perfectly healthy students too. “School counselors—students’ in-school ‘advocates,’” Shrier writes, now “lobby teachers to excuse lateness or absence, forgive missed classwork, allow a student to take walks around the school in the middle of class, ratchet grades upward, reduce or eliminate homework requirements, offer oral exams in place of written ones, and provide preferential seating to students who lack even an official diagnosis.”

Shrier documents stories of students who have been allowed to turn in work late because they were having a “tough Mental Health Day” or because “I was having a rough day and dealing with my gender identity.”

The problem with this is that one of the primary things that children and teenagers do is try to figure out the boundaries of the world. When a child throws a tantrum, it’s not malicious–they’re trying to understand this new world and figure out what they can get away with. As Jordan Peterson writes in Twelve Rules for Life, young children are “like blind people, searching for a wall.” “They have to push forward, and test,” he writes, “to see where the actual boundaries lie.” What’s true of young children is also true of older children and even (to a lesser extent) adults. All of us are trying to figure out the rules of life–that is, what we can get away with. If well-meaning teachers and counselors tell students that one of the rules is that you don’t have to do your homework on time if you say that you’re having a rough day, then we shouldn’t be surprised when more young people seem to manifest rough days.

But this is the opposite of what students need–especially the truly disadvantaged students who so many of these efforts seem to be aimed at helping. In his memoir Troubled, clinical psychologist Rob Henderson writes that, “People think that if a young guy comes from a disorderly or deprived environment, he should be held to low standards.” But, he warns, “this is misguided. He should be held to high standards. Otherwise, he will sink to the level of his environment.”

So kids are depressed, anxious, and poorly behaved. Educators are trying to help them by encouraging them to tap in more to their feelings, by asking them more questions about suicide, and by trying to accommodate their difficulties even more. But all of this is backwards. Educators are encouraging students to do what they think will take them higher–away from the ground and back to the safety of the sky. But both kids and educators are upside down. And every adjustment that the “experts” are telling kids to make just brings them closer to the ground–and a catastrophic collision.

Now’s a good time to emphasize that this isn’t all schools, all teachers, or all administrators–not by a long shot. There are heroic educators working every day to help students to rein in their problems, stop taking advantage of accommodations that they don’t need, and develop the emotional resilience to deal with the problems of adolescence. But the problems documented above do represent a trend. And while it’s not every school, the trend is too big to ignore.

What will happen if this trend continues–if an entire generation keeps going “up” until they crash into the ground? Most severe and most damaging is the harm to the generation itself. Shrier tells the story of Nora, a 16-year-old girl who helps put a human face on all of the brutal statistics described in the introduction to this piece. Nora describes her friends as going through a litany of serious mental health problems: “anxiety,” “depression”; “self-harm” (as Shrier notes, “lots of self-harm”) including “Scratching, cutting, anorexia,” “Trichotillomania” (pulling your hair out by the roots); and more. As Shrier writes, “Dissociative identity disorder, gender dysphoria, autism spectrum disorder, and Tourette’s belong on her list of once-rare disorders that are, among this rising generation, suddenly not so rare at all.”

But the dangers can also ripple out beyond just one generation. The full danger may be nothing less than an imperiling of our democracy.

As Shrier notes, many kids in school are almost constantly monitored. Her own kids have “recess monitors” at their school–“teachers who involve themselves in every disagreement at playtime and warn kids whenever the monkey bars might be slick with rain.” On the bus home, they have “bus monitors.” Better that kids know they’re being observed by an adult at all times than that one kid push another to give him his lunch money.

One of the most pervasive forms of monitoring is what are called “shadows”—ed techs or paraeducators whose job is to cling closely to one particular student so that they don’t have any issues. The original intention certainly made sense. If a child had autism, a shadow could help the kid to integrate into the main classroom rather than being sent to Special Ed. But, as Shrier notes, scope creep has been substantial. “Today,” she writes, “public schools assign shadows to follow kids with problems ranging from mild learning disabilities to violent tendencies.” Nor is the problem restricted to public schools: “private schools advise affluent parents to hire shadows to trail neurotypical kids for almost any reason.” Shadows monitor and guide almost every interaction with their chosen student, from when to raise her hand to how long to hug a fellow student.

