A new study from Aarhus University in Denmark led by Mikkel Wallentin looked at the connection between our inner speech (that silent voice in our head) and a fairly concrete physiological marker: heart rate.

For many parents, returning from a break—whether it’s summer vacation, winter holidays, or even a long weekend—can be unexpectedly challenging. Children who were previously attending school without major difficulty suddenly resist getting out of bed, avoiding classrooms, or complaining of stomachaches, headaches, or fatigue. In reality, increased school refusal after breaks is a common experience for children of all ages and can have many underlying causes.

Winter can be a magical season: twinkling lights, cozy evenings, family traditions, and hot cocoa. But for many children—and especially neurodiverse children—this time of year can also bring emotional challenges. Shorter days, colder temperatures, and changes in routine can influence mood, energy, and overall well-being. For parents, it can be hard to distinguish between a normal “winter slump” and something more concerning winter blues.

As parents, one of the hardest things to hear from our children is: “I can’t do it.” For neurodiverse kids—whether they have ADHD, autism, dyslexia, dysgraphia, or other learning differences—those words often come after repeated experiences of frustration. This is where the power of “yet” comes in.

If you’re a parent or teacher of a child with ADHD, you may have experienced moments when their behavior feels like it’s always on the edge. Maybe they shout out in class, refuse to follow directions, or suddenly storm out of a room. You’re left wondering: “Is this just ADHD… or is my child deliberately being disruptive?”

As a parent, you’ve probably seen the gap between what your child knows and what they can actually show. Maybe your child understands math concepts perfectly in class but forgets to turn in homework. Or perhaps they can tell you the steps of writing an essay but fall apart when faced with the blank page. This gap is often explained by a set of skills called executive functioning skills. They are similar to the brain’s “management system" or "control room".

Executive functioning is often described as the brain’s “air traffic control system.” Just as air traffic controllers coordinate planes so they don’t collide, executive functions coordinate mental processes so we can focus, make decisions, and reach goals. The below checklist can help you identify areas of challenge for your child and help start a conversation about options for support.

When parents hear the term executive functioning, it can sound intimidating—like something out of a corporate boardroom. But in reality, executive functioning describes a set of mental skills we all use every day to get things done. These skills help us plan, organize, remember, and control our behavior. For kids with ADHD, executive functioning challenges are often at the heart of their struggles with schoolwork, routines, and daily life.

The start of a new school year brings fresh notebooks, sharpened pencils, and the promise of new beginnings. But for many families, the first months of school are also marked by tears at the breakfast table, forgotten homework, or phone calls from teachers. Parents often ask themselves: Is this just part of the back-to-school adjustment—or is my child’s struggle a sign of something deeper?

Parent-teacher conferences are soon approaching. Conferences can feel intimidating, even for the most seasoned parents. Add in the complexities of supporting a neurodivergent child—whether they have ADHD, a learning disability, autism, anxiety, or another unique profile—and those short meetings can feel high-stakes. How do you use the information from psychoeducational testing in a way that truly benefits your child’s school experience?

When a child learns differently—whether because of ADHD, autism, dyslexia, anxiety, or another neurodivergent profile—the relationship between home and school becomes even more important. Success is not just about what happens in the classroom, or only about what happens at home. It’s about both environments working together in partnership. For parents of neurodivergent learners, that partnership often hinges on one key skill: strong communication strategies.

If you’re the parent or caregiver of a neurodivergent child, you already know that navigating school life can feel like walking through a maze—sometimes with helpful guides, and sometimes with unexpected twists. Teachers, too, are navigating this maze. The truth is, most teachers want to partner with parents in a way that truly supports neurodiversity—but there are practical realities, communication gaps, and misconceptions that can get in the way.

In every classroom, there’s a diverse range of minds at work. Some students learn in conventional ways, while others process information, communicate, and interact with the world differently. These students may be described as neurodivergent. As a teacher, your role isn’t to “normalize” neurodivergent students, but to create an environment where their learning styles, strengths, and challenges are respected and supported.

The start of a new school year is exciting—and often a little overwhelming. There are new teachers, new routines, and new expectations. For many kids, especially those who learn differently or face challenges like ADHD, dyslexia, or anxiety, a new school year also means adjusting to fresh obstacles. As parents, we naturally want to protect our children from struggle. But one of the most powerful tools we can give them is not constant protection—it’s the ability to advocate fo

The first day of school has a special kind of magic. New pencils, new clothes, new teachers, and fresh opportunities for growth are in the air. But alongside the excitement, there’s often a mix of jitters—for both children and parents. Parents across the country share these same emotions every year. The good news is that these feelings are normal, and there are many positive ways to support your child, manage your own emotions, and celebrate the milestone of a new school year

I have been hearing more and more about parents creating a one page “information” or About Me sheet that can be shared with a student’s new teacher in the fall. This sheet is used to introduce the student, their strengths, areas of difficulty, and how to best support them. I haven’t created something like this before but am going to give it a try this year for my early elementary aged student.

Summer reading programs can help motivate students of all ages to continue to read over the summer months, while also fostering a lifelong love of books. In Minnesota, where Monarch is based, many libraries and organizations offer enticing rewards—free books, entries in prize drawings, and more! Even though there are only two more months of summer, there is still time to participate in multiple options.

As the school year wraps up, many parents eagerly await their child’s report card, hoping it will offer a clear picture of how their child is doing. Especially for parents of neurodivergent children—those with ADHD, learning differences, autism, anxiety, or other developmental differences—a report card can miss critical areas of growth, struggle, and need. Academic performance is just one piece of the puzzle.

A psychoeducational evaluation is one term to describe an assessment that looks at different areas of your child’s functioning. It can also be called a psychological evaluation, a psychological assessment, and sometimes a neuropsychological evaluation or assessment.

Friendship is an important aspect of childhood and adolescence. Healthy friendships provide emotional support and boost self-esteem.