An Invitation
Something magical happened this summer that was an “aha” moment for me. One of those simple things that stops you in your tracks and makes you wonder:
How did we not think of this before?
During the school year, Waypoint is school-based so there isn’t typically any overlap between students. During the summer, we see students individually, back-to-back which allows for a tiny “hello” window between students.
Recently, one student was leaving while another was arriving. While I paused to talk to a parent, the students started to chat and *this* conversation was the magical moment:
“I couldn’t figure that out either but watch this…” (writing the letter “b” in the sand) “think of it this way.”
“Oh, I get it.”
“I have dyslexia.”
“I have dyslexia, too. Mom! She has dyslexia like me!”
The girls talked for a bit specifically about how they learn and were fast friends. They were 6 and 7 years old. I found myself reflecting on this interaction long after it occurred.
I started to think…
The first thing I do when something arises as a challenge for me is to call a friend and say, “Has this ever happened to you?” or “Do you know anyone who ____?” I check the internet: has anyone written a blog about this? I see if there’s a Facebook group dedicated to the subject.
If a friend is going through a divorce, we may suggest they join a divorce group. If someone is struggling with addiction or depression, we may suggest a group to help. There is a deep loneliness when you feel you are struggling alone.
There is comfort in community. People need other people who have similar things going on in their lives.
At the schools I have been able to partner with over my career, I have seen counselors or other school support professionals organize groups to help children work through tricky things. I have seen divorce groups, social skills groups, even groups for children with anxiety but I have yet to see groups organized for neurodiverse students.
What if this year, we offered groups for students with dyslexia, dysgraphia, dyscalculia, ADHD, Autism? What if we decided that students with learning differences have felt alone for long enough? Some students might opt out, but from what I have learned, I think most would embrace the opportunity!
Maybe we don’t even need a therapist to run these groups. In fact, maybe it’s better if there isn’t. There doesn’t need to be an expert because the children are the experts. This would be a place for these students to speak, uninhibited, without an adult interrupting to offer their expertise. Who is a better expert on neurodiversity than someone who is neurodiverse?
