THIS IS WHY MY DAUGHTER WAS RECOMMENDED FOR
GNETS
this is what happened to our family AT
SCHOOL
TLDR: You only need to read just the questions in succession from top to bottom to understand what happened to us. You can skip the answers - just read the questions.
THIS IS WHY MY DAUGHTER WAS RECOMMENDED FOR
GNETS
this is what happened to our family AT
SCHOOL
TLDR: You only need to read just the questions in succession from top to bottom to understand what happened to us. You can skip the answers - just read the questions.
this is what happened to our family AT
SCHOOL
What is the point of this?
1 - This story is crazy. This story is so crazy that when I tell it to people (that don't know me) I sound crazy.
2 - I get emotional when I tell this story, for reasons that will become obvious. Then I'm emotional, and telling a crazy story. It's not a good look. It makes me look like I'm crazy by transference. I'm telling a crazy story, I must be crazy. Also, I'm tired already. We're only in second grade right now. I can't tell this story for another ...until high school? I just cant do that.
3 - There is a failure of the documented history in the educational record, to reflect an accurate picture of the situation and circumstances and actions as they occurred in that- it only documents a very one sided story. That means - anyone who reads my daughter's record will only see what they documented, which of course - confirms their "side of the story", leaving me to be the person telling the crazy story while getting emotional, with the messed up kids.
I'm tired already. The documents in my child's record will follow us for a very long time. This is what happened to us.
4 - There's no way that school is supposed to be like this. When my kids were little and I imagined what it would be like when they went to school, I imagined 8 hours to do things. Be productive. Get a manicure. I imagined they would come home with straight A's in every subject and master every skill and sport. There is no way that a parent is supposed to have the amount of communications that I have to, and no way that a parent should be sending the leg-length emails that I send, and no way that a parent should have to run to school 3 times a week for months, and no way that 4 year olds should be getting think-sheets/behavior reports EVERY DAY. IN FRONT OF THEIR TWIN SIBLING.
It's exhausting. I'm really so devastated from this entire experience. I worry about my kids when I send them to school. Every day.
5 - Somehow - I've become the villain of the story. When I go to school, no one looks at me, no one talks to me, administrators walk by me and look the other way. When I asked for a meeting with the principal at the end of January 2025 to discuss the what my experience has been thus far as a parent having sent my children to your school, I was met with, "we're only going to talk about one child. GIRL is no longer a student here so we're not going to talk about her." That's terrible. I asked to talk about me. I asked to talk about MY experience as a parent having sent my children to your school. I have two of them. They both attended the school.
First, There is no way that you can discuss one without discussing the other because they're twins. It just is what it is.
Second - But more importantly - can you imagine this? The email that I received from the principal said,
"We aren't going to discuss GIRL. I was copied on all of the emails during 1st grade, and I listened to your feelings during our meeting." (No really. That's what it said. "I LISTENED TO YOUR FEELINGS." This is the most dismissive condescending thing. Go to second grade tab. See for yourself. Also - take note - the principal was copied on all of the emails that transpired in first grade, and didn't intervene, didn't attempt to meet with me or get clarification of the situation, one time. Everything that happened to us is acceptable to the administration of RNE.) I've already heard what you have to say.
That's not possible. At the time I asked for the meeting in January 2025, there is no way that the people who traumatized us and then made the decision to put GNETS on GIRL's record in January of 2024 could have any idea of the damage that was inflicted on my family in October and November of 2023, or the additional damage that was created by putting GNETS on my child's educational record in January of 2024.
So, not only can my child NOT be educated in her home school, they made it impossible for me to take her anywhere else because everyone knows who we are before we even get there. BECAUSE THERE'S A GNETS RECOMMENDATION ON MY CHILD'S RECORD. Do you think we're treated fairly? I'll let the documentation speak for itself. See second grade.
Third - The message that I'm receiving as a parent is - "We know we recommended GNETS last year and sent you on your way. We are not interested in hearing about the impact that decision had on your family (even though BOY is also messed up from this), nor are we interested in hearing about how badly your GIRL is traumatized from her experience here in October and November of 2023 and pre-k, such that she can barely be educated inside of a school building anymore".
When I tell my friends and family what is happening, no one can believe it. NO ONE. This was not the expected path for my family. NO ONE that knows us personally can believe what has happened to us. It's not supposed to be like this.
6 - A 6 year old with NO DISABILITY WHATSOEVER, was recommended TO THE MOST RESTRICTIVE ENVIRONMENT where students have ZERO INTERACTIONS with NON-DISABLED PEERS and ZERO EDUCATIONAL OPPORTUNITIES in a day. It's not even a school.
7 - My beautiful, bright, loving, empathetic, sensitive, perfectly normal daughter with NO DISABILITY AT ALL WHATSOEVER and NO EMOTIONAL OR BEHAVIORAL DISORDER AS CONFIRMED BY PRIVATE TESTING AND TWO THERAPISTS, who is smarter than I am, was recommended for the MOST RESTRICTIVE ENVIRONMENT with NO EDUCATIONAL OPPORTUNITIES in a day - AGAINST MY BETTER JUDGEMENT as decided by 16 people. I want what happened to us to be investigated by the school board.
That should NEVER HAPPEN TO A PARENT OF A PERFECTLY NORMAL SIX YEAR OLD. I was ganged up on. There should never be a scenario where a "team" consists of 16 people who are representing an institutionalization process and are vying to institutionalize your child, and the parent who is ruthlessly advocating for their child. This wasn't a team decision. There is no scenario under which this could ever produce a "team" decision. And it opens up room for "gang mentality". You will see that in the emails and documents. You have to ask yourself as you read through were they really acting in the best interest of the child or were they mad at mommy for advocating too hard? Think it's not possible?
- Let's pull some statistics.
How many children are recommended for GNETS from the public school system every year?
How many in our County, school zone, school?
My perfectly normal child with no disability whatsoever (private testing, therapist confirmation) was recommended for the most restrictive environment with zero educational opportunities in a day.
I'll give you an idea of how serious and severe this decision was - Before second grade started, we (GIRL, BOY, and I) went to orientation (kids everywhere, high stimulation, siblings together and I am not giving them my full attention) and I was talking with a special ed teacher and telling her a little bit about what happened at RNE the previous year (for more than 20 minutes while my kids played in the gym together behind me and I didn't so much as turn around to look at them ONCE the entire time).
When I told her that GIRL was recommended for GNETS she couldn't believe it. She said, in her 30 years of being a teacher she's only seen ONE GNETS recommendation and it was a really EXTRAORDINARY case.
Read it again - ONE student in a 30 year Georgia teaching career. My kid is completely normal with no disability. How many other kids have been recommended in the last 30 years in our school zone? Some of the people on my daughter's IEP team met her one time, and it was during a 6 hour panic attack while she was being held at school and no one called her mom. I had not met 14 of the people on that team one time, in person. This should be illegal. People are very brave when they're on a computer and not face to face.
A decision such as this one, which has the potential to RUIN a child's ability to be fairly educated in another school and completely destroy a family, should not be made with out the agreement of the parent AND A RECOMMENDATION FROM THE CHILD'S PEDIATRICIAN. There are ZERO EDUCATIONAL OPPORTUNITIES IN A DAY. It's not even classified as a school.
You know why it's so important that a parent agree and consent to the decision? BECAUSE IT'S NOT A SCHOOL. Because if they don't agree and they withdraw their consent for special ed - they also can not take the child anywhere else because EVERYONE SEES THE GNETS recommendation on the child's record.
So the incoming school views this as a kid who was so messed up that 16 professionals recommended GNETS and THE MOTHER withdrew consent. So, mom is not going to follow the team recommendation AND she's going to dump this kid on us. MY PERFECTLY NORMAL, SMART KID, WITH NO DISABILITY KID. (Read about what happened to us in 2nd grade, after I took her to another school, with the GNETS recommendation on her record). No one in our family can believe this is happening. No one of our friends can believe this is happening. You only need to spend 5 minutes on my FB page to understand how wrong that entire team was.
SO, to recap - a school can administratively expel children that they traumatize, by recommending a jail school, effectively ensuring that the child can't come back to their school AND ALSO leaving no recourse for the parent by making it impossible for the parent to take the child anywhere else.
Don't you think if my child had a severe behavior disorder, necessitating THE MOST RESTRICTIVE ENVIRONMENT that has zero educational opportunities in a day (THAT'S RIGHT - NO EDUCATION - ONLY BEHAVIORAL MODIFICATION), that her pediatrician would agree? You'll be able to read about what the pediatrician said in 1st grade.
Don't you think that if my child had a severe behavioral disorder, necessitating THE MOST RESTRICTIVE ENVIRONMENT that has zero educational opportunities in a day, that she would exhibit the same behaviors in other places? Just one other place? SOMEWHERE else? ANYWHERE else?
Don't you think if my child had a severe behavior disorder, necessitating THE MOST RESTRICTIVE ENVIRONMENT that has zero educational opportunities in a day, that her private psycho-educational testing would reflect that?
Don't you think if my child had a severe behavior disorder, necessitating THE MOST RESTRICTIVE ENVIRONMENT that has zero educational opportunities in a day, that her therapist would agree?
THE ONLY PLACE she ever exhibited panic behaviors of peeing on the floor at 6 years old, eloping, screaming and crying for her mother, begging to go home until she was so worked up that she tried to run away, crying and spinning on the floor was at Roswell North Elementary. That's how you know for a fact and with certainty that these were trauma triggered panic attacks. It she had a behavioral disorder, I would never be able to take her to Target, Walmart, the supermarket, anywhere with toys or candy...
I even tried to make my life easy and have her diagnosed with ODD so that teachers would have to follow the trauma informed teaching methods in the classroom (in second grade) and you know what he said? HE SAID NO! He said, if she had ODD, she would have it everywhere she goes. I'm not doing it.
But how could a whole team of 16 professionals be so wrong?
Was mommy advocating to hard? THE DOCUMENTATION SPEAKS FOR ITSELF. People changed their recommendation at the last minute after MOMMY sent an email DEMANDING that they send her to Vickery Mill. One member of the IEP team suddenly didn't remember saying what they said just one meeting before (and was in minutes), and then continued to deny it even after the minutes were sent in email. Another member made statements like "girl would not benefit from 1:1 support" AFTER SUCCESSFULLY COMPLETING more than 20 sessions with GIRL and FIVE OF THEM were ONGOING WHILE THE IEP MEETING WAS TAKING PLACE. To be clear - a teacher who was having successful 1:1 sessions with my daughter the day before, the day of, and the day after the IEP meetings TOLD THE IEP TEAM that GIRL would not benefit from 1:1 support AFTER I sent an email demanding that she be sent to Vickery Mill.
Their decision could never been seen as "in the best interest of the child". NEVER. Not with that dynamic. And I reject calling this a team decision. This wasn't a team decision. I was ganged up on. Who has ever heard of an IEP meeting with SIXTEEN PEOPLE and MOM. ALONE.
BOY - My beautiful, bright, loving, sensitive, smart, son is completely traumatized and has to continue his education in the place where he was traumatized. The building triggers my children.
AS EVIDENCE: I brought my daughter to school in January of 2025 for a meeting with BOY's teacher. We were there for 15 minutes. NO MORE. At 5:30 PM my daughter came and said, "mommy my back hurts." When I asked her what was wrong, when did it start hurting, she told me it was when she went to the bathroom at RNE. They were traumatized in that building. Nothing out of the ordinary happened while we were there. School was over for the day. She was having fun.
8 - My daughter has no core group of friends.
She is in second grade and she has no core group of friends and that's a direct outcome of the decisions of the IEP team. If she had been sent back to first grade at Vickery Mill on September 28th, 2023 she would have finished first grade with some of the people she was in kindergarten with. She would have entered Second grade with friends and comrades. That was taken away from her by the team at RNE. Instead of sending her back to VM on September 28th, 2023 They forced her to stay there through January of 2024, traumatized her until she was dreaming of a knife chasing her, and then recommended a jail school. Second grade was also unbelievable. You can read about it for yourself.
9- My daughter has been robbed of three years of her foundational and fundamental education and has been robbed of the chance to love school - and I mean that sincerely. She would have been fine if she were immediately transferred back to Vickery Mill on September 28th.
Both of my children have been robbed of the joy and happiness of being a 4 year old, a 5 year old, a 6 year old, a 7 year old. THAT's how pervasively schools impact a family's entire life. When it's good, it's great. And when it's bad, devastating and damaging.
10- I am not capable of managing this situation alone any more.
