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4 Important Things Your Children Need to Hear

4 Important Things Your Children Need to Hear

As parents, aunts, uncles, grandparents, and teachers, there is no more important of a job than raising the kids in our lives into successful adults. It would seem as if they are like little sponges, soaking up every bit of the environment around them. They will even pick up on things you didn’t realize they know about.  

Being an amazing role model can often be difficult at times. How we react during times of stress, like those times in a fit of road rage or when we accidentally drop something on our foot, is how they will often react to those things too. Sometimes, we’re not exactly sure what to say or how to discipline.

It’s not just our actions they take to heart, but how we talk to them and mold them. Our words have a bigger impact than you might even imagine. Children will often shape their view of themselves and the world around them by how they are treated by their parents. You hear stories of little kids desperate for their parent’s attention and if neglected, will often go about getting into trouble to ensure they get the attention they desire.

Yet, when you speak a message of hope to them and are honest, you can see a total difference in their eyes. If you also encourage them and help them grow, and not just constantly negative, it will have amazing results in how your kids see themselves. You’re essentially molding your child’s future a single word at a time. Groza Learning Center shares four things your child needs to hear:

#1: I’m Proud of You.

Who doesn’t like to hear that they’re doing a great job? Children might not have the responsibilities weighing them down like adults do, but they often work hard to accomplish goals put before them. If they consistently do their chores well without any arguments or regularly bring home good greats, there’s nothing wrong with saying you’re proud of them. This encouragement will keep them on the right track, where negative words and added pressure to ‘do better’ might discourage them.

#2: That’s a Good Choice.

Kids often love to be independent. They want to make their own choices, especially as they get older. The problem is, they can’t see the big picture. They don’t know why they can’t touch the stove until they get burned and realize actions have consequences. A lot of times, parents only punish kids when they do wrong, but fail to tell them when they made a good choice. You don’t have to celebrate every good decision they make, but acknowledging it helps them learn what’s right as much as punishment helps them learn what’s wrong.

#3: Have fun!

It seems as if this world forces our kids to grow up quicker and make more adult decisions before they’re ready. That’s unfortunate. They’re so busy being forced to act like adults that they forget how to have fun and be kids. A kid’s life should be full of fun times, wild imagination, and making memories that will last a lifetime. So make sure they know it’s okay to have fun.

#4: I’m Happy You’re Here!

It’s not rare for a child to question their place within the family unit, especially if they have many siblings. With bullying rampant in our schools and times becoming increasingly difficult, kids can begin to question who they are and whether or not they belong. This is especially true if their parents spend a lot of late nights working. They might not understand the whole financial situation and think work is more important than they are. So take the time to make sure they know how important they are to the you and to the family as a whole.

Our kids are precious. You will never do anything more important than to raise your kids to become upstanding citizens. It goes far beyond keeping them away from trouble, but you’re also in charge of how they feel about themselves. One wrong word can have devastating or healing effects.  


 About the Author: Scott Groza

Scott Groza has more than ten years experience teaching. Through both public and private school positions, he has seen how students can be overlooked, pushed aside, and virtually become invisible in the schools they are in.

In 2002, Scott and his wife founded The Groza Learning Center, located in California. It started as a vision from Scott and his wife to aid those students who were struggling in their academic endeavors. The center offers integrative learning experiences for all students in grades pre-K through college level through a holistic approach to learning that not only considers the requirements of local school boards for graduation, but also the individual needs of the students and their families. Each student is immersed in an environment where they feel welcomed, comforted and treated as the success story that they will become.

4 Comments

Jerilee

I wish I could send my 2 year old to this school. It sounds fabulous. Great job guys and lovely article really enjoyed it. Shall definitely quote.

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Children will look to their closest adult - a parent, a teacher, a grandparent, an aunt, an uncle - for signs of safety and signs of danger.

What the parent believes, the child will follow, for better or worse.

Anxiety doesn’t mean they aren’t safe or capable. It means they don’t feel safe or capable enough yet.

As long as they are safe, this is where they need to borrow our calm and certainty until they can find their own. 

The questions to ask are, ‘Do I believe they are safe and cared for here?’ ‘Do I believe they are capable?’

It’s okay if your answer is no to either of these. We aren’t meant to feel safe handing our kiddos over to every situation or to any adult.

But if the answer is no, that’s where the work is.

What do you need to know they are safe and cared for? What changes need to be made? What can help you feel more certain? Is their discomfort from something unsafe or from something growthful? What needs to happen to know they are capable of this?

This can be so tricky for parents as it isn’t always clear. Are they anxious because this is new or because it’s unsafe?

As long as they are relationally safe (or have an adult working towards this) and their bodies feel safe, the work is to believe in them enough for them to believe it too - to handle our very understandable distress at their distress, make space for their distress, and show them we believe in them by what we do next: support avoidance or brave behaviour.

As long as they are safe, we don’t need to get rid of their anxiety or big feelings. Lovingly make space for those feelings AND brave behaviour. They can feel anxious and do brave. 

‘I know this feels big. Bring all your feelings to me. I can look after you through all of it. And yes, this is happening. I know you can do this. We’ll do it together.’

But we have to be kind and patient with ourselves too. The same instinct that makes you a wonderful parent - the attachment instinct - might send your ‘they’re not safe’ radar into overdrive. 

