What to Include

 

Here’s what you might want to cover when educating new parents and families:

1. What is a Learning Disability / Mental Health Challenge

   • Definitions: what “learning disability” means (e.g. differences in reading, writing, math, processing, attention).

   • What “mental illness / mental health challenge” means (e.g. anxiety, depression, behavioral or emotional regulation issues).

   • Use simple, non-judgmental language.

2. Why Early Signs Matter

   • Early identification can lead to support, accommodations, and better long-term outcomes (both academic and emotional / social).

   • It can reduce stress on family and child if needs are recognized vs mis-interpreted as “just bad behavior.”

   • Helps children reach their potential and builds self-esteem.

3. Common Early Signs to Watch For
   You can break these down by age groups (infants/toddlers, preschool / kindergarten, elementary school, adolescence). Examples of signs might include (but aren’t limited to):

   Age Group	Possible Signs
   Infants / Toddlers	delayed speaking / babbling, poor eye contact, lack of imitation, delays in gross / fine motor skills
   Preschool / Early School Age	trouble learning letters or numbers, difficulty following multi-step instructions, trouble with fine motor tasks (e.g. holding a pencil), problems with phonemic awareness (sounds in words), frequent frustration with assignments that peers handle
   Elementary Age	slow reading / reading with difficulty, difficulty with math concepts even after extra practice, trouble organizing tasks or keeping track of school materials, trouble with working memory (difficulty remembering instructions), difficulty socializing / interpreting social cues
   Middle / High School	very slow progress in academic skills compared to peers, difficulty keeping up with more complex assignments, trouble managing time or planning long-term projects, persistent anxiety, changes in mood or behavior, withdrawal from peers, or declining grades despite effort

4. Behavioral or Emotional Indicators

   • Persistent frustration, anger, avoidance of tasks.

   • Changes in sleep or appetite.

   • Anxiety about school, test-taking, or social situations.

   • Withdrawal from friends or longer periods of mood swings.

   • Trouble with transitions (moving from activity to activity), or coping with change.

5. What Families Can Do If They Notice Signs

   • Talk with teachers, caregivers, pediatrician.

   • Ask for screening or evaluation (developmental screening, educational evaluation).

   • Learn about accommodations (IEPs / 504 plans in school, speech therapy, occupational therapy, behavioral supports).

   • Seek mental health support if emotional / behavioral challenges are present (counselors, therapists).

   • Use supportive strategies at home: routines, structure, breaking down tasks, positive reinforcement, collaboration with school staff.

6. Resources

   • Local / state early intervention programs.

   • Educational or behavioral support services.

   • Hotlines or websites for mental health.

   • Parent-support groups.

   • Online reliable sources (e.g. CDC, NIH, WHO, or local government/school district pages).

7. Encouragement & Reducing Stigma

   • Let families know noticing signs doesn’t mean something is "wrong" with their child — often it means the child learns or processes differently, and help is available.

   • Emphasize strengths: many children with learning differences have unique talents and succeed with the right supports.

   • Encourage open conversations about mental health, normalize seeking help.