I am left holding the bag. I have had to deal with my traumatized children, as a sole parent, for the last 4 years - AND I DIDN'T EVEN TRAUMATIZE THEM!!! AND now that my kids are mega-messed up and RNE has made sure my daughter can't go anywhere else because of what's on her record - I've somehow become the the villain of the story.
Do you think the administration at one school talks to the administration at other schools? Do you think they call each other and talk? Do you think this could have possibly affected whether people treat us fairly, like regular people? Do you think it affected our ability to make friends in our area and have a social life? (You'll see examples of this for yourself. Don't worry - everything I say is evidenced in writing.)
AND ALL OF THIS COMES AT THE COST OF MY Beautiful, Smart, Loving children's mental health, sibling relationship, happiness of childhood, and their education.
AND I CAN'T EVEN GO TO AN ADVOCATE BECAUSE THEY HAVE NO IDEA WHAT TO ADVOCATE FOR.
She doesn't have or need an IEP. She will never have one again after what we have been through.
PLUS - the person responsible for orchestrating the 1st grade catastrophe WORKS for the advocate that everyone in our area goes to so, that's not going to work.
I promise you that when I envisioned what it would be like to be the parent of beautiful, bright, smart, loving 6 year olds in school - this isn't it. NO PARENT SHOULD BE SUBJECT TO THIS. I am sole parent of twins. I have full responsibility for them and someone else is allowed to traumatize them and then leave me to deal with it. We are all damaged from this. And none of that is reflected in their documentation.
I'm 47. I'm a registered nurse. My first bachelor degree is psychology. My master's training is in complementary and alternative medicine. I've completed training in over 30 modalities of coaching to date. I own a clinic currently and prior to that, I spent 25 years in senior and management roles for both start-up and multi-billion dollar companies.
There are 15 sets of twins in my family in the last 5 generations because twins run in families. I am a high IQ individual.
And MOST IMPORTANTLY, NONE OF THAT IS RELEVANT - I AM THE PARENT. I am completely and totally responsible, legally and financially, for my children. None one else. And someone else gets to mess them up and then walk away AFTER making sure the parent has no recourse. Someone else gets to mess them up and leave you holding the bag and paying the bills that result from their abuse.
NONE of the team members knew anything about me until the very last meeting in January of 2024. That means from the time I sent my children to pre-k ALLLL THE WAY until the middle of first grade - no one knew anything about my background, training, education, career - nothing.
I wonder what they thought about me and my parenting skills and my authority as a parent given the decision they ultimately made - to institutionalize my child. (I've put in an open records request to receive all of their email communications between each other.)
What has happened to our family should never happen to any family.
And I'm not crazy. And I'm not the villain in the story.
What is Sibling Rivalry in School?
"Sibling rivalry in school" refers to the competitive or conflictual behavior that can occur between siblings who attend the same school, often stemming from feelings of jealousy, comparison, or a desire to outdo each other in academics, extracurricular activities, or even just for parental attention, creating tension and sometimes leading to arguments or negative interactions within the school environment.
Key points about sibling rivalry in school:
Comparison is common: When siblings are in the same school, they are often directly compared to each other by teachers, peers, and even parents, which can exacerbate feelings of competition and jealousy.
Academic pressure: If one sibling consistently outperforms the other in academics, it can lead to resentment and feelings of inadequacy.
Attention seeking: Siblings might try to gain more attention from teachers or parents by acting out (BOY, see pre-k eloping and bowel accidents; GIRL, see pre-k and 1st grade) or competing for praise (BOY, see first grade and the pink slips and the headbanging), especially if they feel their sibling is receiving more focus.
Shared activities: Participating in the same extracurricular activities can further fuel rivalry, as siblings might feel they are competing for a spot on a team or leadership roles.
https://prevention.psu.edu/news/the-psychology-behind-sibling-rivalry/
Do twins develop differently than singletons?
Because they develop differently than their singleton peers, treating them like their singleton peers obviously doesn't make sense. They must be raised and treated differently, in a way that recognizes and is in line with their unique condition of being twins. They have to be treated like twins! They have to be treated like twins so that their emotional development and their cognitive and mental development and health can be on par with their singleton peers without suffering repeated setbacks experienced as regressions (which then first must be overcome) before they can move forward in their development.
Pre-Kindergarten at Roswell North Elementary
1. What could be the possible impact of a pre-school teacher telling one twin that she is bad in front of her twin every day. (ROSWELL NORTH ELEMENTARY)
If a preschool teacher consistently tells one twin that she is "bad" in front of her sibling, the impact can be profound and long-lasting, affecting both the child being criticized and the twin witnessing it. Here are some potential consequences:
1. Impact on the Criticized Twin:
Self-Esteem and Self-Worth: Constantly hearing that she is "bad" can harm her self-esteem, leading her to internalize this label and believe she is inherently flawed. This can be particularly damaging at such a young age, as preschool children are forming foundational self-concepts and learning to navigate social expectations.
Behavioral Reinforcement: When a child is labeled as "bad" repeatedly, they may begin to act according to this label, either by repeating behaviors that earn the label or by developing new challenging behaviors as a reaction to the unfair treatment. This can create a cycle where the criticism (bahavior reports in front of her brother) fuels more of the very behavior the teacher aims to address.
My children know when they are being treated unfairly. Most (if not all) children do. Even dogs know when they are being treated unfairly. https://www.bbc.com/news/science-environment-40205808
Shame and Anxiety: Daily public criticism could instill a deep sense of shame. This can create anxiety around the school environment, making her fearful of being criticized or judged by others. In response, she might withdraw socially or act out more as a way of coping.
Emotional Harm: Constant criticism can lead to feelings of worthlessness and emotional distress. The child may also develop resentment toward the teacher and the school environment, impacting their overall emotional well-being.
Identity Formation: During early childhood, children are still developing their identity and sense of self. Repeated negative labeling can distort how the child views their role and place in social groups, including at home and school.
Difficulty in Building Relationships with Authority Figures: Negative interactions with a trusted adult figure, like a teacher, can lead the child to mistrust authority figures in the future, affecting her relationships with other teachers, mentors, and adults.
2. Impact on the Witnessing Twin:
Guilt and Confusion: The twin who witnesses their sibling being criticized may feel guilt or confusion, wondering why their sibling is being singled out or whether they are responsible. He might also feel guilty or responsible, which could cause anxiety about behaving "correctly" to avoid similar criticism.
Unequal Sibling Relationship: Seeing a sibling repeatedly called "bad" can lead to a sense of superiority, creating an unequal power dynamic between the twins. Alternatively, it could lead to protective behavior, where the unaffected twin tries to shield or comfort their sibling, possibly taking on too much emotional responsibility.
Change in Perception of His Sister: Constant negative comments about his sister could shape how he views her, even leading him to believe she is "bad." This can create a divide between the twins, impacting their bond and his admiration or sense of responsibility toward her.
Insecurity and Fear: Witnessing his sister being criticized could lead to a fear of drawing similar negative attention. He might feel pressured to be the "good" twin, possibly leading to perfectionistic tendencies or excessive self-consciousness. The unaffected twin may become anxious or fearful that they could also be labeled as "bad" or punished in the same way, leading to increased anxiety in their interactions with the teacher or other authority figures.
Pressure to Distance from His Twin: To avoid guilt by association or embarrassment, he might feel pressured to distance himself from his sister. This can cause early tension between them and may even weaken the natural bond and sense of security that twins often share. Comparison and Rivalry: Repeated exposure to such comparisons can breed unhealthy competition or jealousy, causing long-term damage to the sibling bond.
3. Impact on the Twins' Relationship:
Comparison and Rivalry: The criticized twin may start to see their sibling as favored or "better," while the other twin may feel superior or pitied. This can create tension, rivalry, and resentment between them.
Distorted Power Dynamic: The twin who is not criticized might feel more powerful or "good," while the other twin feels less capable or loved, leading to an imbalance in their relationship and potential long-term emotional distance.
4. Impact on Learning and Development:
Negative Association with School: Both children may begin to associate school or authority figures with negativity, impacting their ability to learn, concentrate, or enjoy the educational process.
Confidence and Academic Performance: If the criticized child believes they are inherently "bad," it could lead to a lack of confidence in their abilities, diminishing academic performance and motivation. The unaffected twin may also be impacted by this negative dynamic, either feeling pressured to live up to higher expectations or becoming disengaged due to the stressful environment.
5. ***Reinforcement of Labels: The teacher’s words can reinforce fixed and damaging labels for both twins. One might see herself as “the bad one,” while the other may feel pressured to be “the good one,” leading to rigidity in their roles, even beyond childhood.
6. Long-Term Emotional and Psychological Effects:
Mental Health: Constant negative labeling and public criticism can contribute to anxiety, depression, or other mental health challenges later in life.
Social Relationships: The impact on self-esteem and identity can affect both children’s future social relationships, making it harder for them to trust others, develop healthy interpersonal boundaries, or manage conflict. In summary, the teacher's actions could damage the twins' individual self-worth, their relationship with each other, and their overall emotional well-being. It's crucial for teachers to foster a supportive, positive environment where children feel valued and encouraged, rather than labeled or shamed.
2. What could be the possible outcome if this went on for a whole year?
If a preschool teacher continuously tells one twin that she is "bad" in front of her sibling for an entire year, the potential outcomes could be significant and deeply harmful. Here's how the situation might unfold after a year of this behavior:
1. Severe Damage to the Criticized Twin’s Self-Esteem:
Internalized Negative Self-Image: Over time, the criticized twin may begin to see herself as fundamentally "bad." This constant negative reinforcement can lead to deeply ingrained feelings of worthlessness, low self-esteem, and self-doubt, which could persist well into adolescence and adulthood.
Learned Helplessness: After a year of being repeatedly told she is bad, the child might feel powerless to change or improve, believing that no matter what she does, she will still be labeled negatively. This can lead to a lack of motivation and withdrawal from activities, both academic and social.
Behavioral Reinforcement: Being repeatedly told she is bad may push the child to act out or misbehave, reinforcing the label. Alternatively, she might become extremely withdrawn or anxious, overly fearful of making mistakes or attracting further criticism.
2. Increased Anxiety and Emotional Distress:
Anxiety and Depression: The constant stress of being labeled as bad can lead to chronic anxiety, manifesting as separation anxiety, social anxiety, or even depression in young children. The emotional toll of such repeated criticism could lead to ongoing sadness, frustration, or mood swings.
Fear of Authority: The child may develop a deep-seated fear or distrust of authority figures, including teachers and caregivers. This could make future interactions with teachers, coaches, or even family members difficult, leading to strained relationships and increased anxiety in any structured environment.
3. Long-Term Behavioral and Social Consequences:
Social Isolation: The criticized twin may struggle to form healthy relationships with peers. If she internalizes the belief that she is “bad,” she may avoid social interactions or friendships, leading to social isolation. This could also be compounded by bullying from other children who might pick up on the teacher’s negative comments.
Aggressive or Defiant Behavior: Alternatively, the child may respond to the ongoing criticism with defiance, aggression, or anger. Feeling constantly devalued, she might lash out at peers, siblings, or even authority figures in an attempt to assert control over her situation.
Perfectionism or People-Pleasing: In some cases, a child might become obsessed with proving that she is "good" to counter the criticism. This could lead to perfectionistic tendencies, people-pleasing behavior, or an extreme need for approval, potentially setting up unhealthy patterns of behavior later in life.
4. Impact on the Relationship Between the Twins:
Sibling Rivalry, Resentment, and Aggression: The daily criticism directed solely at one twin, while her brother received no such treatment, fostered resentment and jealousy. Feeling unfairly singled out and labeled as "bad," the criticized twin began to express her frustration through aggressive behaviors toward her brother—lashing out by hitting, taking his belongings, and bullying him. This behavior aligns with psychological findings showing that children often redirect feelings of frustration or inadequacy toward those they perceive as safer targets or sources of comparison, such as siblings.
***Emotional Distress and Self-Image of the Brother: The brother, subjected to his sister’s aggression, began to feel both rejected and deeply insecure, which is common when a child faces mistreatment from a sibling. Studies indicate that children who experience sibling aggression often internalize these experiences, leading them to feel unworthy or inherently "bad." As a result, he internalized a negative self-concept, believing he was “the worst person in the world.” Such effects are especially concerning because they can shape a child’s core sense of self, even impacting future relationships and mental well-being.
***Emotional Imbalance: The unaffected twin might feel confused about why their sibling is being treated this way, leading to guilt, anxiety, or even a sense of responsibility to "protect" or "save" their sibling. This dynamic can create emotional imbalance and even codependence, where one twin feels overly responsible for the other's emotional well-being.
