Youth Mental Health First Aid - free training

NAMI is offering some great trainings! This is an opportunity for you to learn how to best support the youth in your life. This training is packed with information designed to help you identify, understand, and respond to signs of mental health challenges and concerns. 

Pick a date that works for you: 

Friday 01/28

Thursday 02/17

Click here for more information: 

Second Step - Social Emotional Learning - Resources for Families


We encourage you to explore Second Step's Information for Families resource website

At Mitchell School we are using both the Elementary Classroom and the Elementary Digital Program.  Please reach out to either one of us if you have any questions or concerns.

Classroom lessons - The Cromwell Center for Disabilities Awareness


School counselors at Mitchell School will be facilitating the Respecting ABILITIES classroom lessons from The Cromwell Center for Disabilities Awareness.  The mission of the Cromwell Center is to promote safe, respectful and inclusive schools and communities. We encourage you to learn more about their work for schools, communities and families.

We know our students to be incredibly thoughtful and curious and hopefully they will come away with new attitudes and understanding about all of our abilities. 

The Words Matter guide below is included below just as a kind reminder that our words really do matter. This resource did not come from The Cromwell Center, but we thought that it was a great resource to share.

Youth Mental Health First Aid Training

9.30.2021 Southern York County Youth Mental Health First Aid Training

To register click here

NAMI Maine is excited to offer this Virtual Youth Mental Health First Aid for Community Members in Southern York County. Mental Health First Aid is a national best-practice, evidenced-based certification course that is 7 hours in length, 2 hours of self paced learning and 5 hours of instructor lead material over zoom. Youth Mental Health First Aid leads to a 3 year certification issued by the National Council on Behavioral Health. The training will be held on Thursday, September 30th from 9:00 am - 2:00 pmThere will be small breaks but please come to the training prepared with whatever will make you comfortable (snacks and drinks). Individuals will receive log in information to cornerstone to complete their pre-course work, the zoom link for the training will also be located in the cornerstone portal.

Pre-course work MUST be completed prior to the instructor lead portion of the training or participants will not receive certification.

Please try to register for only one Youth Mental Health First Aid date because the registrations cap at 20 participants per training. Should a scheduling change arise, we are happy to do what we can to assist you.

Re-thinking Normal - Back to School tips for 2021

ChallengeSuccess - Re-thinking Normal - Back to School Tips for 2021

From Denise Pope, Co-founder of Challenge Success and a Senior Lecturer at the Stanford University Graduate School of Education

Rethinking Normal: Back-to-School Tips for 2021

Most schools are planning for in-person instruction this fall, and though debates continue across the country about mask mandates and vaccine requirements as new variants emerge, many parents, educators, and kids are hoping for a return that is as close to normal as possible. But, what exactly does “back to normal” mean? 

Unfortunately, “normal” wasn’t working for many students prior to COVID-19. Kids were overloaded with homework, extracurriculars, and family or work obligations. They were highly stressed and not getting nearly enough sleep. Since the remote learning experiment of 2020 upended schedules and traditional approaches to school and family life, parents now have an opportunity to leverage important lessons learned during this time to build a new normal that better supports students’ well-being and engagement with learning. Now is the time to reassess what is best for your children and family and to consider establishing new norms. Here are a few suggestions to help you get started:

Resist the urge to overschedule

After months of restrictions, the instinct might be to dive back in and immediately pack your child’s schedule with the sports, arts, and other activities they’ve been missing. Many kids are eager to join their peers in extracurricular activities that they enjoy, and many parents want (or need) kids to be out of the house, off devices, and engaging in healthy tasks. We suggest easing back into activities slowly and letting your child take the lead.

  • Consider encouraging your child to pick their favorite and most meaningful activity to try first, while keeping in mind that some kids may not be interested in going back to an old activity. Maybe their interests have changed; maybe they aren’t ready for close contact in person; maybe they feel a little overwhelmed socially. Be patient.
  • Remind kids who want to “do it all,” or those who have taken on extra work or family obligations, that they may need to cut back in order to prioritize time for schoolwork.

Talk to your child and honor their feelings. Together, try to create a healthy schedule and pace that fits your child’s needs as well as yours.

Avoid excessive focus on grades 

Some parents are worried about learning loss from last year and may feel pressure to load kids up with additional coursework and tutoring. No one wants to see their child “left behind,” but parents may be panicking prematurely. Educators know that kids will likely be starting from different places this year, and many are adjusting their curricula and arranging for extra resources for students.

Filling your child’s schedule with extra academics or enrichment activities out of fear will likely add unnecessary pressure and anxiety to an already stressful situation. 

