Failing School? Sensory Issues Could be the Problem.

Parents are worried about children returning to school and failing!

Guest post by Marga Grey, OT

It’s a horrible thought…

Your little one, suffering at school. Whether they’re struggling to make sense of the lessons, or even being bullied for being “different”.

All you want to do is swoop in and protect them! I know, I’m a mom myself. And even as they get older, that protective feeling doesn’t get any less…

If I take my mom hat off for a minute, and put my Occupational Therapist one on, I can tell you a fact:

Poor Sensory Motor Skills are the culprit for most problems in the classroom.

It’s true.

Things like:

  • Concentration
  • Handwriting
  • Sitting still in their chair
  • Coordination
  • And more

Are all impacted by poor Sensory Motor Skills.

And how a child reacts to these problems is different in every case.

Some go into their shell, become anxious and have bad associations with school, even experiencing physical symptoms like stomach pain and headaches at the thought of going to school.

Others act out and are unfairly labeled “troublemaker” or “lazy” when they actually have no control over their ability to complete the allocated tasks.

One thing is consistent throughout every child I see though:

Improving their Sensory Motor Skills improves their performance in the classroom. Fact.

And as they have to be at school for 12 years (not counting further study after that) it is SO important to give them the best possible foundation for their schooling career!

Even if you feel they are doing “Okay” and there’s nothing really wrong… helping your child’s Sensory Motor Skill development will only give your child even more of an advantage.

Learn how to give your child the skill to focus and control their impulses before school starts! Click here for more info.

Your Child’s Mess Is Your Message

by Ron Huxley, LMFT

Many parents use control to manage their children’s behavior. Why wouldn’t they with parenting books and programs teaching them to do that very thing? Unfortunately, control is risky business, that when it works, leaves parent and child uncertain about who really won the battle. Rather than try to control a child, parents need to encourage self-control. This develops from taking responsibility for their actions and learning to clean up their own messes when they make them and make them, they will. This is where the mess becomes the message!

After a child makes a mess, such as hitting a sibling, lying to parents, not completing their chores, they need to figure out a way to clean it up. Messes create disconnection in relationships but cleaning them up re-connects them. The process of discovering how to clean them up is where a child learns self-control and parents find more joy in parenting. 

Parents do not get angry at messes. They require their child to clean up their mess. Because of age and inexperience, they may not be able to come up with a solution but one can be offered, by the parent, or they can try their own and then another try until the mess is completed. Parents who feel powerless don’t realize that they control the environment of the home. Children always want or need something and parents can simply state: “Of course you can have a snack sweetie as soon as you clean up that mess you make with your brother. And, by the way, I took out the trash for you since you were too busy playing video games and so you can do my chore of folding all the laundry. Take your time sweetie, the snack will be there when you are done.” 

Instead of a snack, the child may want to sit go to the neighbors to play or go to the shoe store to get new shoes or sit down with the family for dinner. The child can decide how long they want to take to clean up their messes and get the things that the parent has control over. Never fear, arguments, tantrums, screaming fits and vows of running away may be involved. They are ways the child believes he or she can control the parent. Parents must be patient and model how control is an illusion for them as much as it was for the parent. This information will serve them well in all their relationships for life. 

The good news is that this process will only take a few times (days?) until the child realized the parent means what they say and discovers cleaning up a mess is so much easier than testing the parents resolve. 

For more information, check out or

How to Teach Your Child Self-Control

Self control is the ability to say “no” when you really want to say “yes”! Self control is delaying gratification and controlling our impulses.

In 1972 one of the classic psychology experiments of all time was done. Children’s self control was being tested. The experimenter, Walter Mischel, brought children into his laboratory one at a time. They sat at a table and were shown a marshmallow on a plate. They were told they could eat it now, or if they waited a few minutes until he returned they could have two!

Here’s some superb (and very funny) footage of how it looked.

Researchers have followed people for over 30 years of life, measuring self-control from the age of three, and observing life outcomes across the decades.

Compared with people who have high self-control, people with low self-control die younger, have more psychiatric issues and disorders, are less healthy, are more likely to be obese, smoke, and drink or use drugs, are more likely to have unsafe (and impulsive) sex, drive drunk, and commit crimes!What a list!

The science of self-control powerfully points to success in life stemming largely from our self control. Those who have high self-control generally enjoy greater health, wealth, relationships, and overall wellbeing.Here are a couple of interesting facts about kids and self-control:

  1. Girls generally show greater self-control than boys. Boys can and do catch up, but not until they are adults.
  2. Self-control is easier when trying “not” to do things than when trying “to” do things. As an example, it is easier to not eat the ice-cream in the freezer than it is to force yourself to tidy the house, write that letter, or prepare dinner. (Bear this in mind when you ask your children “to do” things – it’s harder to do than to “not” do).
  3. Self control can change. We can develop it, and so can our children.
  4. Our self-control can be depleted over time. It’s a bit of a tangent, but this video explains how it works (and it’s really cool too).

So how do we teach self-control to our children?

There are two very important issues to be aware of. First, if we constantly try to influence and subtely (or explicitly) control our children they will not develop self-control. That’s because we will be in control. Decades of research shows that being too controlling of our kids is bad for their development. Second, demanding that a child control himself (or herself), while not only controlling, can sometimes be age-inappropriate. We must ensure we are encouraging our children to do things that are age-appropriate.To teach self-control (and impulse control/delayed gratification) to your children,

  • Be a model. If you are explosive or ‘lose control’, your children will learn the same behaviour no matter how much you ‘demand’ something better of them.
  • Set limits. Children will be far more likely to regulate their behaviour when they understand limits, particularly if they are involved in the process (where appropriate).
  • Give responsibilities. By encouraging children to contribute (again in an age-appropriate way. We can’t ask four year-olds to do a perfect job mowing the lawn! But they can “help” with the dishes, tidying up, and so on) they can develop a sense of control.
  • Let your children make decisions for themselves. Talk about the ramifications of their decisions and help them think through the future outcomes related to what they choose.
  • Talk about self control. Share the information you’ve gained from this blog with your children. Talk about the psychology of control. Watch the movie above with them. Laugh about it, but also share the ramifications (positive and negative) about self-control. It may be particularly useful to encourage your children to tell you about times when they did or did not control themselves. Have them identify the outcomes of their choices to use self-control.
  • Do your own experiment. Once you’ve watched the movie with the marshmallows and talked about it, have some fun with it. Show your children that they CAN develop self-control, and that the outcomes are worth it.

In all of these circumstances our children have the opportunity to make controlled choices, or impulsive choices. When they make impulsive choices our guidance combined with their own self-reflection and insight (again guided by us) can help them better understand self-control and where it leads.

Self-control predicts health, wealth, and civil decisions for good or for bad depending on how we choose to (or choose not to) control ourselves. Teaching children self-control requires skilled parenting, an ability to guide rather than direct, and lots of encouragement. But if you can control yourself as you guide your children, you will be putting them on a path that leads to success in life!


Caspi, A., et al. (1996). Behavioural observations at age 3 predict adult psychiatric disorders. Longitudinal evidence from a birth cohort. Archives of General Psychiatry, 53, 1033-1039.
Kochanska, G., et al. (2001). The development of self-regulation in the first four years of life. Child Development, 72, 1091-1111.
Moffitt, T., et al. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academies of Science, 108, 2693-2698.