***Comparison Pressure: The unaffected twin may feel intense pressure to maintain her perceived "good" behavior, fearing that any mistake could shift the teacher's criticism onto her. This could lead to anxiety, perfectionism, or fear of failure in the long run.
5. Harm to Academic Development:
Decline in Academic Performance: The criticized twin may experience a loss of confidence in her academic abilities, leading to disengagement from learning. If she feels incapable of succeeding or is afraid of making mistakes, she may underperform, avoid participating in class, or develop a negative attitude toward school.
Avoidance of School: After a year of negative experiences, the child may develop school avoidance behaviors, such as frequent complaints of illness, reluctance to attend, or refusal to engage in class activities. This could severely affect her academic and social development.
***Distrust of Educational Systems: Both twins may carry a negative association with school or authority figures beyond preschool. This distrust could affect their attitudes toward learning and authority well into elementary school and beyond. 6.
Family Dynamics and Parental Impact:
Parental Concern and Intervention: Parents may notice changes in their child's behavior, such as increased anxiety, mood swings, or reluctance to go to school. They may also see a growing divide between the twins. If they intervene, it could create tension between the family and the school.
Reinforced Negative Identity: If parents are not aware of the teacher’s behavior, or if they fail to address it, the damage could go unmitigated. The child may carry this negative label into other areas of her life, particularly if the parents inadvertently reinforce the teacher’s messaging by echoing similar criticisms at home.
7. Long-Term Psychological Effects:
Chronic Mental Health Issues: Over time, the emotional distress caused by this ongoing negative labeling could contribute to chronic mental health problems such as anxiety, depression, or low self-worth.
Difficulty in Future Relationships: If the child’s self-esteem is damaged, she may struggle with relationships later in life. She might find it difficult to trust others, form healthy friendships, or assert her needs in social and personal relationships.
8. Reputational and Professional Consequences for the Teacher/School:
Parent Complaints or Legal Action: If parents become aware of the teacher’s actions, they may file complaints, request transfers, or even pursue legal action, leading to reputational harm for the school and potential professional consequences for the teacher.
Negative School Environment: The teacher’s behavior can contribute to a toxic school environment, where other students may witness the unfair treatment and either participate in the labeling or become anxious about their own standing. This could lead to an overall decline in morale and trust within the classroom.
Conclusion: If this situation persists for a year, the damage to both children—especially the criticized twin—could be extensive and long-lasting, affecting their emotional, social, and academic development. The constant reinforcement of negative labels could lead to deep-rooted mental health issues, strained sibling relationships, and a lasting distrust of authority figures or educational institutions. Addressing such harmful behavior early on is crucial to prevent long-term consequences.
Kindergarten at Vickery Mill Elementary
She made friends. She was getting 100's in all of her classes. She was reading at a fourth grade level.
She was able to go on TWO full-day field trips, participated in school-wide activities and competitions including being MC for a school spirit event where she got to announce and congratulate the winners of the contest (This is HUGE for GIRL. She's not upset over not winning.) She had success in front of her peers and she was thriving and shining.
She was treated like a regular kid, and none of the people there knew anything about her brother. They didn't even know she had a brother.
It was HER school with HER friends.
She did so well that upon graduation, 1st grade placement was in the regular class. No more IEP. ***Let's take note that she never needed an IEP in the first place - but, OK.
3. What might be the impact of returning to the school where she was called out as bad every day (Roswell North Elementary) to attend first grade?
Returning to a school where the girl was previously labeled as "bad" every day could have both emotional and psychological impacts, despite her successful experience at the new school.
Here are some possible outcomes:
1. Reawakening of Negative Emotions:
Fear and Anxiety: The girl may experience heightened anxiety or fear upon returning to an environment where she was consistently criticized. Memories of feeling inadequate or "bad" may resurface, even if the situation has changed.
Triggering Emotional Trauma: Her previous experience may have left emotional scars. Returning could trigger feelings of shame, sadness, or frustration that she associates with that school. She might become anxious about whether the negative treatment will resume.
Regressive Behavior: Despite her recent success, being back in the same environment might cause her to regress into old behaviors, such as being withdrawn, overly compliant, or fearful of making mistakes.
2. Loss of Confidence:
Doubting Her Progress: The success she experienced at the new school might be overshadowed by self-doubt upon returning. She could question whether her accomplishments at the other school were real or if she’s destined to repeat her prior negative experiences.
Impact on Performance: If she feels anxious or doubts herself, it might affect her academic performance and participation in class. Fear of being labeled "bad" again may cause her to hold back, underperform, or disengage.
3. Relational Challenges with Teachers and Peers:
Trust Issues with Teachers: The girl may have difficulty trusting her former teachers or any authority figures at the school. Even if the teacher or staff have changed, her past experiences may lead her to be guarded or defensive around educators.
Possible Stigma from Peers: If her peers were aware of her being labeled as “bad” previously, she might worry about how they see her. Children might remember and remind her of her old reputation, which could make it difficult to reintegrate socially. Recall that the girl told her mother, "I want to go back to my school with my friends."
Social Isolation or Bullying: There’s a risk that other children might tease or bully her based on the past labeling, especially if they associate her with being “bad.” This could lead to isolation or strained peer relationships.
4. Emotional Resilience and Growth:
Newfound Confidence: On the positive side, her successful experience at the new school may have given her a stronger sense of self-worth and confidence. If she returns with this new perspective, she may feel empowered to handle any negative experiences differently.
Resilience: Having overcome the challenge of being labeled and moving on to succeed at a new school, she might be more emotionally resilient. She may be better equipped to stand up for herself or seek support if she faces similar challenges again.
***Positive Outlook: If the school environment or teachers have changed, and she feels safe and supported upon her return, it could be an opportunity for her to heal old wounds and prove to herself that she can thrive anywhere.
***(Notably, the school environment got worse the second time around at Roswell North Elementary , during 1st grade.)
5. Parental Involvement and Advocacy:
Parental Support: If her parents are aware of the past and how it affected her, they may advocate for her more strongly this time. They might ensure she is placed in a different class or communicate with teachers about the importance of positive reinforcement and sensitivity.
Monitoring the Situation: Parents may be more vigilant about her well-being at the school, closely monitoring how the teachers interact with her and how she adjusts emotionally and academically.
6. Potential for Closure and Healing:
Opportunity for Reconciliation: If handled properly, her return could provide an opportunity for closure. Positive interactions with teachers and peers could replace her old negative associations, helping her build new, more positive memories of the school.
Please see my emails from January 2024. I tried to do this for GIRL. I was assured that they were in separate classes. AFTER ALL OF THE FIRST GRADE PANIC ATTACKS, I sent her back to school with the assurance that they would be in separate classes. They had gym together. No one told me that.
In fact - they had gym together for the whole time and NO ONE EVER MENTIONED THAT. The hardest days in 1st grade were consistently GYM DAYS. I was assured they were in different classes. As it turns out - they WERE in different GYM classes, with different teachers BUT they had gym together at the same time in the same gym.
THE ENTIRE TIME (FROM OCTOBER TO JANUARY) I was saying that the problem was HER BROTHER. No one thought to consider that during gym, the time when she always has a problem, THEY HAPPEN TO BE TOGETHER.
THEY RECOMMENDED GNETS INSTEAD.
Please also see my emails from Feb 2025 with BOY's teacher where I discuss this exact concept of reconciliation (getting past regressive behaviors associated with a trauma by "righting the previous wrong" and having your voice heard) regarding: writing.
7. Mixed Emotions and the Need for Adaptation:
Conflicted Feelings: She may have mixed feelings about returning, torn between her memories of past negativity and her current sense of accomplishment. This emotional conflict could take time to navigate, and it may be important for teachers, parents, and caregivers to support her through the transition.
Adapting to New Circumstances: If the school has changed since her last experience (new teachers, classmates, or policies), she might need time to adjust to the new dynamic. If the environment is more supportive, she may feel safer, but if any old patterns resurface, she could struggle emotionally.
Conclusion: Returning to the school where she was previously labeled “bad” could bring up painful memories, trigger anxiety, and challenge her self-esteem, despite her successful year elsewhere. However, with the right support from parents, teachers, and peers, this could also be a chance for her to prove her resilience and move past the negative experience. How she adapts depends largely on how the school environment has changed and whether her emotional needs are recognized and supported.
1st Grade at Roswell North Elementary
Upon return to Roswell North Elementary for 1st grade, the girl complains daily of back and stomach pain as well as headaches followed by a request to not go to school. The girl would frequently visit the clinic and ask to be sent home for feeling unwell, at times lying about vomiting in the toilet so that she could be sent home. The girl went as far as urinating in the classroom in order to be sent home.
4. Discuss the child's symptoms in context and give potential causes for the symptoms the girl describes. Would immediately sending the girl back to the school where she had a wonderfully successful K year socially, emotionally, and intellectually, be an appropriate intervention and why?
GIRL and BOY are in separate classes however, they share specials such as lunch, gym, music, library.
Symptoms in Context and Potential Causes
1. Academic Decline and Behavioral Regression
Cause: Returning to the school where she was labeled "bad" likely reactivated trauma-related stress responses, even with her placement in a separate class. The environment may trigger implicit memories, leading to feelings of inadequacy, fear, and emotional distress (van der Kolk, 2014).
Impact: Stress impairs executive functioning, making it harder to focus, process information, and perform academically (Perry, 2006). Regression may emerge as a coping mechanism to navigate overwhelming emotions.
2. Psychosomatic Symptoms (Stomach Pain, Back Pain, Headaches)
Cause: Somatic complaints are common in children exposed to stress or anxiety. The girl’s body may be manifesting the emotional turmoil caused by her trauma as physical discomfort (Nader et al., 2014).
Impact: Chronic exposure to a distressing environment can lead to activation of the stress response system, causing real physiological changes, such as increased cortisol levels, which may contribute to these physical symptoms (Cook et al., 2005).
3. Avoidance Behaviors (Clinic Visits, Requests to Stay Home, Lying, and Incontinence)
Cause: These behaviors suggest an overwhelming desire to escape a triggering environment. The incontinence and lying reflect extreme measures the girl is taking to remove herself from a setting where she feels unsafe. Such behaviors are indicative of a fight-or-flight response in the face of psychological distress (Siegel & Bryson, 2012).
Impact: These actions highlight the child’s internal struggle. They are not indicative of defiance but rather a desperate attempt to avoid re-experiencing trauma.
4. Desire to Return to the Previous School
Cause: The girl’s statement, "I just want to go back to my old school," highlights her awareness of the stark contrast between the nurturing environment of her previous school and the emotionally unsafe environment of her current one. This is a sign of her seeking safety and stability.
Would Returning to the Previous School Be an Appropriate Intervention?
Returning to the previous school is an appropriate and recommended intervention in this case.
Here’s why:
1. Re-establishing Safety
Trauma recovery begins with re-establishing a sense of safety. The girl’s previous school represents a secure environment where she felt supported and successful, both academically and emotionally (NCTSN, 2008). Sending her back would reduce her exposure to triggers and allow her to heal without the constant stress of re-traumatization.
2. Promoting Emotional Recovery
In her previous school, the girl thrived because the environment likely provided positive reinforcement, emotional support, and opportunities for healthy social interactions. Returning her to this setting would help rebuild her self-esteem and emotional resilience (Perry, 2006).
3. Minimizing Long-Term Effects
Prolonged exposure to the current environment risks compounding her trauma, leading to long-term effects like chronic anxiety, depression, or academic disengagement. Addressing the issue early by removing her from the distressing environment mitigates these risks (van der Kolk, 2014).
4. Listening to the Child’s Voice
The girl has clearly articulated her preference to return to the previous school. Honoring her voice demonstrates respect for her autonomy and validates her emotional experiences. This can significantly contribute to her recovery by reinforcing that her feelings are understood and acted upon (Siegel & Bryson, 2012).
Additional Considerations for Transition Gradual Reintegration:
Before fully transitioning her back, it may be helpful to facilitate a visit to the previous school to re-establish connections and gauge her comfort level.
Ongoing Therapy: Support from a trauma-informed therapist can help the girl process her experiences and develop coping mechanisms.
Sibling Dynamic: Keeping her twin brother at the current school might create logistical challenges but could also allow her to differentiate herself and grow independently.
Conclusion
The girl’s symptoms point to significant distress tied to re-traumatization in her current school environment. Returning her to the school where she experienced success and safety is a prudent and compassionate intervention. It aligns with trauma-informed principles of prioritizing safety, stability, and the child’s well-being while preventing the long-term consequences of sustained trauma exposure.
References
Cook, A., Blaustein, M., Spinazzola, J., & van der Kolk, B. (2005). Complex trauma in children and adolescents. Psychiatric Annals, 35(5), 390–398.