High school students and their parents may be even more focused on grades due to new “test optional” college admissions policies. Be mindful about the extra pressure your child may be experiencing, and try your best not to add to it. Keep the big picture in mind when it comes to test scores, grades, and college admissions. Wait for the school to recommend when extra help may be needed. Aim for a healthy child – physically and emotionally – who is motivated and engaged. If you keep that as your North Star, you will likely change some of your behavior and messaging about grades and school.

Prioritize sleep and PDF 

The research is clear that teens who get 8-10 hours of sleep each night are physically and emotionally healthier and do better in school. Some students in our 2020 survey noticed that extra sleep due to later start times and a lack of commute allowed them to be more efficient and focused on their schoolwork. Now that schools may be back to earlier start times, your family may need to shift routines and prioritize a healthy sleep schedule. This may mean removing devices from bedrooms an hour before bedtime each night and making sure there is enough time in the day to complete schoolwork and extracurricular activities to allow for a full 8-10 hours of sleep. Use our Time Wheel activity to help your child align their priorities with their schedule.  

We also found that for some families, the lack of extracurriculars and commute times during the pandemic resulted in more playtime, downtime, and family time (PDF).  We know that time spent on PDF every day serves as a protective factor in keeping kids physically and emotionally healthy.

  • What has your child enjoyed doing most during their downtime and playtime this year? Reading books, playing with the dog, cooking?  Help your child find a way to maintain time for those activities when they go back to school in person. 
  • What family activities have you valued most during the pandemic? Sunday night board games, Zoom calls with a grandparent, regular family dinners and walks?  As life gets busier for both kids and parents, identify and prioritize the most important family activities you want to preserve.  
  • Finally, keep in mind that after a year of technology overload, it may be time to reevaluate your family ground rules. All screen time is not created equal. Consider how much time is spent consuming vs. creating online and what PDF activities kids may be missing when they are on screens for so long. 

Focus on human connections and relationships

While so many of us are longing for a return to in-person school and activities, reentry may be challenging. Returning to a highly structured routine with limited flexibility may be a welcome relief for some and a major stress for others. Some kids have thrived emotionally and/or academically during remote learning – avoiding social pressures, bullying, or racism. Other kids have experienced unprecedented isolation from their peers, teachers, communities, and support systems. Some will bounce back quickly and reestablish their relationships and connections. Others may be feeling a lack of confidence in their social skills and need more support and encouragement as they return, especially as they re-enter spaces that didn’t feel safe prior to the pandemic.

You know your child best. Pay close attention and listen to their concerns. If they show signs of not wanting to go back to school, investigate what might be the root cause. If the first week is hard, consider whether this may be because of exhaustion, social anxiety, not feeling academically ready, or legitimate fears about Covid. Check in with your child regularly, normalize their experiences, and offer reassurance. Reach out to teachers and counselors at school if your child is feeling particularly disconnected and could use some help reestablishing trusting relationships.  

Support your children where they are

We all need to be flexible as schools reopen this fall – policies and schedules may continue to shift, and kids and adults alike will need to adapt accordingly. My guess is that our children have learned important coping skills in 2020 that will serve them well as they navigate back to school. Have patience during this period; everyone, including parents and teachers, may need a bit more time to settle in and establish routines. Don’t assume your child’s experiences and emotions about returning to school match your own. As you create a “new normal” for your family, show grace to others who may choose to do things differently and stay attentive to the health and well-being of each family member as you work together to negotiate a safe, sane, and balanced return to school.

Denise Pope, Ph.D., is a Co-Founder of Challenge Success and a Senior Lecturer at the Stanford University Graduate School of Education, where she specializes in student engagement, curriculum studies, qualitative research methods, and service learning. She is the author of, “Doing School”: How We Are Creating a Generation of Stressed Out, Materialistic, and Miseducated Students, and co-author of Overloaded and Underprepared: Strategies for Stronger Schools and Healthy, Successful Kids. Dr. Pope lectures nationally on parenting techniques and pedagogical strategies to increase student health, engagement with learning, and integrity. 

Flusterclux podcast with Lynn Lyons - This Makes Anxiety Worse: What Not to Do to Help Your Kids

This episode is particularly helpful for Mitchell School families. Take a listen!  Flusterclux with Lynn Lyons 

Lynn says, “I believe anxiety is treatable when families understand how it works.”

Mind In The Making online class starting at Families First - free, sign up now

Families First is offering a new 8 week series on parenting. The summary is below. Click here to learn more about various parent, family, and grandparent programs.


