Esther Nahon

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Esther Nahon, M.S., CCC-SLP, TSSLD
MINDINSYNC founder | Neuroaffirming educator
đź“šLanguage, literacy & learning rooted in connection and care
🔜 Grow Together Deck™ | In the making
👇Resources to eplore in my Linktree

05/07/2026

Some days I look at my life and think… it’s kind of funny how things find you.

God has a funny way of placing you exactly where you’re meant to be, even when you would’ve never drawn it up that way yourself.

In a million years, my younger self would not have imagined this life, this work, this responsibility, this emotional weight, this constant pursuit of showing up for children who are misunderstood, emotionally complex, impacted by trauma, language impairment, and learning disabilities. I didn’t picture the silent parts either… the planning, the thinking, the holding, the wondering, the starting over again the next day.

It’s a job that takes a lot.
More than people see.
More than it sometimes gets credit for.
And still, there’s something about it that keeps pulling me back in, every single time.

Because beneath all of it, there’s meaning. There are moments of connection that don’t always look loud or linear, but they change everything.

And maybe that’s what makes it all feel so surreal… the load, the beauty, the challenge, the purpose, all held at the same time.

I love being an SLP.

04/30/2026

A child sits in front of you.
They have the idea. The thought. The answer.
But there’s no clear way out.

So we change the path.
We model. We wait. We add visuals. We bring in AAC.
We build language. We support literacy. We make learning accessible.

Because without language,
it’s not just communication that’s impacted,
it’s reading, writing, comprehension, connection, and confidence.

That’s the work.

Not just speech,
access to communication,
access to language, literacy, and learning.

Speech language pathologists are part of the village, yes,
but often the ones quietly building the bridge.

If this resonates, welcome, you landed in the right place
✨🤍

When a 7-year-old hands you a chocolate bar as a thank you…it makes you pause.We meet a child through what we’ve been to...
04/24/2026

When a 7-year-old hands you a chocolate bar as a thank you…
it makes you pause.

We meet a child through what we’ve been told about them.

“She’s difficult.”
“She doesn’t cooperate.”
“She struggles.”

And without even realizing it…
we start interacting from a place of challenge.

But you can’t lead, teach, or support a child well from that place.

Because when you’re expecting difficulty,
you look for it.
You respond to it.
You miss everything else.

This 7-year-old girl could’ve easily been reduced to that narrative.

But she’s not a label.

She’s a child learning language learning what words are, what they mean, how to use them.
Learning to blend sounds, read words, write them.
Learning how to slow down enough for her thoughts and words to meet.

And while she’s still figuring all of that out…
she walked over and handed me a chocolate bar.

Not prompted.
Not rehearsed.
Just a quiet, intentional: thank you.

So no, this isn’t about a chocolate bar.

It’s about what we miss when we lead with judgment instead of curiosity and connection.

It’s about how quickly we define children by what’s hard…
and how much we overlook what’s already there.

Kindness.
Effort.
Awareness.
The desire to connect.

And here’s the shift:

You don’t have to ignore the challenges.
But you can’t let them be the lens.

Because the way you see a child
becomes the way you respond to them,
and that response shapes everything that comes next.

We grow together when we choose to see differently.

When we use what I call “shining words,”
words that don’t reduce a child to a label,
but actually help us notice who they are.

04/22/2026

If you’ve ever walked out of a meeting with more questions than answers, you’re not alone,
and you’re not “too much” for noticing it.

There’s a difference between support being provided and support actually working. A lot of parents and educators are sitting with the same quiet realization: the plan exists, the services are happening, everyone is technically doing their part… but the outcomes aren’t matching the need. That doesn’t mean people don’t care, but it does mean something in the system isn’t connecting. And when systems don’t connect, the child feels it.

If you’re a parent, trust what you’re seeing day to day. You are allowed to ask the uncomfortable questions. You are allowed to say, “this isn’t enough right now,” especially if your child is receiving support and still struggling, especially if time is passing and the gap isn’t closing. You don’t need to wait for things to get worse to speak up.

If you’re an educator or provider, you’re not wrong for noticing the gaps. When something isn’t working, your voice matters. Bring what you’re seeing over time, not just what fits on paper. Patterns matter. Progress matters. And lack of progress matters too.

Real change doesn’t come from doing more of the same. It comes from slowing down enough to understand the child in front of us, adjusting support when it’s not working, increasing intensity when it’s needed, and actually collaborating in a way that connects the full picture,
not just pieces of it.

This work was never meant to feel like a constant fight. But until systems truly support the whole child, the people who notice, question, and push for more will be the ones creating change.

And I know we are still calling it a fight, because it is. And I hope this gives you another ounce of courage and hope, because your voice, your persistence, and your willingness to keep showing up are often the very things that shift the trajectory for a child who needs it most.

And that’s not a problem. That’s where change starts.

04/16/2026

What looks like a simple “go buy ice cream” moment is actually a full language system happening in real time.

In this exchange, receptive and expressive language are working together seamlessly. The child is listening, processing meaning, holding onto it, and then turning it into action and communication that actually works in the real world.

So much is happening at once:

* Imagination: picturing the ice cream before they even get it
* Predicting: figuring out the steps of what comes next
* Cause and effect: “If I give $5, I get ice cream” becoming real and meaningful
* Social communication: navigating turn-taking, waiting, and interacting

This is what people don’t always see,
language isn’t just what a child says. It’s how they think, connect, and move through the world.