National Child Traumatic Stress Network (NCTSN). (2008). Trauma-informed schools: Supporting trauma-exposed students.
Perry, B. D. (2006). The neurosequential model of therapeutics: Applying principles of neuroscience to clinical work with traumatized and maltreated children.
Siegel, D. J., & Bryson, T. P. (2012). The whole-brain child: 12 revolutionary strategies to nurture your child’s developing mind.
van der Kolk, B. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma.
On September 28th, 2023 GIRL asked to go back to Vickery Mill and I sent an email asking for her to be transferred back to Vickery Mill. I was told that she couldn't just be sent back to Vickery Mill because she would not be part of any program so there's no reason to transfer her there. If she doesn't need to be in a program, then she can stay at her home school.
Roswell North Elementary required that the girl stay in the school for three additional months (October, November, and December) after the girl requested to go back to her Kindergarten school, Vickery Mill, on September 28th, 2023, while they evaluated her for placement into the "proper" program.
5. Would it have been reasonable to place her in the regular first grade of her requested school (Vickery Mill), given that she just finished kindergarten in that school and was recommended for regular first grade upon graduation of Kindergarten?
6. Discuss the impact that being forced to remain in that environment for three additional months (October, November, and December) might have on the child’s behavior, education, and mental health. What types of behaviors might be predicted?
Yes, it would have been reasonable to place the girl in the regular first grade of her requested school immediately.
Her prior success in kindergarten at that school, coupled with the recommendation for regular first grade upon graduation, indicates that she could thrive in that supportive environment. The three-month delay while remaining in a school associated with her trauma likely caused significant harm to her emotional well-being, educational engagement, and overall development.
Impact of Remaining in the Traumatizing Environment
1. Behavioral Impact Increased Emotional Dysregulation: Prolonged exposure to a triggering environment may lead to heightened emotional responses, including crying, tantrums, or oppositional behavior. These reactions stem from the stress of being in a setting associated with past trauma (Perry, 2006). Avoidance Behaviors: As seen earlier, the child might continue behaviors such as frequent visits to the nurse, feigned illnesses, or incontinence to escape the environment. Such behaviors are desperate attempts to self-protect and avoid distress (NCTSN, 2008).
2. Educational Impact Declining Academic Performance: Anxiety and emotional distress impair cognitive processes critical for learning, such as attention, memory, and problem-solving (Cook et al., 2005). This delay in transitioning to a positive environment may have caused her academic engagement and performance to deteriorate further. Negative Association with Education: The continued exposure to an unsafe school environment might reinforce negative associations with learning, making her reluctant to engage in academics even after transitioning to a safer setting (van der Kolk, 2014).
3. Mental Health Impact Intensified Trauma Symptoms: Being forced to stay in a triggering environment could exacerbate trauma-related symptoms, such as anxiety, hypervigilance, and emotional withdrawal (Nader et al., 2014).
Erosion of Trust: The child expressed a clear preference to return to her previous school. Ignoring her voice might lead to feelings of powerlessness and mistrust toward authority figures, further compounding her emotional distress (Siegel & Bryson, 2012).
Predicted Behaviors Aggression: Children in stressful environments may act out as a way to express frustration or reclaim a sense of control.
Social Withdrawal: She might isolate herself from peers and adults due to feelings of fear or inadequacy.
Regression: Behaviors such as clinging, bedwetting, or difficulty with tasks previously mastered are common responses to prolonged stress.
Low Self-Esteem: Remaining in an environment where she feels unsafe or labeled may lead to negative self-perceptions, reducing her confidence in her abilities and relationships.
Reasonability of Immediate Placement in Requested School
Placing her immediately in her requested school would have provided:
Safety and Stability: A familiar, supportive environment would have reduced her anxiety and allowed her to rebuild trust in educators (NCTSN, 2008).
Positive Reinforcement: Being in a setting where she previously succeeded would reinforce a sense of competency and resilience.
Prevention of Escalation: Immediate removal from the triggering environment would have minimized the risk of worsening trauma symptoms and maladaptive behaviors.
Conclusion
Forcing the child to remain in the traumatizing environment for three additional months was likely detrimental, potentially deepening her trauma and hindering her academic and emotional development. An immediate transition to her requested school would have supported her recovery, allowed her to thrive academically, and fostered positive mental health outcomes.
References
Cook, A., Blaustein, M., Spinazzola, J., & van der Kolk, B. (2005). Complex trauma in children and adolescents. Psychiatric Annals, 35(5), 390–398.
National Child Traumatic Stress Network (NCTSN). (2008). Trauma-informed schools: Supporting trauma-exposed students.
Perry, B. D. (2006). The neurosequential model of therapeutics: Applying principles of neuroscience to clinical work with traumatized and maltreated children.
Siegel, D. J., & Bryson, T. P. (2012). The whole-brain child: 12 revolutionary strategies to nurture your child’s developing mind.
van der Kolk, B. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma.
During the three months, she continued to deteriorate. She scored a 68% on a reading test. Her writing skills deteriorated*. She was no longer participating in classes and she regressed to physical behaviors including shoving her classmates. The assistant principal called her mother to advise that the school would not allow GIRL to participate in a school field trip for safety concerns unless accompanied by her mother.
GIRL tells her mother about feeling extreme anxiety, stress and panic. She had two full panic attacks. Her mother was called to get her from school where she was found to be crying uncontrollably, screaming and squirming around on the ground while encircled by teachers and administrators.
On October 23rd, my daughter began having panic attacks at school at 8am. She was screaming that she wanted to go home. She was crying her eyes out, trying to elope, clawing and scratching to get out of the building, begging for her mother, trying to get home to her mother. The school forced her to stay there for 6 hours in that condition. At 2 PM I received a call from school. "Ms. MOM, you have to come get her. We can't put her on the bus like this." When I arrived, she was hysterically crying and screaming and spinning around on the floor and encircled by adults. When I asked how long this had been going on - how long has she been like this - they told me since 8 AM. I was so upset. This is terrible. They call me for every sneeze, every cough, every scratch and every bump but on this day, they held her there for 6 hours. When I asked them why they waited so long to call me!!! They said, because the GNETS people were here today for her evaluation. They held my daughter there for 6 hours having active panic attacks so that two strangers could evaluate her.
Here's how you know they knew that was wrong.
The same thing happened on 10/30 except this time, they called me shortly after it started happening. I picked her up at 11:51ish They didn't force her to stay there all day, screaming and crying for her mother. They didn't make her stay there until 2 PM, until she was so unconsolable that she couldn't be put on the bus.
She was held for 6 hours, intermittently screaming and crying and begging for her mom and trying to escape them in a fight or flight triggered response, and no one ever called her mother - so that two strangers could evaluate her.
She was terrorized for six hours, so that two strangers could evaluate her. The nightmares about being chased by a knife and having seven thoughts of death started shortly after this. She was 6 years old. This is not what I consented to.
Everything that happened that day was carefully recorded (see 1st grade).
*The reason that my daughter's writing skills deteriorated is because my son was also very traumatized in 1st grade. After three distinct incidents, he decided he was never writing again. The first of those incidents occurred on January 15th 2024 (see first grade, linkin logs incident).
My daughter suddenly could barely write at all anymore on January 18th, 2024. She went from strong writing skills to pre-k scrawl.
This is behavioral mimicry. Children in close relationships often mimic each other’s behaviors, especially when one or the other of them experiences a trauma. The mimicking child legitimately becomes traumatized as well (because it's traumatic to watch their counterpart being traumatized), and copes by adopting similar behaviors to express solidarity or cope with their own distress (Siegel & Bryson, 2012).
As of February 2025, both children are still not yet past the writing trauma. My daughter still can not write well again, yet. Her brother is not yet over the trauma of last year, (that also necessarily traumatized his twin who was witnessing the her counterpart being finger/hand/writing traumatized, in the same building where they were both traumatized repeatedly just one short year before.)
So, while her handwriting skills did deteriorate, and the reason IS because she can't even be in the same school with her brother as a result of their experiences in pre-k and 1st grade (and especially not RNE), it was not a regression that was her own. It's a mimicry of her brother's regression. As a trauma response to watching her bother's trauma related regression. To show solidarity. Because they were both traumatized at RNE together just one short year before.
She needed to be sent back to Vickery Mill on September 28th.
Recently (January 2025), I met with my son's 2nd grade teacher at RNE. It was the first time I was meeting with her and I was giving her some background of what happened to them, so that she is better able to understand where my son is coming from when he gets shut down and therefore better able to easily redirect him back to work.
I explained to her that, "she asked to go back to VM on September 28th. They held her here all the way until January! October, November, December." The teacher immediately said in a somber way, "oh yeah, that was too long." Everyone to whom I tell our story, can understand exactly how we got here - except the people that participated in getting us here.
7. Would this be an appropriate condition to evaluate a child for educational placement? Should the child have been returned to Vickery Mill and then evaluated for placement to an educational program?
Evaluating a child for educational placement while they are in a state of severe distress, as described, is inappropriate and counterproductive.
The girl’s deteriorating behavior, extreme anxiety, and panic attacks indicate that she is experiencing significant trauma exacerbated by her current environment. Continuing to evaluate her under these conditions would likely yield unreliable results and could further harm her emotional and psychological well-being.
Why This Environment Was Inappropriate for Evaluation
1. Exacerbation of Trauma Symptoms The school environment triggered severe stress responses, including regression, panic attacks, and physical aggression. Evaluating a child in such a heightened state of distress does not provide an accurate picture of their abilities or needs (Perry, 2006). High stress disrupts cognitive functioning, impairing attention, memory, and problem-solving abilities, which are essential for valid educational assessments (van der Kolk, 2014).
2. Inability to Establish a Baseline Effective evaluations require the child to be in a stable, supportive environment that minimizes external stressors. The child’s behaviors, including panic attacks and aggression, are likely situational responses to the environment rather than an accurate reflection of her underlying abilities or needs (NCTSN, 2008).
3. Potential for Further Harm Subjecting the child to ongoing stress during the evaluation process can deepen her trauma, making recovery and future progress more difficult. This violates trauma-informed educational principles, which prioritize the child’s emotional safety (Cook et al., 2005).
Alternative Approach: Returning to Vickery Mill for Evaluation
1. Supportive and Familiar Environment Returning to Vickery Mill, where the child previously thrived, would have provided a stable and supportive setting for evaluation. A familiar and nurturing environment could help reduce her anxiety and allow evaluators to observe her strengths and challenges more accurately (NCTSN, 2008).
2. Promoting Emotional Recovery By placing her in an environment where she feels safe and supported, the child could rebuild trust in educators and authority figures. This would likely lead to improved participation and behavior, enabling a more accurate assessment of her educational needs (Perry, 2006).
3. Building on Success Vickery Mill’s prior success with the child suggests that the school’s practices and approach align with her needs. Evaluation in this context would provide insights into what supports and interventions are most effective for her (van der Kolk, 2014).
Key Considerations for Trauma-Informed Evaluation
Timing: Evaluations should be delayed until the child is emotionally stable enough to engage meaningfully in the process.
Setting: Evaluations should occur in environments that minimize stress and prioritize the child’s emotional safety.
Collaboration: The process should involve input from caregivers and educators who understand the child’s history and strengths.
Conclusion
The decision to keep the child in a distressing environment for evaluation was inappropriate and likely harmful. Returning her to Vickery Mill would have provided the stability and support necessary for a valid and comprehensive assessment. This approach aligns with trauma-informed practices and prioritizes the child’s emotional and educational well-being.
References
Cook, A., Blaustein, M., Spinazzola, J., & van der Kolk, B. (2005). Complex trauma in children and adolescents. Psychiatric Annals, 35(5), 390–398.
National Child Traumatic Stress Network (NCTSN). (2008). Trauma-informed schools: Supporting trauma-exposed students.
Perry, B. D. (2006). The neurosequential model of therapeutics: Applying principles of neuroscience to clinical work with traumatized and maltreated children.
van der Kolk, B. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma.
8. During the evaluation period, after having been in school for 4 months and after being forced to stay there for 6 hours during a panic attack, the girl begins waking up in the middle of the night regularly on Saturday night. She’s often crying and she describes nightmares of a knife chasing her with long arms and legs. She tells has mother that she can’t go to school.
The girl's recurring nightmares and refusal to attend school indicate a heightened state of emotional distress and trauma-related anxiety, likely exacerbated by her experiences at school during the evaluation period. Nightmares, particularly those with vivid, threatening imagery, are a common symptom of trauma in children, reflecting their subconscious processing of stress and fear (van der Kolk, 2014).