Mind In The Making: Life Skills for Children and Adults

WEDNESDAY, APRIL 7 @ 6:00 PM - 7:30 PM

|Recurring Event   Free

Event Navigation

Do you want to help your kids learn to take on life’s challenges and achieve their full potential? If so, there are simple everyday things you can do—starting today—that support the development of the seven essential life skills your child needs to thrive and succeed in today’s complicated, distracting world. These skills are important for adults too, and we have to practice them ourselves in order to help our children. The essential skills include things like Focus and Self ControlPerspective TakingCommunicating, and Critical Thinking.

This series will focus on concrete tools and strategies all parents can use. These tools don’t cost money, they are based on the latest brain science, and they will help you feel more confident in your parenting. It is never too late to begin!

The series is 8 weeks and participants are encouraged to attend all 8 sessions. A Zoom link will be emailed to participants before the first session.

Reducing Racial Bias in Children

Did you know that by age 2-4, children can internalize racial bias? Each of us has a responsibility to learn about our own role in being anti-racist and teaching our children to be anti-racist. 

Talking to Children About Racial Bias - From the American Academy of Pediatrics (article below)

Also check out Five Ways to Reduce Racial Bias in Your Children - Greater Good Science Center at The University of California, Berkeley.

We are putting together additional resources that will be posted on our external resources page. 

Mitchell School should be a place where everyone feels safe, welcome, and respected for who they are.


Talking to Children About Racial Bias

Talking with Children About Racial Bias

​​​By: Ashaunta Anderson, MD, MPH, MSHS, FAAP & Jacqueline DougĂ©, MD, MPH, FAAP

Given the tragic and racially-charged current events, many parents are wrestling with their own feelings, the hopes they have for their children, and the difficulty of helping those children thrive in a world full of racial bias.

Parents may better face today's challenges with an understanding of how racial bias works in children, as well as strategies to help them deal with and react to racial differences.

How Do Children Learn Racial Bias?

Children learn about racial differences and racial bias from an early age and learn from their first teachers—their parents—how to deal with and react to these differences.

The process of learning racial bias is a lot like learning a new language (e.g., a child raised bilingual vs. a

Parent Check In - Choose To Be Healthy

Here is a great opportunity! Click here for the link to register for the virtual Choose To Be Healthy Parent Check In on February 10,  4:30-6:00. 

Why Self-Compassion and Emotion Regulation Are Key to Coping with COVID-19

Marc A. Brackett is a research psychologist and the Founding Director of the Yale Center for Emotional Intelligence and Professor in the Child Study Center at Yale University. I highly recommend his work! - The Yale Center for Emotional Intelligence - Mood Meter: Build Emotional Intelligence to Last a Lifetime - Marc Brackett, Ph.D.

The following is an article from EdSurge:

Why Self-Compassion and Emotion Regulation Are Key to Coping with COVID-19

By Marc Brackett     Aug 3, 2020

Why Self-Compassion and Emotion Regulation Are Key to Coping with COVID-19

Every emotional response is a unique experience. What triggers an unpleasant emotion today may not even register tomorrow. Perhaps right now you are at home with your family for what seems like an eternity and you feel like losing it. Tomorrow, same home, but wake up in a calm state and you happily eat your breakfast and plan your day.

The strategies we can use to regulate emotions are limitless, depending on the situation and the emotions involved. But just like your emotional

Family Digital Wellness Guide


The Center on Media and Child Health (CMCH) at Boston Children's Hospital has published an updated Family Digital Wellness Guide with some really great resources, tips, and research to help parents and children live and be well in a digital world. Check it out!

You can also follow The Center on Media and Child Health on various social media platforms. 

Even though it feels like we're all using a lot of digital media these days, we're all going to be okay. Children are learning how to be adaptable, resilient, and creative. 

Here is an example:

Media-free Meals 

Pro tip: Make at least one meal a day screen-free—that means no phones or tablets at the table and no TV on in the background. Use this time to talk together as a family and check in on how each of you are doing. 

Science says: One family sit-down meal each day is the single most important strategy to protect your family’s mental health and physical nourishment. Screens distract children and adults from each other’s social and emotional lives and from their body’s hunger and satisfaction cues. Eating while paying attention to screens has been linked to obesity and other nutrition-related disorders.

Joint Statement of Commitment and Support for Diversity, Equity and Inclusion in Maine Schools - Maine DOE Priority Notice

Please read this powerful statement of Commitment and Support. Mitchell School educators continue to do this important work and seek dialogue with community stakeholders about how we can improve. It is our mission to understand and dismantle racism and inequality in our school and community.

