#DiverseBooks: African American Voices in Children’s Literature

#DiverseBooks: African American Voices in Children’s LiteratureAll children deserve to see themselves and their lives represented in books. Organizations like We Need Diverse Books and online movements such as #OwnVoices underscore this need. According to statistics from the Cooperative Children’s Book Center at the University of Wisconsin-Madison, diversity in books is growing, but diversity in authors is not. Other companies, such as Lee & Low Books, have brought to the surface the diversity disparity among publishing professionals.

Free Spirit Publishing has been—and continues to be—committed to depicting in our books children who reflect the ethnic and racial demographics in the United States, as well as children of various religions, abilities, and genders. We are also dedicating ourselves to answering the call to publish authors who have historically been ignored or suppressed. Our submission guidelines and link to submit are available on our website.

One of our current initiatives is a partnership with Strive Publishing to shine the spotlight on Minnesotan African American voices through our first annual African American Voices in Children’s Literature Writing Contest.

Based in Minneapolis, Minnesota, Strive Publishing exists to help solve two problems: the need for culturally relevant children’s books and the underrepresentation of African American authors. While giving all children the opportunity to see African American culture from different perspectives, Strive Publishing aims to create opportunities for emerging African American authors. We all have a stake in the critical work of getting books by and about African Americans into the hands of all children, and we can make the greatest impact by working together.

Strive and Free Spirit are opening the contest to authors who are:

  • of African American heritage
  • Minnesota residents
  • at least 18 years of age

Eligible entries will include original fiction or nonfiction board books for ages 0–4 (50–125 words) and picture books for ages 4–8 (300–800 words) featuring contemporary African American characters and culture and focusing on one or more of the following topics:

  • character development
  • self-esteem
  • diversity
  • getting along with others
  • engaging with family and community
  • other topics related to positive childhood development

Awards & Cash Prizes
We will be awarding first-, second-, and third-place prizes.

First Place:

  • $1,000 cash prize
  • a T-shirt from Strive
  • a tote bag from Free Spirit
  • a meeting with Mary Taris, founder of Strive, and an editor from Free Spirit to discuss the winner’s project
  • serious consideration for publication by Free Spirit, cobranded with Strive (publication is not guaranteed)

Second Place:

  • $500 cash prize
  • a T-shirt from Strive
  • a tote bag from Free Spirit

Third Place:

  • $250 cash prize
  • a T-shirt from Strive
  • a tote bag from Free Spirit

The deadline for submitting entries is June 30, 2019. Guidelines, judging criteria, and submission information can be found at freespirit.com/contest.

We welcome your comments and suggestions. Share your comments, stories, and ideas below, or contact us. All comments will be approved before posting, and are subject to our comment and privacy policies.

FSP Springybook Signature(c)© 2019 by Free Spirit Publishing. All rights reserved. The view expressed in this post represent the opinion of the author and not necessarily Free Spirit Publishing.

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The Picture Book Project: How a Group of Third Graders Continued the Story of Kindness

By Erin Frankel and Paula Heaphy, author and illustrator of the Weird series and Nobody!

The Picture Book Project: How a Group of Third Graders Continued the Story of KindnessWhen Tim Francis, counselor at York and Jefferson Elementary Schools in Middlebury, Indiana, reached out to thank us for creating the Weird series, we had no idea that it would be the beginning of a unique student-centered anti-bullying project. The seasoned, award-winning counselor explained how the emotional connection that students felt with the characters had made the series “the most requested and talked about books” he had ever seen. Tim felt that the illustrations brought the characters to life and noted that the books had sparked a change in his students’ behavior, with many more kids calling out bullying.

After Tim’s students shared suggestions for future books, we came up with a plan: Why not have the students create their own books and keep the story going? With the help of York Elementary School librarian Paige Palmer—and the creativity and enthusiasm of the third-grade authors and illustrators—Tim turned the Picture Book Project into a reality. The final result? Two fully illustrated picture books on bullying and a lot of proud kids. We asked Tim and Paige to share their process so that others might add the Picture Book Project to their anti-bullying toolkits.

How did the Weird series play a role in the project?
Tim: The Weird series engages students in a way that made me think, “I’ve got to do more with this!” Taking kids through the Weird series gets them excited about thinking in a different way. Unmotivated, disengaged students who never raise their hands all year in class and struggle to pay attention have their hands up waving in the air, begging to be called on! The students really listened and seemed to connect with the characters and situations and relate them to happenings in their own experiences. After we finished going through the Weird series, we read Nobody! and the students wanted more stories!