Understanding the Nightmare and Emotional Distress
1. Symbolism of the Knife with Long Arms and Legs
The knife in the nightmare likely represents a perceived threat or harm, symbolizing her feelings of danger and vulnerability at school. The long arms and legs could indicate an overwhelming, inescapable force, reflecting her sense of helplessness and inability to control her situation (Siegel & Bryson, 2012). This imagery aligns with the classic trauma response of hypervigilance, where the brain remains in a heightened state of alertness, even during sleep, leading to vivid and distressing dreams (Perry, 2006).
2. Nighttime Awakening and Anxiety Waking up crying suggests that the nightmares are intense enough to disrupt her sleep, which can further impact her emotional regulation, cognitive functioning, and ability to cope during the day (Cook et al., 2005). The recurring nature of the nightmares specifically on Saturday nights highlights anticipatory anxiety. Knowing that school is approaching on Monday triggers subconscious stress, leading to disrupted sleep patterns.
3. School Refusal Her refusal to attend school reflects the association she has developed between the environment and feelings of fear, inadequacy, and emotional harm. School has become a source of psychological threat rather than a place of learning and safety (NCTSN, 2008).
Connection to Trauma and Evaluation Period
1. Prolonged Exposure to Stress The evaluation period prolongs her exposure to a triggering environment, reinforcing her perception of school as unsafe. Her deteriorating behaviors and panic episodes during this time likely contribute to her heightened sense of fear and powerlessness.
2. Lack of Stability and Emotional Support at School Without sufficient emotional support or interventions to address her trauma, the school environment continues to act as a stressor, leaving her unable to process or recover from her experiences.
3. Impact on Emotional Processing Trauma impairs the brain's ability to process and integrate experiences effectively. As a result, unprocessed emotions manifest through nightmares, anxiety, and other dysregulated behaviors (van der Kolk, 2014).
Recommendations
1. Immediate Intervention Therapeutic Support: The girl should work with a trauma-informed therapist to process her fears and develop coping strategies for her anxiety and nightmares. Safe Environment: Returning her to a supportive and familiar school environment, such as Vickery Mill, would reduce the stressors contributing to her distress.
2. Parental Strategies Nighttime Routine: Establishing a calming bedtime routine can help her feel safe and grounded before sleep. This might include reading a comforting story, engaging in mindfulness exercises, or using a nightlight. Validation: Listening to her concerns and validating her feelings can help her feel heard and supported, reducing her anxiety over time.
3. School-Based Interventions Trauma-Informed Practices: The school should implement strategies to support her emotional well-being, such as creating a predictable schedule, providing breaks during stressful moments, and fostering positive interactions with teachers and peers.
Conclusion The girl's nightmares, school refusal, and nighttime awakenings reflect the profound emotional impact of her experiences during the evaluation period. These symptoms are clear indicators of trauma and require immediate intervention. Moving her to a supportive environment where she feels safe and working with a trauma-informed therapist are critical steps in addressing her anxiety and promoting recovery.
References
Cook, A., Blaustein, M., Spinazzola, J., & van der Kolk, B. (2005). Complex trauma in children and adolescents. Psychiatric Annals, 35(5), 390–398.
National Child Traumatic Stress Network (NCTSN). (2008). Trauma-informed schools: Supporting trauma-exposed students.
Perry, B. D. (2006). The neurosequential model of therapeutics: Applying principles of neuroscience to clinical work with traumatized and maltreated children.
Siegel, D. J., & Bryson, T. P. (2012). The whole-brain child: 12 revolutionary strategies to nurture your child’s developing mind.
van der Kolk, B. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma.
9. What might be the impact of recommending the GNETS program for placement of the girl over Vickery Mill, the school where she just had success the previous year and was requesting to go back to. What impact might an environment like GNETS have on the child in both the short and long term?
The Georgia Network for Educational and Therapeutic Support (GNETS) is a statewide program designed to support local school districts in providing services for students with disabilities, particularly those exhibiting significant emotional and behavioral challenges. Established in 1970, GNETS comprises 24 programs serving students aged 3 to 21.
TCSS Exceptional Education
Historical Context and Controversies Over the years, GNETS has faced scrutiny regarding its practices and outcomes. Investigations have revealed that some GNETS facilities were housed in former segregated schools, raising concerns about the perpetuation of segregation.
The New Yorker Additionally, the U.S. Department of Justice filed a lawsuit against the State of Georgia, alleging that GNETS violated the Americans with Disabilities Act by unnecessarily segregating students with disabilities from their peers.
Program Goals and Student Expectations Reports have indicated that certain GNETS programs set behavioral goals requiring students comply with adult directive, 100% of the time. (Students must meet their established goals at 75% in order to leave the GNETS program and return to the regular public school system.)
Such stringent expectations can be particularly challenging for students whose behavioral issues are directly related to their disabilities.
Educational Opportunities and Structure GNETS programs are not classified as traditional schools. According to the Georgia Department of Education, GNETS programs are defined as special entities—educational facilities other than schools that house students for all or part of the instructional day. They do not report students for the purpose of earning Full-Time Equivalent (FTE) funding.
Georgia Insights This classification raises questions about the comparability of educational opportunities provided to GNETS students versus those in standard school settings.
Long-Term Outcomes for GNETS Students There is limited publicly available data on the long-term outcomes of students who have participated in GNETS programs. The absence of comprehensive longitudinal studies makes it challenging to assess the effectiveness of GNETS in preparing students for post-secondary education, employment, or independent living.
Implications of Placing the Child in GNETS Considering the child's recent successful experience at her previous school and her expressed desire to return, recommending placement in a GNETS program may not be beneficial. Potential impacts include:
Short-Term Effects: Increased Anxiety and Stress: Transitioning to a more restrictive environment like GNETS could heighten feelings of anxiety, especially given the child's history of negative school experiences.
Academic Disengagement: The child may struggle to adapt to the new setting, leading to decreased academic performance and motivation.
Long-Term Effects:
Social Isolation: Placement in a segregated setting may limit opportunities for social interaction with non-disabled peers, affecting social development.
Stigmatization: Being placed in a specialized program could lead to internalized negative perceptions, impacting self-esteem and self-worth.
Conclusion
Given the child's prior success and preference for her former school, it would be prudent to honor her request to return. This approach aligns with trauma-informed educational practices, emphasizing the importance of stable, supportive environments in fostering both academic and emotional well-being.
References;
Georgia Network for Educational and Therapeutic Support (GNETS). (n.d.). Retrieved from
TCSS Exceptional Education
U.S. Department of Justice. (2015). Investigation of the Georgia Network for Educational and Therapeutic Support (GNETS). Retrieved from
Justice
U.S. Department of Justice. (2016). United States v. Georgia Complaint. Retrieved from
Justice
The New Yorker. (2018). Georgia's Separate and Unequal Special-Education System. Retrieved from
The New Yorker
Georgia Department of Education. (2020). FY2020 GNETS Program Frequently Asked Questions. Retrieved from
Georgia Insights
The consequence of the 16 member IEP team decision is that a child with NO DISABILITY WHATSOEVER (emotional, psychological, intellectual, behavioral, or physical) was recommended to the most restrictive environment where there are ZERO EDUCATIONAL OPPORTUNITIES in a day and NO INTERACTIONS with NON DISABLED PEERS WHATSOEVER. Why is the school even allowed to make a recommendation like this?
No parent should ever be placed on a "team" that consists of 16 professionals who will be voting to institutionalize your very normal child against your will and best judgement - while at the same time telling you that the IEP decision is a team decision. It wasn't a team decision. That scenario could never produce a team decision.
10. What impact might sending the child to a more restrictive environment have on the specific trauma of the girl in question?
Sending the girl to a more restrictive environment, such as the Georgia Network for Educational and Therapeutic Support (GNETS), could exacerbate her existing trauma and impede her emotional and academic recovery. Here are the potential impacts:
Impact on Trauma
1. Re-Traumatization Restrictive environments often emphasize compliance and control, which may inadvertently mirror the dynamics of her earlier negative experiences in preschool. This could trigger trauma responses, such as heightened anxiety, fear of authority, or withdrawal, as the environment feels emotionally unsafe (Perry, 2006).
2. Erosion of Self-Esteem The restrictive nature of the program might reinforce the belief that she is “bad” or “different,” which aligns with the negative self-perception formed during her earlier experiences. This could lead to a persistent sense of inadequacy and worthlessness (van der Kolk, 2014).
3. Increased Behavioral Challenges Trauma-affected children often exhibit fight-or-flight behaviors in response to environments perceived as threatening. The emphasis on strict compliance (e.g., "must comply with adult directives 100% of the time") could escalate defiance, aggression, or emotional dysregulation (Cook et al., 2005).
4. Social Isolation GNETS placements are segregated, and there are NO PEER INTERACTIONS WITH NON-DISABLED children. For a child like this girl, who may already feel isolated due to her trauma, this could deepen feelings of exclusion and reduce opportunities for social development (NCTSN, 2008).
5. Reinforcement of Helplessness Restrictive settings often prioritize behavioral compliance over fostering autonomy and self-efficacy. For this child, such an approach may reinforce a sense of helplessness, diminishing her motivation and ability to self-advocate (Siegel & Bryson, 2012).
Alternative Considerations
Given her recent success in a supportive school environment, returning to that setting would likely yield better outcomes. Trauma-informed approaches prioritize creating environments where children feel safe, supported, and capable of learning (NCTSN, 2008).
Conclusion
Sending the child to a more restrictive environment could intensify her trauma, undermine her emotional progress, and lead to adverse long-term outcomes. Instead, prioritizing a return to her previous school, where she experienced safety and success, would better support her healing and development.
References
Cook, A., Blaustein, M., Spinazzola, J., & van der Kolk, B. (2005). Complex trauma in children and adolescents. Psychiatric Annals, 35(5), 390–398.
National Child Traumatic Stress Network (NCTSN). (2008). Trauma-informed schools: Supporting trauma-exposed students.
Perry, B. D. (2006). The neurosequential model of therapeutics: Applying principles of neuroscience to clinical work with traumatized and maltreated children.
Siegel, D. J., & Bryson, T. P. (2012). The whole-brain child: 12 revolutionary strategies to nurture your child’s developing mind.
van der Kolk, B. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma.
11. Did anyone ask GIRL's K teacher at Vickery Mill who recommended REGULAR FIRST GRADE just three months prior (at the end of K in May 2023), whether in her opinion and given her recent experience with GIRL, if GNETS was an appropriate recommendation?
No
Impact on BOY
12. What impact might the 5 months of having his sister back at the same school (Roswell North Elementary) have on him?
13. How might he be affected by his twin's initial regression (August and September of first grade) and three months of evaluation (October, November, and December)?
14. What types of behaviors might be expected given his sister's decline and their unique past history?
The return of the girl to Roswell North Elementary, coupled with her initial regression and the three-month evaluation period, could have significant impacts on her twin brother. The twins' shared history, including her negative experiences in pre-K and their intertwined relationship dynamics, creates a complex environment that influences his emotional, social, and behavioral development.
Impact on the Twin Brother
Emotional Impact
1. Guilt and Helplessness Seeing his sister struggle with emotional and behavioral regression may evoke feelings of guilt or helplessness. As twins, their bond often includes a heightened sense of empathy and shared identity (Thorpe, 2003). He might feel responsible for her well-being, even though he cannot influence the situation.
This guilt may intensify if he perceives his own school experience as more positive in comparison, further straining his emotional resilience.
2. Anxiety and Uncertainty Witnessing his sister’s decline and the challenges she faces in the shared environment (e.g., specials like gym and lunch) could increase his anxiety. He might worry about her well-being or fear similar treatment from authority figures (Perry, 2006).
Behavioral Impact
1. Protective or Caregiving Behaviors The brother may adopt a protective role, stepping in to support or comfort his sister during shared activities. While this behavior reflects care and empathy, it could place undue emotional responsibility on him, leading to stress or burnout over time (NCTSN, 2008).
2. Behavioral Mimicry Children in close relationships often mimic each other’s behaviors. If he observes her regressive or avoidant behaviors, such as frequent visits to the nurse or reluctance to participate, he might adopt similar behaviors to express solidarity or cope with his own distress (Siegel & Bryson, 2012).
3. Increased Aggression or Acting Out Frustration or confusion about his sister’s struggles may lead to aggressive outbursts or defiance. He might lash out at peers or teachers, expressing his emotions in ways that reflect the stress of their shared experiences (Cook et al., 2005).
4. Social Withdrawal If he feels overshadowed by his sister’s challenges or perceives himself as powerless to help, he might withdraw socially, avoiding peers or activities that highlight their differences or her struggles.