As Peter Gray, professor of psychology at Boston College and an expert on child development, puts it, “Kids today are always under the situation of an observer. At home, the parents are watching them. At school, they’re being observed by teachers. Out of school, they’re in adult-directed activities. They have almost no privacy.”

But when kids spend their entire waking lives being monitored by an adult, they start to think that kind of monitoring is normal. Worse, they start to think that they need it. If a child gets constant guidance from an adult, what are the odds that she’s going to cultivate her own independence? If she expects authoritarian adults to monitor and run every aspect of her life already, what is she going to think of a liberal democracy that more-or-less leaves people free to handle their own affairs?

No wonder just 27 percent of Americans age 18-25 strongly agree with the statement that “Democracy may have problems, but it is the best system of government” (compared to 48 percent of Americans as a whole). 

So what’s the solution? If our kids are upside down and getting lower to the ground, then the only thing that makes sense is to help them reverse course. Is there something that’s the opposite of always asking them about their feelings, telling them that life is too much for them or their peers to cope with, and constantly telling them that they’re too fragile to do their homework if they’re having a rough day? Yes. That something is called antifragility.

Antifragility is the idea that whatever doesn’t kill you makes you stronger. As social psychologist Jonathan Haidt and president of the Foundation for Individual Rights and Expression Greg Lukianoff note in The Coddling of the American Mind, kids are naturally antifragile. That doesn’t just mean that they’re tough. It means that “they require stressors and challenges in order to learn, adapt, and grow.” Not letting a kid hand in homework late doesn’t just teach them to do their homework on time; it also teaches them that they can deal with a 0 in class and not die. They can pick themselves up, brush themselves off, and even earn an A in the class overall if they bust a sweat for the rest of the semester. Telling a kid who’s having a “tough mental health day” that you’re sorry to hear it but they still need to take today’s test doesn’t just teach the kid that low-level excuses don’t fly; it also teaches them that a hard day isn’t enough to stop them. It teaches them that they’re stronger than whatever negative emotions they’re currently experiencing.

It’s time to remind kids that they are strong–before it’s too late.

All quotes not otherwise attributed come from Abigail Shrier’s book Bad Therapy.

-

About the Authors

Julian Adorney is a Contributing Writer to FAIR’s Substack and the founder of Heal the West, a Substack movement dedicated to preserving and protecting Western civilization. You can find him on X at @Julian_Liberty.

Mark Johnson is a trusted advisor and executive coach at Pioneer Performance Partners and a facilitator and coach at The Undaunted Man. He has more than 25 years of experience optimizing people and companies. He blogs at The Undaunted Man’s Substack.

Geoff Laughton is a Relationship Architect/Coach, multiple-International Best-Selling Author, Speaker, and Workshop Leader. He is the founder of The Undaunted Man. He has spent the last twenty-six years coaching people world-wide, with a particular passion for supporting those in relationship, and helping men from all walks of life step up to their true potential.

[worldoflittledude]

Social and emotional learning activities

Explore 120 hands-on social and emotional learning activities designed for kids ages 3-7. These engaging and educational activities help children develop emotional intelligence, empathy, and social skills. Perfect for parents looking to foster emotional growth, this activity pack offers fun, screen-free learning. Download today and support your child's development through meaningful play and exploration!

[valiantthearts]

― PILTOVER'S NEW GOVERNMENT & THE WARDENS .

Ambessa changed the entire concept of government within the Piltovan city.

Piltover was originally an Aristocracy/Plutocracy Oligarchy Government. A governing system where a small set of individuals of noble status rule and make decisions.