Joint Statement of Commitment and Support for Diversity, Equity and Inclusion in Maine Schools

The Department of Education, Maine School Boards Association, Maine School Superintendents Association, Maine Administrators of Services for Children with Disabilities, Maine Education Association, Maine Principals Association, and Maine Curriculum Leaders Association enthusiastically affirm the right of every student to an equitable education.  We proudly and steadfastly support the educators and districts in Maine who are taking on the work of understanding and dismantling racism and inequity in our schools and communities. We urge all Maine schools and educators to accept their role and responsibilities in examining and addressing the inequities that have long existed in our society and institutions.

We define educational equity as providing each student a legitimate opportunity to learn, grow, and thrive in school and beyond.
Equity depends on a deliberate and systematic abolition of the inequities that have been sewn into the fabric of American society. These persistent inequities have long disadvantaged students on the basis of race, sex, gender, gender expression, language, physical and intellectual ability, socioeconomic status, sexual orientation, indigenous origin, religion, and all aspects of human identity that have been subjugated within our society.

We recognize that education is one of many systems that have had a role in perpetuating racial inequities, and that through close examination of our system, we can and must strive to attain diversity, equity, and inclusion of all voices and experiences. We believe this work is central to living up to our promises of providing an outstanding education for every Maine learner and continuing to be a public education system of excellence.

We recognize and commit to our role and duty as Maine public education leaders to actively partner with all schools in constructing a new educational paradigm, founded on the certainty that every student can and will be successful when:

  • School is a welcoming, safe place for all school community members to bring their whole identities with them
  •  Social emotional and behavioral supports are understood as critical prerequisites to academic learning
  • Students’ primary and home languages are recognized as assets, cultivated, and leveraged
  • Every educator in every role shares the responsibility for ensuring equity for every student and participates in equity education, both in teacher and administrator preparation programs and ongoing throughout their careers
  •  Families are meaningfully engaged as partners in their children’s education and welcomed into our schools
  • All academic and non-academic programming is culturally responsive and co-constructed with community members
Examining racism and inequity is difficult work. As each student of Maine is a future citizen of our global society, we believe this is work that needs to be engaged in respectfully and civilly by all the schools and communities in our state.  Understanding and addressing racism and inequity will take many different forms, all of which are valid and needed. Already many educators, school districts, and organizations are exploring this work in some of the following ways:
  • Defining with school and community members what makes a safe and welcoming place for all and committing to the vision
  • Reviewing your SAU’s Controversial Issues policy and best practices for engaging in discussions responsively and responsibly.
  • Engaging community members in discussions and actions to ensure that schools are a safe and welcoming place for all students
  • Engaging in equity audits to examine a variety of practices and programs
  • Expecting all school personnel to engage in professional learning about anti-racism and culturally responsive practices
  • Reviewing and revising curricula and materials to ensure they are well-rounded, decolonized, and representing all experiences
  • Adopting anti-racism instructional practices, programs, and policies
  • Establishing Diversity Equity and Inclusion (DEI) committees of stakeholders
  • Establishing expectations that every student will achieve and is challenged with rigorous curricula
  • Creating, supporting or amplifying student Civil Rights Teams within each school

We believe in the power and responsibilities that are bestowed on our educational institutions to provide a safe and equitable place in which all students can thrive, and where students are encouraged to examine their world, their beliefs and their role in society through multiple perspectives. We believe all students, all families, and all human beings deserve to be celebrated, included, and heard, and we are committed to supporting our schools and educators in taking on the challenge of examining and changing our practices..
We stand united in our commitment to this work and our support of the educators who are courageously stepping up and stepping into the learning, growing and changing that is needed. Our organizations will continue to provide resources, support and technical assistance as we all expand our own knowledge and capacity to engage in this critically important work on behalf of our students and our collective future.

11 December 2020

Parenting Cue Cards


Parenting Cue Cards

Do you ever struggle with what to do in tough parenting situations? GreatSchools worked with the Yale Center for Emotional Intelligence to bring you the answers you need.

Parenting under stress

I will take this opportunity to share another great parenting resource with our school community. Tina Payne Bryson is a psychotherapist and the Founder/Executive Director of The Center for Connection, a multidisciplinary clinical practice, and of The Play Strong Institute, a center devoted to the study, research, and practice of play therapy through a neurodevelopment lens.