Paige: The kids were really excited to write a story, especially when they found out it was going to be sent to the author and illustrator of the Weird series. As far as the characters were concerned, the kids knew each character from the series well, and when we started discussing what the book was going to be about, they would reference characters from the different Weird series books in regard to a situation they were trying to explain. I think they surprised themselves with their ability to tell a story. A lot of them asked if we could do it again because they had so much fun.

The Picture Book Project: How a Group of Third Graders Continued the Story of KindnessHow did you schedule time to work on the project?
Tim: I have the students for classroom guidance every other week. I have five third-grade classrooms, so I took one session in each room for writing and one for drawing.

Paige: Here at York, we worked on the story during our library time. Each class meets for library once a week for 30 minutes. I divided the story between three classes: One class would write the beginning, one class would write the middle, and one class would write the ending.

How did you get the collaborative process started?
Tim: I pulled up a Word document on the smartboard, and kids started raising their hands and sharing ideas. My job was to capture the story that was taking shape. We wrote and edited together as we went.

Paige: I hooked up a laptop to my smartboard so that the kids could see what I was typing as they told me what to type. I am a big supporter of letting kids be as creative as they can be, so we “popcorned” out ideas and sentences as we went.

How did students decide on the main characters and the plot?
Tim: I met for lunch and conversation with six students who seemed to put the most effort into a questionnaire I used at the end of a classroom lesson. Together we brainstormed the idea for the title, and everyone wanted Emily to be in the book. Other characters came into play in whole-class instruction. One student suggested the name Jeff as a code word for our school, Jefferson. Another student suggested the name Ty as code word for the Tigers (our school mascot). That was impressive to me. I never would have thought of that!

Paige: We did a recap of the roles in a bullying situation (bullying student, targeted student, bystander), who those characters are in the Weird series, and what each character’s motivations and resolutions were. Then we did a rough outline of what we wanted our story to be and went from there. I wrote down all the characters and ideas we brainstormed so that each class could see what the other classes were thinking.

What role did you play in guiding students in the process?
Tim: My role was facilitating respectful discussion, which was not difficult at all, and limiting the amount of characters and events that occurred. It seemed it would have been easy for it to turn into a full-length novel!

Paige: I think my biggest role in this was guiding the kids and keeping them on track. As far as the story itself was concerned, I let the kids just flow with it. Each class wrote their part at the same time as the other classes. I made sure to read what the other classes had written to each class as I worked with them so that they had an idea of where the other classes were taking the story.

The Picture Book Project: How a Group of Third Graders Continued the Story of KindnessOnce the stories were written, how did you organize the illustration process?
Tim: Once the story was complete, I printed it out and cut it into sections. In the next guidance time, I read the story and asked for students to volunteer to draw a picture that could go with that sentence or two. I told them not all pictures would make it in the book. Each strip of paper with words had a number, and students put that number on the back of their drawing so that I could match up the drawings to the story sections later. One day after school, I took the pictures where it appeared kids had taken the most time and put in the most effort and scanned them on our copier. I then copied and pasted them into a Word document to finish up the book. Some kids said they couldn’t draw. I asked if they could draw a bus, or some diamonds for design. So everyone felt they could do something.

Paige: Once we finished the story, I divided it up onto pages the kids could illustrate, then divided the kids into groups so they could work on the illustrations together. It truly was a group effort! Illustrating took another two to three weeks.

What was the biggest challenge in the process? Did anything surprise you?
Tim: Trying to incorporate as many students as possible, though it really wasn’t that big of a challenge for us. I felt strongly about the importance of the project, so it was easy to make time for it. We all make time for what is important to us. The students surprised me with the amount of ownership of the project they showed and how well they listened and worked together. I was really encouraged by the respect they showed for each other’s ideas and the way they wanted everyone to be involved and included. They wanted everyone to have a voice.

Paige: Time was the biggest challenge! Especially since I still wanted the kids to be able to find and check out books during their library time as well. I found it so interesting to see the different characters the kids came up with and the situations they put the characters in. I think the one that was the most profound for me was how they chose to have the principal not believe the kids who were getting bullied. So often we tell kids, “Tell an adult! Tell a teacher! Tell your principal!” But what happens if those people don’t believe you? It seemed like a very real concern to students. I was also impressed that they chose not to get the character who was bullying in trouble for something he didn’t do, even though it would have been easy to do so. Kids never cease to amaze me!