That all changed when Ambessa put Caitlyn in charge. It is no longer an aristocracy or even an oligarchy autocratic government. It became an Autocratic (Absolute) Monarchy, where all the power, decisions, and rules are made by one person.

After the War, Caitlyn turns the government into a Demarchy Absolute Monarchy. Caitlyn retains her position due to how Piltover has come to see her as the Prince, the nobility of Piltover, but she has created the Demarchy. She selected three piltovans and three zaunites to oversee decisions and rules for their cities. There is no position of power based on wealth or status, and Caitlyn does not partake in these decisions except to be a tie breaker as the 7th seat.

With the changes in the government and ruling styles, Caitlyn also went to work on the Enforcers. She learned from her mother that the Enforcers were once called Wardens, a protective unit of people that were meant to oversee and learn of the culture of Zaun and Piltover, incorporating it and providing protection to the denizens of Piltover without interfering in Zaun. Their purpose was to watch, learn, and primarily aid Piltover, while also assisting Zaun if welcomed.

Caitlyn takes this information and revamps the enforcers. She changes the curriculum of the enforcer academy, Renamed the Warden Institute. Here, you are trained to handle weapons and learn how to be a protective force, But Caitlyn has added in more curriculum. One is the study of Piltovan and Zaunite Culture. This is huge, and Caitlyn requires every Warden to learn it and develop an holistic viewpoint that considers a whole person, including their physical, mental, emotional, social and spiritual wellbeing. A secondary add in is that Zaunites are not forced into working here as a means of “this or Stillwater”. The Institute becomes open to anyone who wishes to be a Warden, both Piltovans and Zaunites, no matter status, age, or position; anyone can be a Warden. These Wardens, with work with Zaun, are separated; Zaun has their own Wardens and Piltover has their own; and they co-exist and work together.

As the ruling Prince of Piltover, she decides not to rule from the council even though she has the 7th seat, but takes control of the Wardens. She becomes the Sheriff, and ensures that the Wardens retain their original purpose.

This is what Caitlyn does from here on out, protecting not just Piltover but Zaun as well, ensuring the Zaunite culture is respected and that none of the wardens interfere with the structure of their governing style. Whether people understand the way Zaun works with their cannibalism or their more animalistic violent natures, Caitlyn refuses to let anyone change that. She knows from experience how unintentional interfere can disrupt the culture in a whole and she works to ensure this does not happen again while also providing Zaun protection they can call upon if they need it or need a retribution force.

[childcareacademy01]

Choose a Daycare Child Academy for Your Child’s Growth 

When parents search for daycare services, they want more than just a safe place for their child to spend the day. They want an environment where their child can thrive, learn, and grow. A Daycare Child Academy provides exactly that—an enriched, educational setting that nurtures your child’s development at every stage. This blog will explain why a Daycare Child Academy is the perfect choice for your child’s early years and how it can help set them up for success in school and beyond. 

What is a Daycare Child Academy? 

A Daycare Child Academy goes beyond the traditional daycare setting by offering a structured, educational environment that promotes learning alongside care. These academies provide age-appropriate educational programs, designed to foster the development of cognitive, emotional, and social skills. In a Daycare Child Academy, children experience a balance of guided learning, creative play, and socialization, all within a safe, nurturing environment. 

From infants to preschoolers, a Daycare Child Academy tailors its programs to meet the developmental needs of each age group. While it’s important for children to be cared for, it’s equally important for them to engage in activities that stimulate their curiosity and lay the groundwork for future learning. 

Why Choose a Daycare Child Academy? 

Selecting the right daycare for your child is a significant decision. A Daycare Childcare Academy offers a variety of benefits that set it apart from traditional daycare centers. Here’s why a Daycare Childcare Academy could be the best choice for your child’s early development. 

