A groundbreaking bereavement service is expanding efforts to reach kids where they are: in schools, churches and other community sites.

Emily Napier, community-based care team manager for Judi's House, which has been providing comprehensive grief care for more than two decades, noted one in 14 Colorado youths will experience the death of a mom, dad, sister or brother by age 18.

She said while the experience of grief is unique for each child, everyone needs to be able to talk about how they are feeling without being judged.

"Grief is a universal experience," Napier pointed out. "Grief is a normal, healthy reaction to a loss. So it makes sense to feel sadness, or feel anger, or even worry or confusion. All of those different emotions are normal, and expected, and OK."

In addition to providing grief counseling in-house and in middle schools, Judi's House was able to tap pandemic funding to offer services at elementary schools. One curriculum serves third through fifth grade students, and "Judi's Rainbow" was created to provide therapy tailored to the needs of kindergarten through second grade students.

Napier acknowledged much of the work is about breaking through social stigma associated with death, assuring kids that "dead" and "dying" are not bad words. Middle school-age kids process their grief through journaling, expressing thoughts and feelings verbally, and learning coping skills, and Napier said what works for kindergarten-age children, who grieve just as much as older kids and adults, is much different.

"How do kids at this level really understand and take in the world?" Napier emphasized. "A lot of that is through creative expression. It's through reading children's books that have grief and loss themes in them, and kids being able to see themselves in those characters and feel less alone."

Founded in 2002 by Brian and Brook Griese, Judi's House was named after the former Denver Bronco quarterback's mother, who died when he was 12. Napier noted bereavement services, which are provided at no cost to families, give kids, and adults, a variety of tools they can pull from their coping toolbox.

"So things like 'getting it out;' coping activities that will involve a physical release," Napier explained. "Maybe that's being active in sports, punching a pillow, moving your body. Sometimes grief can feel really overwhelming in our bodies, and so being able to get it out is a way to cope."


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Tasks like packing a suitcase for summer travel may be difficult for some Illinois children.

Experts said parents and caregivers can help kids over the summer with the skills known as "executive functions." Adults can be alert to a child's difficulties with their ability to adjust thinking and stay on task, as well as impulse control.

Katie Gleason, director of children's mental health consultation for the YWCA of Metropolitan Chicago, said plenty can be done during the summer months to help prepare children for the next school year, not necessarily with assigning homework.

"It's play-based, it's relationships, it's routines," Gleason outlined. "Another thing is making sure we're breaking down big tasks into smaller steps; working on a puzzle, you can help them identify the steps."

Gleason noted rapid growth in executive function skills for children takes place from ages 3 to 5, and then again in adolescence and early adulthood. Gleason said the YMCA is one place to learn more about executive function and what adults can do to encourage these skills.

"An air traffic control system at a busy airport" is how Harvard's Center on the Developing Child refers to executive function skills, and it said they are critical to healthy development.

Gleason agreed, and cautioned parents and caregivers not to blame a child for poor behavior when it may be connected to what is developmentally appropriate.

"If we shift our way of thinking and saying, 'Oh, this child can't do this,'" Gleason urged. "Instead, we need to be thinking as adults, and as education and care systems, 'What are we doing to help the child develop?'"

Reflection Sciences offers a play-based screening tool to assess levels of executive function skills in children. The results can help parents and teachers follow up with strategies tailored to their child's developmental level.


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The last day of school for Texas kids is typically one of elation, but for children in rural areas with high poverty rates, it also can mean isolation, hunger and falling behind academically. The global nonprofit, Save the Children encourages parents to learn more about programs offered through its "Make Summer Fair" initiative.

Claudia Vargas, Texas director for Save the Children, said the 90-day break from the school routine can be hardest on kids who need the most help.

"Summer can mean no more access to books, regular meals, art supplies - and end of exercising and playing with other friends until the next school year comes," she said.

Families can learn more about programs offered in their area to help kids through SavetheChildren.org/MakeSummerFair.

Shane Garver, senior director of national field operations for U.S. Programs and Advocacy, said excitement about the school year's end can produce anxiety for children who live outside of cities.

"We know at Save the Children that while poverty affects millions of children across the U.S. - it's strongest grip is on the lives of children in rural communities, as rural child poverty is higher than urban areas in 40 states," Garver explained.

Vargas added in a state as large as Texas, there is a dramatic variability in "Summer Learning Loss" or SLL, but it is has been shown that kids can lose up to 34% of what they learned during the prior school year.

"Children in low-income families are affected by the summer slide. When you lose learning during the summer in ways that can affect them years into their education and in rural communities, the impact can be higher," Vargas said.

Vargas cites one study that showed 75% of students with a failing grade point average were food insecure, compared with 42% of students with a GPA equivalent to an "A".

Meta, the parent company of Facebook and Instagram, is brushing off calls to investigate the effect its social media platforms have on children's mental health.

Last week shareholders rejected a proposal to hire an independent law firm to evaluate the effectiveness of Meta's audit and risk oversight committee.

The resolution alleges the company regularly breaks pledges to remove content harmful to children.

American Federation of Teachers President Randi Weingarten spoke out in favor of the resolution.

"In classrooms and communities across the country," said Weingarten, "AFT members are witnessing firsthand the impact of students suffering from anxiety, bullying, trauma, body dysmorphia and the eating disorders - as a direct result of exposure to images on Instagram, as well as the violence glorified on Meta's platforms."

Meta's proxy statement advised a "no" vote, saying the company already prohibits harmful content and provides parents tools to monitor their children's activity online.

Last week the U.S. Surgeon General issued a 19 page advisory on adolescent social media use, saying it is predictive of a decrease in life satisfaction for girls 11 to 13 years old and boys 14 to 15.

Weingarten is a member of the AFL-CIO Executive Council. The labor organization's pension fund holds significant shares in the company, and it introduced the resolution at last week's Meta shareholder's meeting.

She said we need more clarity on what Meta is doing to protect children.

"While Meta's audit and risk oversight committee is charged with evaluating risks," said Weingarten, "shareholders have no idea how the committee operates, what information it considers or whether it just cedes its authority entirely to CEO Mark Zuckerberg."

The White House recently called for changes, alleging that Meta uses "manipulative design techniques embedded in their products to promote addictive and compulsive use by young people to generate more revenue."

The Federal Trade Commission is calling for a ban on collecting young children's data.