We asked the student authors and illustrators what they thought of the project. Here’s what some of them had to say:

  • “This is a good activity to help students know more about how bullying affects everyone. Writing about it helps you in the real world. Writing helps express your experience.”
  • “You learn how bullying makes people feel and take time to think about it more. It helps you understand you can stand up and say no.”
  • “Don’t be afraid you can’t write a book. Encourage each other. Don’t ever give up.”
  • “This is a really good story!”

You can read and listen to the full stories at www.theweirdseries.com. Let’s keep this story of kindness going!

erin-frankel-webErin Frankel has a master’s degree in English education and is passionate about parenting, teaching, and writing. She taught ESL in Madrid, Spain, before moving to Pittsburgh, Pennsylvania, with her family. Erin knows firsthand what it feels like to be bullied, and she hopes her stories will help children stay true to who they are and help put an end to bullying. She believes in the power of kindness and is grateful to be able to spread that message through her work. In her free time, you’ll find Erin hiking in the woods with her family and doggie, Bella, or getting some words down on paper wherever and whenever she can.

Paula HeaphyPaula Heaphy is a print and pattern designer in the fashion industry. She’s an explorer of all artistic mediums from glassblowing to shoemaking, but her biggest love is drawing. She jumped at the chance to illustrate her friend Erin’s story, having been bullied herself as a child. As the character of Luisa came to life on paper, Paula felt her path in life suddenly shift into focus. She lives in Brooklyn, New York, where she hopes to use her creativity to light up the hearts of children for years to come.

Free Spirit books by Erin and Paula:

Weird! A Story About Dealing with Bullying in SchoolsDare! A Story About Standing Up to Bullying in SchoolsTough! A Story About How to Stop Bullying in SchoolsNobody! A Story About Overcoming Bullying in School

We welcome your comments and suggestions. Share your comments, stories, and ideas below, or contact us. All comments will be approved before posting, and are subject to our comment and privacy policies.

FSP Springybook Signature(c)© 2019 by Free Spirit Publishing. All rights reserved. The view expressed in this post represent the opinion of the author and not necessarily Free Spirit Publishing.

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How to Establish a Caring Process for Mandated Reporting

By Stephanie Filio

How to Establish a Caring Process for Mandated ReportingIt is 3:55, and the release bell rings at 4:00. Everyone is happy, there is a light at the end of the tunnel, and the counselor’s office has been quiet for about 15 minutes. The end of the day always offers inspiration for students to push through sitting in class without needing to vent, avoid trouble, or get reminded to stay on task. You stand in the hallway as everyone leaves and walk your students to the bus loop. The buses pull away and you feel the relief of a day without incident. Now you are able to head home to relax. Can you feel it?

Then it happens. You glance at your phone at a stoplight and see an email from a teacher telling you that a student was very teary today and had a handprint on her arm. The teacher feels this may have come as a result of abuse going on at home. Your mind goes into reporting mode, but your tried-and-true process typically occurs during school with access to the student, other school professionals, and resources. The student is already home, and there is no telling whether she is in imminent danger there. No one can assume whether the mark is a result of abuse or of a harmless incident because the line of direct communication ended when the buses left. So what now?

Besides nonemergency police phone numbers, all cities have hotlines to access social services to report suspected dangerous situations. Any concerned person can (and should) report a concerning incident. But some professionals are not just encouraged to do so; they are legally obligated. Mandated reporting is a requirement by which certain professionals must (by law) report any sign of physical or emotional abuse, neglect, or harm to a person’s self or others. Because of this teacher’s superb rapport with students and years of experience seeing all forms of homes and families, she knew something was not right and suspected that someone had physically hurt the child.

Of course, counseling and administrative staff are the first line of defense for reporting, but anyone can and should report suspicions of harm to students. Teachers are in a tough position in our field because they take building rapport and trust very seriously so that students can feel comfortable in the learning environment. I hear many teachers say, “But what if they find out it was me? They’ll never talk to me about anything again!” I remind them that the agencies you would talk to keep most parties confidential.

One of the most common obstacles to reporting warning signs is the hectic school environment. Counselors and administrators are often running around the school, and teachers have up to 34 other students in their care that they must also serve. This may leave teachers feeling as though they were unable to report the situation immediately, at which point it waits until the next day. The best thing you can do to help other educators feel comfortable is to create an informative environment so that the fear of making the call to emergency services is less scary. Here are some great ideas to implement a mandated reporting campaign at your school.