1. Early Education Focus 

Daycare Child Academies prioritize education from the start. These academies use structured curriculums that are tailored to your child’s developmental stage. Children engage in a variety of educational activities, from simple lessons on shapes, colors, and letters for toddlers to more advanced skills like basic math and literacy for preschoolers. 

This early exposure to learning sets a strong foundation for when your child eventually enters kindergarten and helps them develop a love for learning that will last throughout their academic journey. 

2. Socialization and Emotional Development 

A major benefit of a Daycare Child Academy is the opportunity for children to socialize with peers. This interaction is crucial for developing important social skills such as sharing, taking turns, and communicating effectively. The structured environment helps children navigate social situations with confidence, building their ability to manage emotions and resolve conflicts. 

Children are also taught empathy and how to understand and express their feelings in healthy ways. These early social skills are important for future success, not just academically but also in personal and professional relationships as they grow older. 

3. Safe and Nurturing Environment 

Safety is a top priority at a Daycare Child Academy. These academies are designed with child-friendly spaces, secure entrances, and practices that ensure a child’s well-being throughout the day. In addition to physical safety, emotional safety is equally emphasized. Teachers and caregivers are trained to provide a nurturing environment where children feel loved and cared for. 

The structured routines and caring atmosphere help children feel secure, reducing anxiety and giving them the confidence to explore their surroundings and try new things. 

4. Experienced and Qualified Staff 

Daycare Child Academies typically employ staff who are trained and certified in early childhood education. This means that the teachers and caregivers are not just babysitting—they are actively guiding children’s development. They understand the importance of fostering a child’s cognitive, emotional, and physical growth, and they have the expertise to create an engaging and educational experience. 

With a high level of training, staff members are able to identify each child’s individual needs and strengths, offering personalized care and support. 

5. Preparing for School Readiness 

One of the main goals of a Daycare Child Academy is to prepare children for the transition to kindergarten. Academies provide structured learning experiences that help children master basic academic concepts such as the alphabet, numbers, colors, and shapes. They also teach essential school skills, like following instructions, listening, and completing tasks independently. 

By the time your child enters kindergarten, they will have the skills and confidence they need to succeed. The preparation they receive in a Daycare Child Academy can make the transition to formal school much easier. 

What to Look for in a Daycare Child Academy 

Choosing the right Daycare Child Academy involves considering several factors. Here are some important aspects to keep in mind: 

1. Curriculum and Learning Approach 

Ensure that the Daycare Child Academy has a well-structured, age-appropriate curriculum. Ask about their teaching philosophy and how they incorporate learning into daily activities. A good academy should provide a balance of educational content, creative play, and physical activities, tailored to your child’s developmental stage. 

2. Qualified and Caring Staff 

Look for an academy with experienced, qualified staff who are passionate about early childhood education. Ask about the staff’s qualifications, certifications, and experience. Staff members should be warm, approachable, and dedicated to providing your child with the best care and education. 

3. Safety Standards 

Safety should always come first. Make sure the academy has secure facilities, clear emergency procedures, and a safe environment. Ask about the teacher-to-child ratio, as smaller ratios often mean more individual attention for your child. Also, inquire about the academy’s policies for health, hygiene, and safety. 

4. Parent Communication 

A great Daycare Child Academy should offer open lines of communication with parents. Ask how the academy keeps parents informed about their child’s progress, behavior, and daily activities. Some academies offer daily or weekly reports, while others may use online portals or hold parent-teacher conferences. 

5. Play and Exploration Opportunities 

In addition to structured learning, your child should have plenty of opportunities for play, exploration, and creativity. A good academy will provide activities that engage the imagination and encourage curiosity. Whether it’s outdoor play, arts and crafts, or free playtime, these activities are essential for your child’s overall development. 

Conclusion 

A Daycare Child Academy offers an enriching environment that provides more than just care for your child. It’s a place where children can learn, grow, and develop the skills they need for school and life. With a focus on early education, emotional development, social skills, and safety, a Daycare Childcare Academy is an ideal choice for parents who want the best for their child’s early years. 