Ideas are being built in the moment. Communication is being shaped through experience. And confidence is growing through real success, not drills.

And honestly, this was one of those small but powerful moments I’ll remember. So grateful I got to share this experience with my niece, thank you for such a sweet (literally and emotionally) moment of connection and growth together.

Grateful to be part of this collab!
04/14/2026

Grateful to be part of this collab!

This week, some of my sessions won’t start with goals or tasks.They’ll start with reflection.I keep thinking about one m...
04/12/2026

This week, some of my sessions won’t start with goals or tasks.
They’ll start with reflection.

I keep thinking about one moment.
A student came back after a break quiet, shut down, barely engaging. On the surface, it looked like resistance.

But when I slowed it down, it came out simply:
“I don’t want to come back.”

So honest.

So I didn’t rush it. I stayed with it.
And I said:
“You can miss break… and still come back.”
And something softened.
Because no one had made space for both things at once.

This is emotional regulation.
Not removing big feelings, but learning how to hold more than one feeling at the same time.

Even as adults, we struggle with this too.
We try to pick one feeling.
We rush past the other.
We move on before we’ve fully felt it.

But what if we didn’t?

What if we could say:
You can miss something… and still move forward.
You can feel overwhelmed… and still be capable.

Because this is how emotional regulation develops, not through urgency, but through space.

And this part of the school year?
It moves fast.
The breaks are behind us.
The expectations pick up.
The pace accelerates.
And we start asking kids to keep up,
before they’ve fully had time to land.

So before we rush into “getting back on track,”
I’m slowing it down.
Making space for what children are holding.
And what we’re holding too.
Because this isn’t just about kids, it’s about all of us.

What are you carrying into this week?
What are you letting go of?

I’ll share mine:
I feel the pull of urgency, and the deep need to slow down enough to stay connected to what actually matters in front of me.

Because emotional regulation isn’t fewer feelings.
It’s learning how to hold more than one truth at the same time, without rushing out of it.
This is the work this week.

speechlanguagepathology

This week, I watched a learner give 100%process, connect, persist and still walk away with a number that didn’t reflect ...
03/26/2026

This week, I watched a learner give 100%
process, connect, persist and still walk away with a number that didn’t reflect any of it.

I saw the hours of focus, the strategies tried, the frustration pushed through.
I saw the quiet determination to keep going even when it didn’t click.

And then I thought about what this number actually measures.

It doesn’t measure the courage it takes to try again.
It doesn’t measure the mental energy spent just to understand.
It doesn’t measure the curiosity, creativity, and problem-solving happening behind the scenes.

And yet, our culture teaches learners: good grades = success.
Numbers = identity.
Awards = worth.

I strive to teach learners something different:
That effort, persistence, and curiosity are what really matter.
That what happens behind the scenes,
the thinking, the practicing, the trying
is where growth lives.

If we can create a culture that notices that work, celebrates it, and values it…
then we’re not just helping learners succeed on a test.
We’re helping them thrive for life.

03/23/2026

People often ask me, “So you’re like a tutor?”

And I smile. Because what I do as a Speech-Language Pathologist is so much more.

I watch children’s eyes light up when they finally find the words to express their thoughts.
I help kids who struggle to follow directions, organize their ideas, or understand what others mean.
I support children in developing social skills that help them make friends, advocate for themselves, and navigate their world.

I guide them through literacy, writing, and language so they can communicate their ideas clearly and confidently.
I help kids make sense of language, navigate complex classroom expectations, and organize their thinking so they don’t feel misunderstood.

We don’t just “tutor.” Every strategy I use is grounded in science, evidence-based practice, and research designed to help children actually understand, process, and communicate, not just memorize.

I partner with parents and teachers to create strategies that build communication, confidence, and independence every single day.

Every session, every strategy, every small victory matters, because it’s not just about words. It’s about connection, communication, understanding, and helping children feel seen, heard, and capable.

This is your sign to stay.

To my fellow SLPs: your work matters. Every small victory you help create-thank you.

So no… I’m not like a tutor.
I’m a Speech-Language Pathologist.

I see it every day in classrooms: children navigating the same space, yet having profoundly different experiences. Some ...
03/16/2026

I see it every day in classrooms: children navigating the same space, yet having profoundly different experiences. Some speak freely, advocate for themselves, and move through the day with confidence. Others struggle to find the words, and the smallest interactions can feel like mountains.

This isn’t about intelligence or effort. It’s about how language develops, how the brain processes communication, and how the presence or absence of support shapes every moment of their day.

When children don’t have the tools to express themselves, it touches everything: learning, relationships, confidence, and even their sense of belonging. They may shrink, stay silent, or withdraw not because they don’t want to participate, but because the environment asks them to do more than their toolbox allows.

The impact is real, and it lasts. But noticing, scaffolding, and guiding children in these moments can change everything. The right support doesn’t just improve language skills. It builds courage, trust, and agency
the foundation for everything they’ll ever build in life.

As someone who works with children every day, I’ve seen how small, intentional interventions can shift trajectories, creating spaces where children feel capable, seen, and confident. That’s the work that matters. That’s the work that changes lives.





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Long Beach, NY
11561

Opening Hours

Monday 8:30am - 8pm
Tuesday 8:30am - 8pm
Wednesday 8:30am - 8pm
Thursday 8:30am - 8pm
Friday 8:30am - 2pm
Sunday 9am - 2pm

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