Professional Development
Professional development should be offered to all staff to ensure that everyone is aware of what warning signs they can look out for with distressed students. There are various levels of warning signs, and education here is key. Once they have more knowledge about what to look for, teachers may feel better about spotting and reporting potential violence in their students’ homes. Here are a few such warning signs.

  • self-harm: cuts on arms, long sleeves during warm weather, withdrawal, self-deprecating language, friends reporting concern
  • suicidal ideation: verbiage relating to death in a favorable trend, apathy, sudden sullen behavior, friends reporting concern
  • abuse at home: marks on the skin, hostile language from parents, reports of tumultuous situations, sudden angry outbursts, overarching sadness, unease about going home

Sharing Phone Calls
Modeling is always a great way to reduce anxiety about situations such as reporting possible abuse. If a concerned teacher has a planning period after making a report, you could always have him listen in on the call to community services. Because the teacher reported the situation to you, confidentiality breaching is not an issue here as long as the call is made in a secure and closed area where others cannot hear it. By watching a counselor handle the call with her professional knowledge, teachers will learn verbiage and types of communication to help them if they need to make the call on their own next time. Show teachers:

  • how to maintain confidentiality where necessary
  • how to have student information ready
  • what details are important for the community services professional to know

Inviting Community In
The more clearly the reporting process is explained to others, the more comfortable educational staff will feel getting involved. Having response services come to the school and give a rundown of what their job entails allows staff to feel more confident calling in a harmful situation. When we report a concern, we are simply handing over a specific series of events to professionals who are trained to better investigate. This does not necessarily mean we are implying abuse each time; rather we are giving pertinent information to an agency that will be able to assess it. In hearing directly from community services, staff can see the many benefits these agencies have to offer students and families. Additionally, having community members partner with schools helps everyone involved, and there are many opportunities for this throughout the year, for example, as:

  • part of full-staff meetings at the beginning of the year
  • planned trainings with administrative support for professional development points
  • part of Career Day
  • guest speakers in civics classes

Administrative Backup
Overall, we want educators to feel supported not only by us counselors, but also by the larger school community. Let’s be real: Teachers know that if there is a slipup professionally, it will be an administrator who will address the issue with them. This can often make educators feel so much pressure that they question their instincts. Though this is a leadership complication that principals are always trying to mend, it is especially important for teachers to know that when it comes to mandated reporting, inaction is the only wrong move. It should be emphasized that even if a teacher has to put in a call to city services, the teacher should still debrief with school counselors and administrators so that these professionals can make a plan of action to support the student while in school. When administrators play an active role with mandated reporting, they reinforce its importance while also showing that all school staff are truly in this together. Here are some ways to do that:

  • coordinating and being present for mandated reporting trainings
  • holding workshops with counselors and community members to simulate possible scenarios
  • creating committees with staff members targeting student supports
  • checking up on situations that have been on teacher radars
  • providing support for compassion fatigue

Moving Forward
While students are in school, they are in our care. We can’t change what happens at home, and we can’t promise that things will get better. What we can do is use all our resources to ensure that students are protected and families have the best possible chance at success. I have seen families strengthen tremendously after I made a mandated reporting call. The intervention helped make the parents more aware of educational assistance in the community that is there to give information, resources, and classes and to reduce socioeconomic stressors in families’ lives.

Our students are in our care, so we are obligated to ensure that they are receiving basic rights and needs for positive growth and development. Calling an agency, such as the city social services, is sometimes seen as a very authoritative and threatening action. However, helping school staff reframe their perceptions of these calls will allow them to better serve their students.

Stephanie FilioStephanie Filio is a middle school counselor in Virginia Beach. She received her undergraduate degree in interdisciplinary studies from the University of Virginia and her M.Ed. in counseling from Old Dominion University. In a discussion with one of her UVA professors about her desire to stay in school forever, her mentor wisely responded, “If you want to be a lifelong learner, go into education,” and so she found her place. Prior to her six years as a school counselor, Stephanie worked in private education, specializing in standardized tests, test preparation, and future planning. She writes about her career and hobbies at her blog, Weekend Therapy, and can be found on Twitter @steffschoolcoun. Stephanie also enjoys spending time with her books, crafts, and family.