When choosing a Daycare Child Academy, ensure that the facility offers a well-rounded curriculum, a safe and nurturing environment, and experienced staff who are dedicated to fostering your child’s growth. By selecting a daycare that focuses on early childhood. education, you are giving your child a strong foundation for a lifetime of learning and success. 

[thecircularsystem]

What is your favorite thing about being a teacher?

:) Thanks for the ask.

I think… my favorite thing is honestly the day-to-day life with the kids. The kids are the only reason I’m still even bothering with this job right now, I won’t lie. Admin has been horrible this year, the parents have been shit, the curriculum is garbage…

But the kids are amazing.

They’re respectful, and when they aren’t, I don’t feel as offended as I would by an adult. Kids are still learning how to socialize, particularly at my age group, and they’re struggling with the realization that this world treats them like shit. I can give them that outlet while still teaching them how to treat others with respect. I’ve been doing a lot of mindfulness stuff with them, and I try to show emotional regulation.

It’s been a lot harder this year. Very stressful. But this year, the thing that’s stood out the most is how the kids are actually treating me like a person.

They’re using my pronouns. They respect me. They haven’t been hounding me about the grades, because they know I just moved.

I feel more like a friend than an authority, if that makes sense. That’s what I love. I love that I can be a safe space for them. It’s what I wish I had as a kid.

[meandmybigmouth]

Indoctrination Is Not Education

Manisha Kumar argues that indoctrination is not education because “education involves the seeking of facts, and learning about what is the truth, and what is not. Indoctrination is aimed at influencing people to believe in facts, without being able to back up these newfound facts with anything but opinion.” Based on this, it becomes clear why one particular hallmark of education is missing in indoctrination: critical thinking. The lack of critical thinking means that disagreement with the narrator of the narrative, or the classroom instructor, is not allowed. Therefore, obedience to a given ideology is valued more greatly than any one person’s individual thoughts or objective truth.

When students are indoctrinated in schools, there is often no option to remove them from the indoctrination. Stories have come in from across the nation in which states and school districts require certain programs that must be attended by students. In some cases, school districts tie these programs to state-adopted curriculum, and even to graduation requirements for middle or high school. Action civics, social-emotional learning, and sex education are examples of these required programs.

The indoctrination of students involves selective and biased instruction, which includes a non-negotiable, but slanted, worldview. When this type of instruction takes hold in the minds of students, they are moved from having to agree with the bias to acting on it with unquestioned obedience. When this transition occurs, radicalized activists are born.

REPUBLICANS IN DISMANTLING EDUCATION HAS CHOSEN THEIR "BRAND" OF INDOCTRINATION!

[fancyfade]

Hi so I’m a Damian fan, who is still trying to get into comics and DC in general and stuff. I do know some tidbits from fandom and different blogs that I follow that do analysis.

However after a discussion with my brother (who’s been in special-ed), came this question? I don’t really know how to ask this but I’ll try to phrase it the best I can??

When it comes to schooling realistically would he be put into Special ED (Special-Education?)

While Damian doesn’t have a disability, I think because of his upbringing. Okay let me explain a little. Since Damian has college levels of education, being put into regular classes wouldn’t be considered challenging enough and if he were to be tested, the teacher probably would have to meet with his parents on whether or not to have him move up several grades?

And if the whole reason for Damian to being put into school is to help socially, then maybe special-Ed would help him? Because, the teachers are more hands on and (according to my brother) more focused on social development. And Special ED usually more works on basic life skills which probably is more of Damian needs.

But anyways, I know probably comic writers are not going to do that. But I thought it was an interesting thing to bring up for discussion?

I don't have personal experience with special education, so I can't comment on that. Teaching experience wise I can say there are two different ways people adapt content for students with disabilities:

Accommodations are ways you help students learn the same content as their peers. This can be making sure the content is conveyed via multiple means (ex: always having something visual to help explain while you are talking), breaking stuff into smaller chunks for students with ADHD, and like... a gazillion other things.

