Nurture Early Intervention Education

18/11/2025

Have you heard about this fantastic author talk coming up soon at Tumut Library..?! 🤓

17/11/2025

👇🙌🌟

06/11/2025

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04/11/2025

How did I not know about these gorgeous little accessible reading books!! 🤯🤩 Definitely adding to cart now!

Has anybody used them?

Thanks for sharing Happyhandswith_Hallie 🥰

28/10/2025

07/10/2025

04/10/2025

Great idea. Have a look at an example of how authentic movement breaks can be done in the classroom 👇🙌

We've had some really GREAT consultations with schools this week!

We cannot express how AMPED we get when we see school staff really, truly embracing students profiles and providing AUTHENTIC regulatory support. (not just token fidgets and movement breaks).

You might wonder what you are looking at. You are looking at ingenious support in an integrated kindergarten class with close to 30 students in it..

See that yellow taped square? That's a movement spot for the kindergarten kiddo on the carpet just to the left of it.

Why does he access it? He's a kiddo who processes information and sustains attention more easily when he is getting intense input or in motion. (Check out his feet positioning in the pic. Definitely not criss cross applesauce).

How does he access it? He slides on over to it when his body needs to MOVE. (sometimes with encouragement to do so, sometimes independently)

What can he do there? Any movement that keeps his body within the square. He can also pull from a range of seating surfaces near by and bring other tools in if needed.

How long can he stay there? As long as he needs. The teacher engages him in that spot just like she would if he were on the carpet.

How do the other kids react? It's just part of the classroom culture. This teaching team is working to help their young students understand that "different brains need different things to learn and engage."

Is he the only one who has this option? Nope. He's not. There is at least one other student that has a taped square next to their spot to help them stay engaged in group learning opportunities by providing them with the input they need to make it possible.

What about everyone else? There are other places in the classroom that all students can move their bodies if needed. We witnessed several kids getting up and moving about with no interruption to the lesson. We might advocate for a "Standing Room" only spot at the back of the carpet that any of young learner in the classroom can use.

Are there times that it's not the right support? Absolutely. Supports are not 100 percent effective all the time, as sources of dysregulation vary. So, the team absolutely has other tools in their tool box. But, this is a great first "go to" strategy for this young person.

Did he "just know how to use it?" Absolutely not. All regulation strategies that aren't naturally sought by an individual take some degree of teaching, length of time, and opportunity for practice. This team knows it! They also know that supporting regulation is the key to classroom engagement

❤️💛

Image description - part of a classroom rug. You can see 2 of the 30 students' backs. One little is on his knees with feet stacked underneath him. There is a yellow square taped next to him, so he can move as needed and also be out of direct visual line of other children - but the

03/10/2025

The best learning you will do as an educator or parent! 🙌🌟

Ross Greene’s quote “Kids do well if they can” is a foundational idea in his Collaborative & Proactive Solutions (CPS) model for understanding and helping children with behavioral challenges.

Children want to do well. If they aren’t, it’s because something is getting in the way — not because they’re unmotivated, manipulative, or defiant.

Greene challenges the traditional view that kids misbehave intentionally or by choice. Instead, he suggests that if a child could do well, they would — because doing well is always preferable.

Problem behaviour often stems from lagging skills, like:
- Emotional regulation
- Frustration tolerance
- Flexibility/adaptability
- Communication or problem-solving
When demands outpace these skills, challenging behaviour can emerge.

If we view misbehaviour as a sign of lagging skills rather than deliberate defiance, it shifts how we respond. Instead of punishment, the CPS model encourages collaboration and skill-building.

CPS promotes compassion and understanding.
It encourages adults (parents, teachers, caregivers) to ask: “What’s getting in the way of this child doing well?” It supports proactive strategies — working with the child to solve problems before they escalate.

Instead of asking: “How do I make this kid behave?”it’s time to start asking ourselves: “What’s making it hard for this kid to behave, and how can I help them build the skills they need?”

Join us for a series of in-person workshops as Dr Greene visits Christchurch, Auckland, Brisbane, Cairns, Darwin, Sydney and Melbourne in 2025.

Learn more at www.illumelearning.com.au/events

27/09/2025

17/09/2025

THIS!!!!!

11/09/2025

06/09/2025

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