We welcome your comments and suggestions. Share your comments, stories, and ideas below, or contact us. All comments will be approved before posting, and are subject to our comment and privacy policies.

FSP Springybook Signature(c)© 2019 by Free Spirit Publishing. All rights reserved. The view expressed in this post represent the opinion of the author and not necessarily Free Spirit Publishing.

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Making the Case for Mindfulness in Your School or District

By James Butler, M.Ed., author of Mindful Classrooms: Daily 5-Minute Practices to Support Social-Emotional Learning (PreK to Grade 5)

Making the Case for Mindfulness in Your School or DistrictI’ve had the honor of starting a mindfulness program in the Austin Independent School District (AISD) based on years of experience of using mindfulness in my classroom and grade level. In my three years as the SEL (social and emotional learning) mindfulness specialist in AISD, I’ve had my fair share of successes and failures. As the first public school mindfulness specialist in the country, I love sharing my experiences and helping schools and districts integrate mindfulness into their climate and culture. Below are my top nine tips on how to ensure sustainable success in implementing mindfulness in your school or district. And if you’re interested in further content or information, check out our monthly Mindful AISD newsletter.

1. Start with the adults.
Mindfulness in schools needs to start with the adults. We often talk about taking care of our kids, but what if the people tasked with taking care of the kids aren’t taking care of themselves? That’s not going to work out very well. When the adults on campus have some type of personal practice, that’s when mindfulness can really take hold in a school. I’m not talking some crazy addition to your life like an hour of meditation per day or going on a 10-day silent retreat. My personal mindfulness practice started by taking the five minutes in the morning while my coffee was brewing to practice mindfulness. Think of it as integration as opposed to an addition. A lot of people also use mindfulness at night before they go to sleep. Another reason to start with the adults is because kids are brilliant and see straight through an adult trying to teach them something that the adult doesn’t believe in. We have to focus first on our adults, who will be responsible for leading the instruction.

2. Lead with science.
There’s some cool science out there behind mindfulness, including benefits to the brain, what our breath can do for us, and how mindfulness impacts our focus, relationships, and mental health. No matter if I’m teaching preK or a high school football team, I teach about how mindfulness can help the amygdala, hippocampus, and prefrontal cortex. I also love sharing about how we can regulate our nervous system just by controlling the way we breathe. It’s important for adults to hear about the science to help with buy-in, but it’s equally as important to share the science with our students for buy-in. When I taught preK, my students were fascinated by their ability to strengthen their brain, and they would even say, “Mr. Butler, my amygdala is going crazy right now. I need to take some deep breaths.”

3. Be trauma-informed.
Because mindfulness can be so powerful in increasing our awareness, it’s important to be aware of ourselves and what might arise with our students. Having a trauma-informed mindfulness practice is crucial for staff and students alike. I recently finished a 200-hour trauma-informed yoga teacher training and grew so much in my practice of ensuring that mindfulness is led through a trauma-informed or healing-centered lens. This shouldn’t steer us away from practicing mindfulness with our students, but we need to be aware and have proper preparation and supports in place just as we normally would if we notice our students need extra support. I often hear concerns about teachers having to act as therapists, and that’s valid because teachers are not therapists. But teachers know their students better than anyone else and can reach out for support when they realize it’s needed.

4. Be culturally responsive.
This is connected to being trauma-informed, but I want to be explicit and name it by itself. Mindfulness helps us be more aware of our biases and reduce our reactions to those biases, and it allows us to be more aware of how culture impacts how our brain operates. Mindfulness helped me recognize cognitive and implicit biases that I had toward my students and families. It shifted how I was able to truly see them. Recognizing our biases is a game changer for understanding behavior that often gets mislabeled as “disrespectful” or “defiant.” Many schools in Austin have done staff book studies with Zaretta Hammond’s amazing book, Culturally Responsive Teaching & the Brain. When we understand different levels of culture and how culture shapes our behavior and learning, we can shift how we see our students and their families.

Making the Case for Mindfulness in Your School or District5. Include families.
Speaking of families, it is absolutely imperative that we’re including them when rolling out mindfulness in our school or district. We want to have open conversations up front if families have concerns stemming from preconceived notions of what mindfulness is. And just like everything in education, if we want something to sustain in our schools, we have to include the families. I’ve heard countless stories of students in Austin ISD going home and teaching their parents about mindfulness, including a six-year-old who said, “Mom, I can tell you’re stressed out. Let’s take some mindful breaths together.”