Modifications actually change what is demanded of the student, so you are asked to learn different content than your peers. I am under the impression that some special ED programs might allow for a modified curriculum, as im doing some research.

WRT hands on teacher stuff, I know that some students genuinely have a hard time managing their behavior in a regular classroom and can benefit from more individualized attention. We do know Damian isn't one of those students, though.

Continuing to connect this to DC comics characters, with my general lack of experience in special education in specific? If his parents were putting him in a non-mainstream-school thing I'm not sure why they would choose special ed instead of a gifted program, when both would presumably involve smaller classes with a more hands on teacher, but the special ED teacher would probably have a wide range of abilities to teach to. I think Damian also has had lots of experience working with teachers in small classroom environments (getting tutored 1-on-1 for most of his childhood :P) so I assume if he wants to learn more about peer social interaction he'd benefit more from something he's not used to, like a bigger classroom size? IDK. He's had small class sizes a lot of his life.

I do want to point out that Social Emotional Development is a current buzzword in teaching (and some people think it's getting too much attention and teachers are being asked to do things that reasonably should be parents responsibility but... :P not gonna get into teaching discourse since I do not have a lot of strong opinions on it) and lots of people want to try to work on kids development socially even in mainstream classes. However obviously that's hard with big class sizes.

Anyway TL;DR: I'm not really seeing how it would come up realistically, but take that with a grain of salt due to my lack of experience.

EDIT: Ok after reviewing my notes and a teensy bit more research, I don't think it's realistic I can't believe I fucking forgot the least restrictive environment thing XD and while obviously the least restrictive environment for any given student is not always a mainstream classroom, in many cases kids who receive special education services do spend time in mainstream classrooms, and at least in the US (which he is going to school in US so I think I can use this generalization :P) the goal admin would have is that the kids in Special ED do spend time in mainstream classrooms as they can, you don't spend like the whole day in a separate room. A lot of the general thought atm is that kids are not separate from their peers without justification.

[bestschoolinludhiana]

Why The Shri Ram Universal School is the Best School in Ludhiana

When it comes to providing the best education for children, parents in Ludhiana want nothing but the finest. Among the many schools in Ludhiana, The Shri Ram Universal School (TSRUS) shines as a top choice for its exceptional quality of education, modern teaching methods, and commitment to overall development. It is widely recognized as one of the top schools in Ludhiana and a proud member of the top 5 CBSE schools in Ludhiana. Let’s explore why TSRUS stands out and why it is the ideal place for your child’s education.  

 A Legacy of Trust and Excellence  

The Shri Ram Universal School is part of the renowned Shri Ram Schools, which are known for their rich legacy of academic excellence and innovative education. This legacy continues in Ludhiana, where TSRUS combines traditional values with modern teaching methods to give students a well-rounded learning experience.  

If you are looking for the best school in Ludhiana, TSRUS offers everything you would expect from a top-tier institution—dedicated teachers, a strong academic foundation, and ample opportunities for extracurricular activities.  

Why TSRUS is Among the Top 5 Schools in Ludhiana  

Parents trust TSRUS for its consistent focus on quality education and overall development. Here are some key reasons why TSRUS is one of the top 5 schools in Ludhiana:  

 1. Focus on CBSE Curriculum  

TSRUS follows the CBSE curriculum, which is one of the most respected and widely accepted educational systems in India. The curriculum ensures that students gain strong academic knowledge while also developing critical thinking and problem-solving skills.  

As one of the top CBSE schools in Ludhiana, TSRUS goes beyond basic teaching by integrating creative methods to make learning enjoyable and meaningful.  

 2. Modern Infrastructure  

The school’s infrastructure is designed to create a positive and safe environment for students. Classrooms are spacious and equipped with modern technology to enhance learning. There are well-equipped labs for science, computer studies, and robotics. The library is stocked with a variety of books to encourage reading and research.  