Talk to their adults at school, talk to them, get the info you need to feel certain enough, and trust they are safe, and capable enough, even when anxiety (theirs and yours) is saying no.❤️
Anxiety in kids is tough for everyone - kids and the adults who care about them.

It’s awful for them and confusing for us. Do we move them forward? Hold them back? Is this growing them? Hurting them?

As long as they are safe - as long as they feel cared for through it and their bodies feel okay - anxiety doesn’t mean something is wrong. 
It also doesn’t mean they aren’t capable.

It means there is a gap: ‘I want to, but I don’t know that I’ll be okay.’

As long as they are safe, they don’t need to avoid the situation. They need to keep going, with support, so they can gather the evidence they need. This might take time and lots of experiences.

The brain will always abandon the ‘I want to,’ in any situation that doesn’t have enough evidence - yet - that they’re safe.

Here’s the problem. If we support avoidance of safe situations, the brain doesn’t get the experience it needs to know the difference between hard, growthful things (like school, exams, driving tests, setting boundaries, job interviews, new friendships) and dangerous things. 

It takes time and lots of experience to be able to handle the discomfort of anxiety - and all hard, important, growthful things will come with anxiety.

The work for us isn’t to hold them back from safe situations (even though we’ll want to) but to help them feel supported through the anxiety.

This is part of helping them gather the evidence their brains and bodies need to know they can feel safe and do hard things, even when they are anxious.

Think of the space between comfortable (before the growthful thing) and ‘I’ve done the important, growthful thing,’ as ‘the brave space’. 

But it never feels brave. It feels like anxious, nervous, stressed, scared, awkward, clumsy. It’s all brave - because that’s what anxiety is. It’s handling the discomfort of the brave space while they inch toward the important thing.

Any experience in the brave space matters. Even if it’s just little steps at a time. Why? Because this is where they learn that they don’t need to be scared of anxiety when they’re heading towards something important. As long as they are safe, the anxiety of the brave space won’t hurt them. It will grow them.❤️
In the first few days or weeks of school, feelings might get big. This might happen before school (the anticipation) or after school (when their nervous systems reach capacity).

As long as they are safe (relationally, physiologically) their anxiety is normal and understandable and we don’t need to ‘fix’ it or rush them through it. 

They’re doing something big, something brave. Their brains and bodies will be searching for the familiar in the unfamiliar. They’re getting to know new routines, spaces, people. It’s a lot! Feeling safe in that might take time. But feeling safe and being safe are different. 

We don’t need to stop their anxiety or rush them through it. Our work is to help them move with it. Because when they feel anxious, and get safely through the other side of that anxiety, they learn something so important: they learn they can do hard things - even when they feel like they don’t have what it takes, they can do hard things. We know this about them already, but they’ll need experience in safe, caring environments, little by little, to know this for themselves.

Help them move through it by letting them know that all their feelings are safe with you, that their feelings make sense, and at the end of the day, let those feelings do what they need to. If they need to burst out of them like a little meteor shower, that’s okay. Maybe they’ll need to talk, or not, or cry, or get loud, or play, or be still, or messy for a while. That’s okay. It’s a nervous system at capacity looking for the release valve. It’s not a bad child. It’s never that. 

Tomorrow might be tricker, and the next day trickier, until their brains and bodies get enough experience that this is okay.

As long as they are safe, and they get there, it all counts. It’s all brave. It’s all enough.❤️
Anxiety on the first days or weeks of school is so normal. Why? Because all growthful, important, brave things come with anxiety.

Think about how you feel on their first day of school, or before a job interview, or a first date, or a tricky conversation when you’re setting a boundary. They all come with anxiety.

We want our kids to be able to do all of these things, but this won’t happen by itself. 

Resilience is built - one anxious little step after another. These anxious moments are necessary to learn that ‘I can feel anxious, and do brave.’ ‘I can feel anxious and still do what I need to do.’

As long as the are safe, the anxiety they feel in the first days or weeks of school aren’t a sign that something is wrong. It’s part of their development and a sign that something so right is happening - they’re learning that they can handle anxiety.

Even if they handle it terribly, that’s okay. We all wobble before we walk. Our job is not to protect them from the wobble. If we do, they won’t get to the walking part. 

To support them, remind them that this is scary-safe, not scary-dangerous. Then, ‘Is this a time for you to be safe or brave?’

Then, ask yourself, ‘Is this something dangerous or something growthful?’ ‘Is my job to protect them from the discomfort of that growth, or show them they are so very capable, and that they can handle this discomfort?’

Even if they handle it terribly, as long as they’re not avoiding it, they’re handling it. That matters.

Remember, anxiety is a feeling. It will come and then it will go. It might not go until you leave, but we have to give them the opportunity to feel it go.

Tomorrow and the next day and the next might be worse - that’s how anxiety works. And then it will ease.

This is why we don’t beat anxiety by avoiding it. We beat it by outlasting it. But first, we have to handle our distress at their distress.

We breathe, then we love and lead:

‘I know you feel […] Of course you do. You’re doing something big and this is how big things feel sometimes. It’s okay to feel like this. School is happening but we have five minutes. Do you want me to listen to your sad, or give you a hug, or help you distract from it?’❤️