6. Provide options.
When starting mindfulness implementation, it’s important to offer options. Mindfulness should never be forced on someone, and there’s no one way to sit or do mindfulness. Offering options for what to do with our eyes, our hands, and our bodies can help people feel more comfortable. Also, offering options for different types of mindfulness practice, including sitting, stretching, coloring, movement, music, art, and so on, will help people feel more comfortable with the practice.

7. Honor student leadership.
In my experience, each classroom is full of brilliant leaders who often love the opportunity to lead and teach their peers. I’ve found amazing success with students becoming mindfulness leaders once they are comfortable with practices. This is a great way to help our students find their power. I’ve also found that students who get into trouble a lot in class often find confidence and power in being able to lead their classmates through mindfulness practices. After all, if students are getting into trouble a lot in class, they’re trying to be heard, and giving them an opportunity to be heard can shift their perspective about school.

8. Seek support from the top down and the ground up.
What I’ve learned from leading a large urban public school district in mindfulness is that it’s important to have support from the top. We’re fortunate to have the support of our superintendent, Dr. Cruz. But the support can’t only come from the top, and it certainly can’t be something that’s forced on schools or teachers. Support from the ground up is equally as important. I’ve seen schools with administrators who originally weren’t on board with mindfulness even though the superintendent supported it in schools. But once a few of their teachers started sharing about mindfulness and the benefits for staff and students, those administrators started to change their tune. When we have support from leadership and teachers, that’s how mindfulness in schools sustains.

9. Be patient.
Lastly, be patient. Rolling out mindfulness in your school isn’t going to happen overnight. It’s going to take a while—often years—to really take off with more and more people understanding the benefits of mindfulness practice. It’s important to honor where people are coming from and any walls that might be up with regards to the awareness that comes with mindfulness. By honoring where people are and offering options, mindfulness will take, but it’ll take time. It’s also important to realize that mindfulness isn’t going to be a quick fix for behaviors. If you are patient with the practice and follow these tips, your school will see lasting, long-term positive benefits.

James ButlerJames Butler, M.Ed., has been teaching kindergarten and prekindergarten since 2002. He has a B.S. in education and early childhood from Indiana’s Manchester University and an M.Ed. in curriculum and instruction from Grand Canyon University. He is now the SEL (social and emotional learning) mindfulness specialist for the Austin Independent School District (AISD), working with teachers, staff, administrators, parents, and grades preK–12 students. During the 2016–2017 school year, James helped implement a mindfulness curriculum in all 130 AISD campuses. He lives in Austin, Texas.

Mindful ClassroomsJames is the author Mindful Classrooms: Daily 5-Minute Practices to Support Social-Emotional Learning (PreK to Grade 5)

We welcome your comments and suggestions. Share your comments, stories, and ideas below, or contact us. All comments will be approved before posting, and are subject to our comment and privacy policies.

FSP Springybook Signature(c)© 2019 by Free Spirit Publishing. All rights reserved. The view expressed in this post represent the opinion of the author and not necessarily Free Spirit Publishing.

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Enter to win A Practical Guide to Mental Health & Learning Disorders for Every Educator

Enter to win A Practical Guide to Mental Health & Learning Disorders for Every EducatorMay is Mental Health Awareness Month, and we’re giving away A Practical Guide to Mental Health & Learning Disorders for Every Educator by Myles L. Cooley, Ph.D., to five lucky readers! This indispensable resource provides strategies for recognizing, understanding, and helping challenged (and challenging) students succeed.

To Enter: Leave a comment below describing an idea or activity for recognizing Mental Health Awareness Month.

For additional entries, leave a separate comment below for each of the following tasks you complete:

Each comment counts as a separate entry. Entries must be received by midnight, May 24, 2019.

The winner will be contacted via email on or around May 28, 2019, and will need to respond within 72 hours to claim his or her prize or another winner will be chosen. This giveaway is in no way affiliated with, administered, or endorsed by Facebook, Twitter, Pinterest, or Instagram. Winners must be US residents, 18 years of age or older.

We welcome your comments and suggestions. Share your comments, stories, and ideas below, or contact us. All comments will be approved before posting, and are subject to our comment and privacy policies.

FSP Springybook Signature(c)© 2019 by Free Spirit Publishing. All rights reserved. The view expressed in this post represent the opinion of the author and not necessarily Free Spirit Publishing.

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