Academic Impact
Distraction and Decline in Focus Concern for his sister might distract him from his academic tasks, leading to decreased focus, participation, and performance (Thorpe, 2003).
Fear of Comparison Being in the same school with shared activities might increase his fear of being compared to his sister, particularly if she continues to exhibit challenging behaviors or is treated differently by teachers and peers.
Effect of Three Months of Evaluation The prolonged evaluation period likely exacerbated the brother’s emotional and behavioral reactions.
During this time:
Uncertainty About Outcomes: He might have experienced stress due to the ambiguous nature of his sister’s evaluation and the emotional toll it took on her.
Amplification of Protective Behaviors: Observing her struggles over an extended period may have deepened his inclination to protect or support her, increasing his emotional burden.
Sense of Injustice: If he perceives the situation as unfair or feels that his sister’s needs are overshadowing his own, he may develop resentment or anger toward authority figures or even his sister.
Predicted Behaviors
Regression: Similar to his sister, he might show signs of regression, such as clinging, needing reassurance, or reverting to younger behaviors.
Overachievement: Alternatively, he may overcompensate by trying to excel in school to avoid drawing negative attention or to distinguish himself from his sister.
Emotional Outbursts: Emotional frustration might manifest as tantrums, crying, or defiance at home or school.
Avoidance Behaviors: He might develop a reluctance to participate in shared activities with his sister or seek excuses to avoid school altogether.
Conclusion
The twin brother is likely to experience significant emotional and behavioral effects from having his sister back at the same school, particularly during her period of regression and evaluation.
These impacts include feelings of guilt, anxiety, and potential resentment, which may manifest as protective behaviors, social withdrawal, or acting out. Addressing these concerns requires trauma-informed support for both siblings, clear communication with teachers, and interventions to balance their individual needs and foster positive emotional growth.
References
Cook, A., Blaustein, M., Spinazzola, J., & van der Kolk, B. (2005). Complex trauma in children and adolescents. Psychiatric Annals, 35(5), 390–398.
National Child Traumatic Stress Network (NCTSN). (2008). Trauma-informed schools: Supporting trauma-exposed students.
Perry, B. D. (2006). The neurosequential model of therapeutics: Applying principles of neuroscience to clinical work with traumatized and maltreated children.
Siegel, D. J., & Bryson, T. P. (2012). The whole-brain child: 12 revolutionary strategies to nurture your child’s developing mind.
Thorpe, K. (2003). Twins and friendship: Examining the mixed blessings of twinship. Journal of Social and Personal Relationships, 20(6), 729–744.
During the three month evaluation period BOY develops extremely resistant behaviors and becomes non-compliant when he doesn't get his way. Another time of heightened resistance is during certain subjects in school including writing. The boy had an amazing K year while his sister was away at Vickery Mill. During first grade he began exhibiting increasingly resistant behaviors and would shut down and be non-compliant.
15. Discuss in context.
The twin brother's resistance and non-compliance during first grade can be understood in the context of the twins' shared history and the unique dynamics surrounding his sister's return to Roswell North Elementary. While he had an amazing kindergarten year during her absence, the return of his twin—accompanied by her regression and prolonged evaluation—may have disrupted his emotional stability, contributing to his behavioral changes.
Impact of the Sister's Return on the Boy
Emotional Impact
1. Resentment and Frustration The brother may feel overshadowed by the attention given to his sister's needs, evaluations, and behaviors. This could lead to resentment, particularly if he perceives the situation as unfair or feels his accomplishments are undervalued (Cook et al., 2005).
His sister’s regression may evoke frustration, as her struggles disrupt the equilibrium he experienced during her absence.
2. Struggles with Shared Identity Twins often face challenges with individuality, and her return might revive comparisons between them. If he sees her regression as disruptive, he might react with resistance to assert his independence and avoid being associated with her challenges (Thorpe, 2003).
Behavioral Impact
1. Resistant Behaviors Resistance and non-compliance could reflect his attempt to assert control in a situation where he feels powerless. This is particularly relevant in subjects like writing, where he may feel judged or compared to his sister.
The boy’s behaviors may also stem from frustration with the broader school environment, which now includes emotional stressors tied to his sister’s presence.
2. Shutting Down His refusal to engage in specific tasks, particularly during challenging subjects, could indicate avoidance. Writing may trigger perfectionism or anxiety if he feels pressure to excel to differentiate himself from his sister (Perry, 2006).
Non-Compliance in Social Settings Shared specials like gym, art, and lunch may heighten his discomfort, as these settings increase their visibility as a pair. He may act out to distance himself from his sister or to express dissatisfaction with the situation (NCTSN, 2008).
Impact of Sister's Regression and Evaluation The sister’s regression and the three-month evaluation period likely amplified his resistance by intensifying the emotional atmosphere:
Uncertainty and Stress: Observing his sister’s struggles over an extended period may have heightened his own stress, leading to feelings of insecurity or confusion about his role within the family and school.
Perceived Inequity: If he perceived his sister receiving more attention or accommodations due to her evaluation, he might react with defiance as a way to demand recognition.
Diminished Focus on Individual Needs: The emotional energy devoted to his sister’s situation might make him feel neglected, exacerbating his resistance to authority figures and tasks.
Predicted Behaviors
Increased Defiance: His resistance to authority could escalate, particularly during situations where he feels powerless or compared to his sister.
Task Avoidance: He may exhibit avoidance in challenging subjects, particularly those requiring effort and focus, such as writing.
Social Withdrawal or Aggression: During shared specials, he might avoid interactions or exhibit confrontational behaviors to distance himself from his sister.
Emotional Dysregulation: Frustration and resentment could manifest as tantrums, outbursts, or refusal to engage in school activities.
Conclusion
The boy’s resistant behaviors and non-compliance likely stem from the disruption of his emotional stability caused by his sister’s return to the school. Her regression and evaluation period further amplified these behaviors by creating an environment of stress, perceived inequity, and diminished focus on his individual needs. To support him, it would be critical to:
1. Provide individualized attention to validate his accomplishments and address his frustrations.
2. Avoid comparisons between the twins, fostering their individual identities.
3. Implement consistent routines to provide stability and predictability in his school day.
4. Offer emotional support to help him process the complex feelings tied to his sister’s presence and struggles.
References
Cook, A., Blaustein, M., Spinazzola, J., & van der Kolk, B. (2005). Complex trauma in children and adolescents. Psychiatric Annals, 35(5), 390–398.
National Child Traumatic Stress Network (NCTSN). (2008). Trauma-informed schools: Supporting trauma-exposed students.
Perry, B. D. (2006). The neurosequential model of therapeutics: Applying principles of neuroscience to clinical work with traumatized and maltreated children.
Thorpe, K. (2003). Twins and friendship: Examining the mixed blessings of twinship. Journal of Social and Personal Relationships, 20(6), 729–744.
2nd Grade
16. When the girl starts second grade, she goes to a completely new school. What might be some appropriate accommodations and interventions for teachers to employ in the classroom.
Given the girl's background—having experienced emotional challenges from being labeled as "bad" in Pre-K,—there are several accommodations and interventions teachers can employ in her second-grade classroom to foster a supportive and healing environment. These strategies can help the girl feel more secure, build her confidence, and enable her to thrive emotionally and academically.
1. Build Trust and a Positive Relationship
***Consistent Positive Reinforcement: The teacher should focus on acknowledging her strengths, successes, and efforts. This is especially important given her history of being negatively labeled. Regular, specific praise (e.g., "I see how hard you're trying on this problem, keep up the great work!") can help counteract any lingering negative self-perception.
Create a Safe, Non-Judgmental Space: The teacher should ensure the classroom environment feels emotionally safe for all students. By encouraging an open-door policy where students can talk about their feelings or struggles, the girl can feel more supported if she needs help processing emotions.
2. Support Emotional Expression
Emotional Check-Ins: Regular, simple emotional check-ins (using a tool like an emotion chart) can help her identify and express how she's feeling. This can help her regulate her emotions and recognize that her feelings matter.
Designated Calm-Down Area: A “calm-down corner” or a similar space in the classroom where students can go if they feel overwhelmed can give her a safe place to process emotions and take a break when needed. (As of February 26, 2025 - she doesn't even want this. Today she she said, "I just want to be normal. Like every body else. I mean, I want to be special! But, I want to be treated like just the normal way." She knows that the way she has been treated in school thus far is disordered. It's weird.
3. Foster Positive Peer Relationships
***Encourage Cooperative Learning: Group projects or activities where the girl is paired with supportive peers can help her build positive friendships and social confidence. Structured opportunities to work with others in a safe, low-pressure environment can help her feel more connected to her classmates.
(I do this at home with them. I make them work on a task together to win the prize instead of making them compete against each other. They win if they get the job done.
Buddy System: A peer buddy system could give her a specific person to turn to for support. Pairing her with a classmate who exhibits empathy and patience could help her feel less isolated.
4. Promote Self-Esteem and Resilience
Highlight Strengths: Allow her opportunities to showcase her strengths, whether through academic tasks, creative projects, or other activities she enjoys. This can help rebuild her self-confidence.
Give Choices: Offering choices in learning activities can foster a sense of control and autonomy. This could involve giving her options about how to complete a task, which project to work on, or even how to take a break if she feels overwhelmed.
Teach Growth Mindset: Teaching a growth mindset, where mistakes are viewed as learning opportunities, can help her shift away from any fear of being labeled "bad" again. It encourages her to see effort and improvement as more important than being right or wrong.
Please see mother's emails in 1st grade where she is teaching Growth Mindset at home.
5. Provide Emotional and Social Skills Support
SEL (Social-Emotional Learning) Programs: Incorporating SEL programs into the classroom curriculum can help her (and the whole class) develop emotional regulation, empathy, and problem-solving skills. These programs can empower her with strategies to cope with emotions, communicate effectively, and handle challenges.
Counselor or School Psychologist Check-Ins: Regular check-ins with a school counselor or psychologist can give her a safe, professional space to process her feelings and address any deeper emotional struggles from her past experiences.
Individualized Attention and Support
Frequent, Positive Feedback: Since she may have felt unnoticed or criticized in the past, the teacher should be mindful of providing consistent, individualized feedback to make her feel seen and valued.
Flexible Assignments: If the girl becomes anxious about academic performance or making mistakes, providing flexible assignments where she can work at her own pace or receive additional support can help reduce pressure and anxiety.
7. Structure and Predictability
Consistent Routines: Predictable routines can help reduce anxiety. If the girl feels emotionally insecure, knowing what to expect each day can provide a sense of stability. Clear expectations for behavior, transitions, and activities help create a stable, safe environment.
Prepare for Transitions: If she struggles with changes, the teacher can give her advanced notice before transitions (e.g., “In five minutes, we’ll be moving to our reading stations”). This can help her prepare and adjust more smoothly.
8. Sensitive Communication Style
Avoid Negative Labels: The teacher should be mindful to never use language that could feel like a judgment of her character (e.g., calling her "bad" or "difficult"). Instead, focusing on the behavior (e.g., “Let’s try to use quieter voices”) helps guide her without damaging her self-esteem.
Use Gentle Redirection: If the girl displays any behavioral difficulties, gentle redirection rather than punishment can help her stay on track without feeling singled out or "bad" again. For instance, quietly asking her to refocus or offering a reminder of classroom expectations can be effective.
Please read mom's emails from January 24, 2024 to GIRLS 2nd 1st grade teacher at Roswell North Elementary. "Gentle and Non-Disruptive strategies".
9. Parental Involvement and Support
Open Communication with Parents: Keeping open lines of communication with her caregivers can provide insight into her needs and give the teacher a better understanding of what emotional or behavioral strategies are working at home.
Family-School Collaboration: Collaborating with the family to create consistency between school and home (such as sharing strategies to build resilience or self-esteem) can further support her emotional development.
10. Accommodations for Anxiety or Behavioral Challenges
Behavioral Plan (if necessary): If the girl continues to struggle with the emotional aftermath of her previous experiences, a behavioral intervention plan (BIP) could be designed to offer structured support and positive reinforcements in the classroom.
Breaks for Emotional Regulation: Allowing the girl to take short, structured breaks if she feels overwhelmed can help her reset emotionally without disrupting her learning.
By implementing these accommodations and interventions, the new school can provide a nurturing, responsive environment for the girl, helping her rebuild self-esteem, develop emotional regulation skills, and feel safe and supported as she navigates this new chapter in her education.