TSRUS also provides dedicated spaces for sports, arts, and cultural activities, making it one of the top schools in Ludhiana for extracurricular engagement.  

 3. Experienced Teachers  

The teachers at TSRUS are highly qualified and trained to understand the needs of every child. They use interactive and personalized teaching methods to ensure that students not only learn but also enjoy their studies.  

At TSRUS, teachers act as mentors, guiding students to achieve their potential. This supportive environment is one of the reasons why the school is considered one of the top 5 CBSE schools in Ludhiana.  

 4. Holistic Development  

Education at TSRUS is not limited to academics. The school believes in the overall growth of children by focusing on physical, emotional, and social development. Activities like yoga, dance, drama, music, and sports are an integral part of the curriculum, helping students build confidence and teamwork skills.  

This emphasis on holistic education places TSRUS among the top 5 schools in Ludhiana.  

 5. Parental Involvement  

TSRUS understands that parents play an important role in a child’s education. The school actively involves parents through regular meetings, workshops, and open communication channels. This ensures that parents are always aware of their child’s progress and can contribute to their success.  

 6. Safe and Caring Environment  

Safety is a top priority at TSRUS. The campus is monitored with CCTV cameras, and trained staff ensure the safety and well-being of all students. Additionally, the school promotes kindness and respect among students, creating a positive and nurturing environment for learning.  

 What Makes TSRUS the Best School in Ludhiana?  

While there are many schools in Ludhiana, TSRUS stands out for its ability to combine academic excellence with extracurricular opportunities and value-based education. Here’s why parents and students love The Shri Ram Universal School:  

A Blend of Tradition and Modernity  

TSRUS respects traditional values while embracing modern teaching practices. Students learn the importance of ethics, respect, and empathy alongside academic and technical skills.  

 Focus on Creativity and Innovation  

The school encourages creativity by offering classes in art, drama, music, and robotics. Students are motivated to think outside the box, which helps them develop problem-solving skills and confidence.  

 Leadership Opportunities  

TSRUS believes in preparing future leaders. Through activities like debates, public speaking, and student councils, children learn to lead and express themselves effectively.  

How TSRUS Ranks Among the Top Schools in Ludhiana  

Being one of the top 5 CBSE schools in Ludhiana, TSRUS is a school that meets international standards. It fosters an environment where students feel supported and challenged to reach their highest potential.  

Parents looking for the best school in Ludhiana often choose TSRUS because of its focus on quality education and life skills. The school prepares students for success not just in academics but in life.  

Extracurricular Activities at TSRUS  

TSRUS believes that extracurricular activities are as important as academics. Here are some of the activities offered:  

- Sports: Cricket, football, basketball, and other sports help students stay active and healthy.  

- Art and Craft: Creativity is encouraged through painting, sculpting, and crafting.  

- Music and Dance: Students explore their artistic talents through music and dance classes.  

- Robotics and Technology: Hands-on learning in robotics and technology equips students with skills for the future.  

These activities help students discover their passions and build confidence, making TSRUS one of the top schools in Ludhiana.  

Parental Feedback  

Parents often describe TSRUS as a school where their children feel happy, safe, and motivated. The school’s transparent communication and inclusive environment have made it a favorite among families in Ludhiana.  

Conclusion  

Choosing the right school for your child is a big decision. Among the many schools in Ludhiana, The Shri Ram Universal School stands out as a place where children receive quality education and opportunities for holistic growth.  

As one of the top schools in Ludhiana, TSRUS is committed to shaping young minds with care, knowledge, and creativity. Its CBSE curriculum, modern facilities, and dedicated teachers make it one of the top 5 CBSE schools in Ludhiana.  

If you are searching for the best school in Ludhiana, look no further than The Shri Ram Universal School. Here, your child will not only excel in academics but also grow into a confident, responsible, and well-rounded individual.