What is the primary goal of the "Building Resilient Brains and Bodies Family Toolkit"?

The primary goal of the "Building Resilient Brains and Bodies Family Toolkit" is to help children understand their remarkable brains and what happens to their brain and body under stress, while also providing tools to increase resilience in students and families.

Beyond understanding the brain and stress response, what other types of practices does the toolkit aim to teach?

In addition to understanding the brain and stress response, the toolkit aims to teach practices that promote wellness, increase connection, and strategies that can be used after a meltdown or big behavior has occurred, including restorative practices and restorative discipline.

Why does the toolkit emphasize that outbursts and meltdowns are a normal part of growing up?

The toolkit emphasizes that outbursts and meltdowns are a normal part of growing up to normalize these experiences for both children and adults, ensuring that parents don't feel their child is "bad" or that they are "bad" parents.

Who makes up the "Resilience Team" mentioned in the toolkit, and what is their shared interest?

The "Resilience Team" is composed of both educators and caregivers. Their shared interest is in behavior and providing tools, strategies, and "behavior hacks" that create regulated homes and classrooms.

What specific concept is introduced to help children learn cause and effect and "clean up messes" after big emotions or behaviors?

The concept introduced to help children learn cause and effect and "clean up messes" after big emotions or behaviors is called restorative discipline.

How does the toolkit suggest that these practices can benefit adults in addition to children?

The toolkit suggests that these practices can benefit adults by increasing adult well-being, which is described as a vital part of being the best caregiver possible.

What reassuring message does the toolkit offer to parents and children who are experiencing difficulties?

The toolkit offers the reassuring message, "Your child is not a bad kid and you are not a bad parent. You are both having a hard time."

What is the significance of the classroom framework mentioned in relation to the caregiver toolkit?

The significance of the classroom framework is that it aligns with the caregiver toolkit, creating a united front for the child as they see consistent approaches from both caregivers and educators, reinforcing that they are not alone.

One of the authors mentions personal experience as a caregiver. How did her past experiences influence her contribution to this work?

One of the authors raised two boys who had many big behaviors, and she describes those days as overwhelming and exhausting. Her personal experience led her to dedicate her portion of the work to creating tools she wished she had when her children were little.

For whom is the toolkit especially for?

We are glad to have caregivers join who have a little one (or two) who has regular, extensive meltdowns and big behaviors. This toolkit provides a specific focus on supporting families facing these challenges.