Despite her need for trauma-informed educational support and despite her mother's numerous attempts to meet with the necessary contacts in the new school to ensure a smooth transition, a paraprofessional in her classroom employs an authoritarian and punitive approach. This individual frequently berates the child, sometimes disparaging her mother in front of the entire class ("I don't know who your mother is but she must be horrible based on how YOU are". Imagine someone in school, an educator, telling your 7 year old that they are horrible in front of their whole class.)
Intimidation and humiliation are used as disciplinary tactics, such as threatening to discard the girl’s art projects for minor acts of noncompliance like not returning to her seat immediately upon being told. (Please keep in mind that she’s seven).
On September 20th, 2025, after 2 months of baiting and goading the GIRL, followed by humiliating her in front of the entire class sometimes so badly that her teacher had to step in and talk to the para about it, there was a blow-up event in the classroom between para and GIRL. The paraprofessional subsequently immediately resigned her position. GIRL was not the only child in the classroom that had a problem with this individual.
17. What behaviors might be expected from the child in response to a rigid and strict disciplinary style, with escalating punishments (for example, if you don't ____ now, you will loose ____ OR if you don't ____, I will throw away your art work) and how could this approach potentially be eliciting those exact negative behaviors?
Expected Behaviors
1. Increased Anxiety and Fear The authoritarian and punitive disciplinary style can activate a trauma-affected child’s heightened stress response system, leading to increased anxiety and fear. Research suggests that children exposed to punitive environments often show physiological stress responses, such as hypervigilance or avoidance (Perry, 2006).
2. Withdrawal and Disengagement Trauma and punitive interactions can result in withdrawal as a self-protective mechanism. A study by van der Kolk (2014) highlights that children who experience shame or humiliation in public settings often withdraw socially and emotionally to avoid further harm.
3. Oppositional or Defiant Behaviors Oppositional behaviors may emerge when a child perceives threats or a loss of autonomy. Coercive tactics have been linked to increased oppositionality in children as they attempt to regain a sense of control or power (Siegel & Bryson, 2012).
4. Emotional Outbursts Emotional dysregulation is a common consequence of trauma. Intimidation or humiliation in public can serve as a trigger for overwhelming emotions, leading to outbursts. According to Cook et al. (2005), children exposed to stressors resembling past trauma are more likely to exhibit behaviors such as crying, yelling, or physical agitation.
5. Regression When faced with stress, children may regress to earlier developmental behaviors as a coping mechanism. Perry (2006) notes that trauma can disrupt a child’s developmental progress, leading to behaviors such as clinging or seeking excessive reassurance. Every time GIRL experiences regressions, it's a set-back to her growth and development.
6. Low Self-Esteem and Negative Self-Perception
Public shaming or criticism erodes a child’s sense of self-worth. A review of trauma-affected children by Nader et al. (2014) indicates that persistent negative feedback can result in a child internalizing negative beliefs about their abilities or character.
How the Disciplinary Style Elicits These Behaviors
Public Shaming and Intimidation Publicly shaming children is known to heighten their stress and trauma responses. When a child is humiliated in front of peers, it often triggers feelings of vulnerability and helplessness, as described by Siegel & Bryson (2012).
Targeting the Parent Criticizing a parent in front of a child can be particularly damaging for children with a history of familial trauma. This can reopen emotional wounds and compound feelings of shame or guilt (van der Kolk, 2014).
Threats to Destroy Her Work Threats to discard a child’s creations, especially those used as a coping mechanism, can feel deeply personal and invalidate their sense of self. Perry (2006) explains that such threats can increase stress and further discourage positive engagement.
Authoritarian Control Authoritarian approaches often exacerbate trauma by undermining a child’s need for safety and autonomy. Studies show that children thrive in environments where they feel respected and valued, and harsh control strategies often undermine these needs (Cook et al., 2005).
Conclusion
The paraprofessional's disciplinary style is counterproductive and likely to exacerbate the girl’s trauma-related challenges. Adopting a trauma-informed approach that prioritizes safety, empathy, and positive reinforcement is essential to fostering her emotional and educational growth (NCTSN, 2008).
References
Cook, A., Blaustein, M., Spinazzola, J., & van der Kolk, B. (2005). Complex trauma in children and adolescents. Psychiatric Annals, 35(5), 390–398.
National Child Traumatic Stress Network (NCTSN). (2008). Trauma-informed schools: Supporting trauma-exposed students.
Perry, B. D. (2006). The neurosequential model of therapeutics: Applying principles of neuroscience to clinical work with traumatized and maltreated children.
Siegel, D. J., & Bryson, T. P. (2012). The whole-brain child: 12 revolutionary strategies to nurture your child’s developing mind.
van der Kolk, B. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma.
16. Let’s use a new example, removing the “twin” element. For this example, let’s just use siblings that are 18 months apart and in elementary school. The older one gets left back and the siblings are now in the second grade together. What might be the impact of the teacher telling the older sibling that they were bad in front of their sibling and the entire class, every day?
When a teacher repeatedly tells an older sibling that they are "bad" in front of their younger sibling and the entire class, it can have several negative psychological impacts on both children.
Here are some potential consequences:
For the Older Sibling:
1. Self-Esteem Damage: Constant public criticism can severely erode the older child’s self-esteem, especially in a sensitive context where they've already been left back. Being labeled as "bad" can lead them to internalize that they are inherently flawed, rather than understanding that behavior can change.
2. Shame and Humiliation: Public reprimands in front of their sibling and peers could lead to feelings of deep humiliation. This might make the child withdraw socially, act out even more, or lose interest in school.
3. Strain on Sibling Relationship: The older sibling may feel embarrassed in front of their younger sibling, possibly leading to resentment or tension in their relationship. The younger sibling may even start seeing their older sibling as "bad" or inferior, disrupting the natural dynamics of sibling admiration and respect.
4. Behavioral Problems: If the older sibling is constantly told they are "bad," they may start to believe that label and act in ways that reinforce it, leading to more behavioral issues. This can become a self-fulfilling prophecy, where the child believes that nothing they do will be good enough.
5. Academic Avoidance: The stress of daily criticism could lead the child to disengage from school altogether, affecting their academic performance and future motivation to learn.
For the Younger Sibling:
1. Confusion and Anxiety: The younger sibling might feel confused about why their older sibling is being singled out. Seeing a sibling criticized daily could cause anxiety or fear of making mistakes themselves, fearing they might also be shamed in the future.
2. Shift in Perception: The younger sibling might start to view their older sibling negatively or even feel embarrassed to be associated with them. This could disrupt the bond they share and may affect their own sense of identity in relation to their older sibling.
3. Role Reversal: The younger sibling might feel the need to step into a more responsible or protective role for the older sibling, especially if they notice the impact of the teacher’s words. This role reversal can put undue pressure on the younger sibling.
4. Social Dynamics: The younger sibling might also feel embarrassed by their sibling’s treatment in front of peers. In some cases, they might distance themselves from the older sibling socially to avoid being seen in the same light.
Long-Term Consequences:
Emotional Insecurity: Both children may develop emotional insecurities around authority figures or in school settings. The older sibling may grow up with a persistent feeling of inadequacy, while the younger sibling might struggle with the pressure of comparison.
Trust Issues with Teachers: Both children could develop trust issues with teachers or authority figures, feeling that they could be unfairly judged or labeled in the future. This mistrust might affect their engagement with school and learning.
Sibling Rivalry or Alienation: The dynamic set by the teacher could fuel sibling rivalry, or worse, create a permanent rift between them. The older sibling might resent the younger one, and the younger might feel superior or disconnected from the older sibling.
In such situations, addressing this harmful environment is critical. Ideally, the school should intervene to prevent further damage, providing support to both siblings to help rebuild their self-esteem and sibling bond.
Home Life
18. How might the situation in pre-k affect the children's lives at home?
The situation in pre-K, where one twin was repeatedly labeled as "bad" in front of her brother, likely created significant ripple effects in their lives at home. Early childhood experiences, particularly in environments perceived as unsafe or emotionally distressing, often carry over into family dynamics, impacting sibling relationships, parental interactions, and overall emotional well-being.
Effects on the Children’s Lives at Home
1. Sibling Dynamics
Resentment and Rivalry: The child labeled as “bad” may feel resentment toward her brother if she perceives him as favored or spared from the same treatment. Conversely, the brother might develop a sense of superiority or detachment from his sister, creating tension in their bond (Thorpe, 2003).
Aggression: The criticized twin might redirect frustration and feelings of inadequacy toward her sibling, expressing aggression through teasing, hitting, or other behaviors. These actions could provoke defensive or retaliatory behaviors from the brother, escalating conflict at home (Cook et al., 2005).
Role Reversal or Unequal Roles: The brother might adopt a protective role, feeling responsible for shielding his sister from further distress. Alternatively, he may distance himself emotionally to maintain his own sense of security, which could affect their long-term relationship.
2. Emotional and Behavioral Spillover
Internalization of Labels: The girl may carry the belief that she is “bad” into her home life, leading to increased emotional dysregulation, mood swings, and oppositional behavior in interactions with family members (van der Kolk, 2014).
Guilt and Anxiety in the Brother: The brother may feel guilt for not being singled out, causing anxiety about maintaining his perceived “good” status. He may also fear making mistakes or drawing criticism himself.
3. Impact on Parental Relationships
Increased Parental Stress: The mother may face challenges managing the emotional and behavioral fallout from the school situation. Balancing the needs of both children, particularly if the girl’s behaviors intensify at home, could lead to parental burnout or frustration.
Perceived Favoritism: The girl may perceive her mother as favoring her brother if he is not criticized or disciplined in the same way. This perception could strain their bond and create further emotional distance.
Heightened Advocacy: The situation may push the mother into a more active advocacy role for her daughter, potentially shifting time and energy away from her son, further altering the family dynamic.
4. Home Environment Changes
Increased Conflict: The tension from school may lead to more frequent arguments or disagreements between the children at home, affecting the overall harmony of the household.
Avoidance or Withdrawal: The children may respond to their stress by withdrawing emotionally or isolating themselves from family interactions.
Long-Term Implications
Self-Concept Formation: The girl’s early experiences of being labeled as “bad” could shape her self-concept, making her more prone to low self-esteem, anxiety, or depression later in life.
Sibling Bond: If unresolved, the dynamics established during this period—resentment, rivalry, or role imbalances—may persist into adolescence and adulthood, affecting their ability to maintain a close sibling bond (Thorpe, 2003).
Parent-Child Relationship: Parental relationships may be strained by perceived favoritism, unresolved behavioral challenges, or the emotional toll of managing the fallout from the pre-K experience.
Recommendations for Supporting Family Dynamics
Family Counseling: Engaging in family therapy can help address emotional wounds, improve communication, and rebuild trust within the family.
Individual Support: Both children may benefit from counseling to address their unique emotional needs, including the girl’s self-esteem and the boy’s potential guilt or anxiety.
Parenting Strategies: Implementing consistent, trauma-informed parenting strategies can help the mother foster emotional safety and fairness at home.
Sibling Bonding Activities: Encouraging cooperative and enjoyable activities between the siblings can help repair and strengthen their relationship.
Conclusion
The pre-K situation likely created significant stress within the household, influencing sibling dynamics, emotional regulation, and parental interactions. Addressing these challenges proactively through supportive strategies and professional interventions can help mitigate the long-term effects and promote healthier relationships within the family.
References
Cook, A., Blaustein, M., Spinazzola, J., & van der Kolk, B. (2005). Complex trauma in children and adolescents. Psychiatric Annals, 35(5), 390–398.
Thorpe, K. (2003). Twins and friendship: Examining the mixed blessings of twinship. Journal of Social and Personal Relationships, 20(6), 729–744.
van der Kolk, B. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma.
19. How might the children's home dynamic differ when the children are in different schools for kindergarten where each of them had a very successful year?
When twins attend different schools during kindergarten and both have successful years, the dynamic at home can shift in several positive ways. These changes often reflect their growing independence and individuality. However, the unique circumstances of their separation and individual experiences can also introduce challenges, especially if differences in their school environments influence their behavior and perceptions of each other.
Positive Impacts on the Home Dynamic
1. Increased Individuality
Development of Separate Identities: Being in different schools allows each child to explore their strengths and interests without direct comparison to their sibling. This promotes individuality, which is often a challenge for twins (Thorpe, 2003).
Distinct Social Circles: Separate environments provide opportunities for each child to form unique friendships, expanding their social skills and reducing reliance on one another.
2. Reduced Competition
Minimized Direct Comparisons: Separate schools can lessen the tendency for one child to feel overshadowed by the other’s achievements. This can reduce sibling rivalry and foster mutual respect.
Fair Parental Attention: Parents may find it easier to celebrate each child’s accomplishments when they are in different schools, as there is less risk of comparing achievements in the same context.
3. Strengthened Relationships at Home
Sharing Experiences: At home, the children may enjoy sharing stories about their separate school experiences, fostering communication and bonding.
Supportive Dynamic: Success in different environments can create a sense of pride and encouragement between the siblings.
Potential Challenges in the Home Dynamic
1. Emotional Reactions to Separation
Feelings of Missing Out: Twins often share a strong bond, and attending different schools might lead to feelings of missing out on shared experiences. (Mother's emails to pre-k teacher talk about FOMO on several occasions. FOMO is real in siblings. FOMO is very real in twins.)
Jealousy or Unequal Perceptions: If one child perceives the other’s school as "better" or more fun, it might spark jealousy or dissatisfaction with their own situation.
2. Divergent Experiences and Routines
Different Academic or Behavioral Expectations: If the schools have different teaching styles or disciplinary approaches, it might influence the children’s behaviors and attitudes at home. For example, one child might develop more independent habits, while the other might rely more on parental support.
Varied Schedules: Different school calendars, start times, or extracurricular activities could complicate family routines, potentially causing stress for parents and siblings alike.
3. Parental Challenges
Balancing Attention: Parents might feel stretched thin trying to stay equally involved in both schools’ events, activities, and communications. (I missed one of Tiger's performances as a result of the two schools and it killed me. AND, she reminded me more than a year later that I didn't come.)
Perceived Favoritism: Even with equal attention, children might interpret differences in parental involvement as favoritism, particularly if one school requires more parental engagement.
Strategies to Support a Healthy Home Dynamic
1. Celebrate Individuality Encourage each child to share stories and accomplishments from their school day, highlighting the value of their unique experiences.
Foster their distinct interests through activities that cater to their individual strengths.
2. Maintain Family Bonding Schedule family time to ensure that shared experiences continue to strengthen their sibling bond.
Engage in conversations that involve both children equally, minimizing any feelings of exclusion.
3. Equitable Attention Balance attendance at school events and activities for both children, ensuring neither feels left out.
Acknowledge and celebrate achievements equally, regardless of the scale or context.
4. Open Communication
Regularly discuss feelings about the school arrangement to address any concerns, jealousy, or feelings of inequity early.
Conclusion
Having twins attend different schools for kindergarten, where both experience success, can positively impact their home dynamic by fostering individuality, reducing competition, and strengthening sibling bonds. However, parents must remain attentive to potential challenges, such as divergent routines or jealousy, to ensure a balanced and supportive environment.
With thoughtful strategies, this arrangement can create a foundation for long-term emotional growth and resilience in both children.
References
Thorpe, K. (2003). Twins and friendship: Examining the mixed blessings of twinship. Journal of Social and Personal Relationships, 20(6), 729–744.
Cook, A., Blaustein, M., Spinazzola, J., & van der Kolk, B. (2005). Complex trauma in children and adolescents. Psychiatric Annals, 35(5), 390–398.
20. How might the children's home life change when the girl returns to first grade at Roswell North Elementary?
When the girl returns to first grade at Roswell North Elementary, her home life and family dynamics are likely to be influenced by several factors, including the history of her experiences in pre-K, the transition back into a shared school environment with her twin, and her emotional and behavioral responses to being in an environment associated with past trauma. These changes could have both immediate and long-term effects on the children and their relationship with their mother.
Potential Changes to the Children’s Home Life
1. Impact on Sibling Dynamics
Tension Between Twins: The girl’s return to Roswell North Elementarymight evoke feelings of resentment or competition between the twins. The boy may struggle to reconcile the changes in their dynamic, especially if he perceives his sister’s return as disruptive or her needs as overshadowing his own (Thorpe, 2003).
Her behavioral regression or emotional struggles at school may also spill over into home interactions, causing conflict or increasing frustration for the boy.
Role Reversal or Distance: The boy, who had previously thrived without his sister in the same school, might distance himself emotionally or socially at home to assert independence. Alternatively, he may adopt a caretaker role, though the scenario you described suggests resistance rather than protectiveness in this case.
2. Emotional and Behavioral Spillover
Emotional Dysregulation in the Girl: The girl’s struggles at school, including anxiety, panic attacks, or behavioral issues, are likely to affect her demeanor at home. She might exhibit irritability, clinginess, or oppositional behaviors due to the stress and pressure she experiences during the day (van der Kolk, 2014).
Nighttime disturbances, such as nightmares or difficulty sleeping, may increase, further impacting her overall mood and the family’s routines.
Heightened Stress for the Boy: The boy might feel burdened by the tension surrounding his sister’s return, particularly if her struggles dominate family discussions or disrupt household routines. His resistant behaviors at school could worsen as a way of expressing frustration or seeking attention.
3. Parental Dynamics and Challenges
Increased Parental Stress: The mother, already balancing the demands of single parenthood, may feel stretched thin managing the emotional and behavioral needs of both children.
If the girl’s struggles require frequent school visits, advocacy, or emotional support, it might limit the time and energy available for her brother, potentially leading to feelings of neglect or jealousy on his part.
Shift in Family Focus: The family’s attention may center around the girl’s challenges at Roswell North Elementary, altering the dynamics at home. This could lead to perceptions of favoritism, even if unintentional.
Short-Term Effects
Conflict and Tension: The girl’s regression and the boy’s resistance may lead to increased arguments, misunderstandings, or competition for attention.
Emotional Overload: The household may become emotionally charged as the children process their respective experiences at school and the mother works to support both.
Long-Term Effects
Sibling Bond: If the tension and competition are not addressed, the relationship between the twins could weaken, leading to lasting resentment or rivalry.
Self-Concept:The boy may develop feelings of being overlooked or undervalued, while the girl might internalize a sense of inadequacy or failure based on her struggles at Roswell North Elementary (Siegel & Bryson, 2012).
Strategies to Mitigate Challenges
1. Encourage Individuality: Create opportunities for each child to explore their unique interests and strengths to foster independence and reduce comparisons.
2. Provide Equal Attention: Ensure both children receive balanced emotional support, acknowledging their respective achievements and challenges.
3. Support Emotional Regulation: Engage both children in activities or therapy focused on emotional regulation and communication, helping them process their feelings in healthy ways (Perry, 2006).
4. Revisit School Options: If the girl’s challenges persist, consider transitioning her to a more supportive environment, such as Vickery Mill, where she previously thrived.
Conclusion
The girl’s return to Roswell North Elementary for first grade introduces stressors that can significantly impact the family dynamic. The challenges faced by each child, coupled with the mother’s efforts to balance their needs, could lead to tension, emotional strain, and behavioral challenges at home. By fostering open communication, encouraging individuality, and addressing the girl’s school placement proactively, the family can work toward a more supportive and harmonious home environment.
References
Perry, B. D. (2006). The neurosequential model of therapeutics: Applying principles of neuroscience to clinical work with traumatized and maltreated children.
Siegel, D. J., & Bryson, T. P. (2012). The whole-brain child: 12 revolutionary strategies to nurture your child’s developing mind.
Thorpe, K. (2003). Twins and friendship: Examining the mixed blessings of twinship. Journal of Social and Personal Relationships, 20(6), 729–744.
van der Kolk, B. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma.
Impact on the Mother
21. What might be the financial impact on the mother?
The financial impact on the mother could be significant, especially given the complexities of the situation.
Several factors might come into play:
1. Increased Healthcare Costs
Therapy and Counseling for the Daughter: The trauma and emotional issues stemming from the girl being told she was "bad" every day, compounded by the absence of her father and high levels of androstenedione, could necessitate ongoing therapy or counseling. This may include individual therapy, family therapy, or specialized care, such as trauma-informed therapy, which can be expensive over time.
Specialized Medical Care: High androstenedione levels might require regular monitoring, hormone treatments, or consultations with endocrinologists. These medical appointments and potential treatments could lead to out-of-pocket expenses, even with insurance.
2. Educational and Developmental Support
Specialized Educational Programs: If the girl experiences behavioral, emotional, or learning difficulties related to her trauma, the mother may need to seek alternative educational settings or programs, such as private schools, specialized learning centers, or tutors. These programs are often costly.
Extra-curricular Support: The mother may invest in extracurricular activities, such as sports, arts, or music, to boost the daughter's self-esteem and emotional well-being, adding to financial strain.
3. Loss of Income Due to Time Commitments
Time Off Work: The mother may need to take time off work for doctor's appointments, therapy sessions, or school meetings related to her daughter's care, which could result in lost income if she is in a job without flexible hours or paid leave.
Reduced Earning Potential: If the situation becomes too demanding, the mother might reduce her working hours or take a less demanding job to balance her time and care for her children, leading to a decrease in overall household income.
4. Childcare and Support Services
Childcare for Twins: If the mother is managing two children and one of them requires additional care due to emotional or behavioral issues, she may need to hire additional childcare support, which can be costly.
Specialist Support: If the mother seeks specialized support for her daughter—such as hiring a behavioral specialist, psychologist, or in-home therapist—these services often come with high fees, adding to financial pressure.
6. Household Financial Strain
Single-Income Household: The mother is the primary financial provider. Covering all living expenses, healthcare, and educational costs alone can significantly impact the family's financial stability.
Emotional Burnout Leading to Work Strain: Advocating tirelessly for her daughter could lead to emotional burnout, which might affect the mother’s work performance and, over time, her ability to maintain or advance in her career.
7. Costs of Self-Care and Mental Health
Personal Therapy for the Mother: The mother, given her role as an advocate and caretaker, may also need therapy or counseling to cope with the emotional toll. Ongoing therapy can be a substantial financial commitment, adding to the overall financial burden.
Impact of Burnout on Healthcare Costs: Burnout or stress may eventually lead to physical health issues for the mother, such as chronic fatigue, anxiety, or depression. Treating these conditions could lead to increased healthcare costs, either through medications, therapies, or time off work.
Specialized trauma-informed care services can be costly, especially if insurance does not fully cover them or if the mother chooses out-of-network providers for higher-quality care.
Medical Expenses: If the girl experiences physical symptoms of stress, such as sleep disturbances or gastrointestinal issues, the mother may need to pay for medical consultations, medications, or interventions related to stress-induced health problems.
Educational Support Costs
Tutoring and Academic Support: If the older sibling falls behind academically due to the emotional toll of repeated criticism and shame, the mother may need to invest in tutoring or additional educational resources.
Alternative Schooling: If the school environment continues to be damaging, the mother may consider transferring the children to another school, possibly a private institution with more supportive policies. This could lead to significant tuition expenses.
Legal and Advocacy Costs
Legal Action or Advocacy: If the mother decides to pursue legal action against the school for emotional damage or to advocate for better accommodations and support, she may incur attorney fees and other legal expenses.
Lost Income
Time Off Work: The mother might need to take time off work for meetings with teachers, school administrators, or therapists. If she has to reduce her working hours to support her children emotionally, this could lead to lost income.
Reduced Career Advancement: Taking time off work or working fewer hours could reduce opportunities for career advancement, leading to long-term financial consequences.
Additional Childcare Costs
If the mother needs to attend therapy sessions with the children or legal proceedings, she may require childcare for other siblings, adding to her financial burden.
Long-Term Financial Impact
College Savings and Future Opportunities: The financial strain of addressing the children’s emotional and educational needs might reduce the mother’s ability to save for their future education, impacting their long-term opportunities.
In summary, the financial impact on the mother could be extensive, spanning healthcare, education, legal fees, and potential loss of income. Her role as the primary caregiver, advocate, and financial provider creates significant pressure, which may require ongoing financial resources.
Trauma-Informed Education:
National Child Traumatic Stress Network. Creating, Supporting, and Sustaining Trauma-Informed Schools: A System Framework. Published 2017. Accessed January 10, 2025. NCTSN
National Education Association. Trauma-Informed Practices. Accessed January 10, 2025. NEA
Edutopia. Understanding Trauma-Informed Education. Published 2019. Accessed January 10, 2025. Edutopia
Effects of Public Shaming by Teachers:
Education Week. When Teachers Use Shame as a Disciplinary Tool. Published 2017. Accessed January 10, 2025. Education Week
Brookings Institution. Shaming Students Is Keeping Schools from Teaching Them. Published 2017. Accessed January 10, 2025. Brookings
Harvard Health Publishing. Think Hard Before Shaming Children. Published 2020. Accessed January 10, 2025.
22. How might this affect the mother's health. She is sole caregiver and completely financially responsible for the twins.
I was diagnosed with an autoimmune condition that I didn't know that I had. The stress of this year exacerbated the symptoms of the condition such that it affected me for the first time in my life, badly enough to seek treatment. I was in pain from head to toe and got to my lowest weight in 25 years.