Dr. Tina Payne Bryson is the author of Bottom Line for Baby (Random House 2020) and co-author (with Dan Siegel) of THE POWER OF SHOWING UP (Random House 2020) and THE YES BRAIN (Random House 2018), as well as two New York Times bestsellers -- THE WHOLE-BRAIN CHILD (Random House 2011), and NO-DRAMA DISCIPLINE (Random House 2014) -- each of which has been translated into over forty languages.

Let’s Talk About Feelings

When you’re panicked, internally chaotic, and obsessive about the news, there’s a danger that you’ll dial up your child’s anxiety, leaving them more likely to focus on what they can’t control. On the other hand, if you are informed and internally calm, sharing bits of information about what we can control, you can dial down your child’s anxiety. Try saying something like, “It’s great news that the doctors know how this virus gets spread. That means we know some things we can do to be healthy. What do you think we need to do to be healthy?” This can also lead to a great conversation about food, sleep, hygiene, etc.

And, if your own anxiety is feeling more chaotic and dialed up than you would like, and you’re having a hard time regulating it, you aren’t alone. Allostatic load was first introduced and defined by McEwen and Stellar (McEwen 2001) and is the chronic, cumulative effect of high-stress situations in daily life that are experienced as taxing or exceeding our coping skills. Further, stress responses that are too frequent, too quick (daily challenges and transitions), too intense, and too long (more than 10-20 min) can all contribute to allostatic overload. (Can we say hello, 2020?)

To help, try walking in nature (No earbuds! Just listen to the world and get a break from stimulation!). Remember to exercise, try mindfulness meditations (or apps like Headspace and Calm), or seek out support. We all need someone who shows up for us. And, if needed, seek out a mental health professional who can help you with your own emotional waves. Take care during this challenging time. Together, we can move through it.


Other Resources

Parenting Under Stress: Click below to listen to a podcast I recorded with Dr. Dan Siegel and Sue Marriott LCSW, CGP, of Therapist Uncensored. Together, we unpack the ideas from our book, THE POWER OF SHOWING UP, and apply to this moment in time.

Circle of Control

Here is a helpful tool to put our life experiences in perspective. Kids, in particular, don't have a lot of control over their lives. They're told when to go to school, when to go to bed, where to sit on the bus and in the classroom, when to sanitize their hands, and oftentimes what to eat. 

This Circle of Control activity will help us all consider what things are within our control and which things are outside of their control. You might recognize this concept from the Serenity Prayer: "God, grant me the serenity to accept the things I cannot change, courage to change the things I can, and the wisdom to know the difference."

Knowing what is inside your Circle of Control helps with self control, emotional regulation, and managing anxiety. 

Draw two circles on a piece of paper and take it from there! Here are two examples:

What do your kids think matters to you? "Watch Your Words" by Angela Duckworth

Angela Duckworth's latest blog post is worth sharing. You can read more at Character Lab, offering actionable advice for parents and teachers -- based on science.

Watch Your Words

Because I study effort and achievement, people often assume that all I care about is effort and achievement.

That’s understandable—but incorrect.

When I think of my own two teenage girls and how they show up in the world, I do not think first and foremost of their resumes. I do not go to bed praying that they graduate summa cum laude. And if a fairy godmother granted me one wish, it would not be for Amanda and Lucy to be successful.

Do I care about effort and achievement?

Yes, I do.

Do I hope that my girls learn to work hard and smart, and to accomplish something of importance?

Yes, I do.

Philosophers have long debated what it means to live a good life. More recently, scientists have come to the consensus that thriving is multi-dimensional. When it comes to overall life satisfaction, achievement is less important than relationships—having friends you love and who love you back—and day-to-day feelings of hope, gratitude, and moments of joy.

Research also shows that thriving relates differently to various character strengths. For instance, having positive relationships correlates more strongly with kindness than with perseverance.

And, finally, some aspects of character are, in my view, ends in themselves. Whether or not honesty and intellectual humility bring fame, fortune, or even happiness, they are fundamental to who we are and how we choose to show up in the world. Indeed, certain world leaders exemplify strengths of will like grit but, tragically, seem lacking in strengths of heart and mind.

There is an adage that you should watch your thoughts, for they become your words. A corollary is that people assume that what you don’t talk about, you don’t think about. More and more, I appreciate my responsibility to talk and write about more than grit. I need to make clear what I think matters.

What do your kids think matters to you?

Try comparing what you talk about most to what you care about most. Ask your kids, “If a fairy godmother granted me one wish, what do you think I’d ask for?” If you’re surprised by the gap between what they assume and what is true, consider making an adjustment.

With grit and gratitude,


Family-to-Family educational program hosted by NAMI, the National Alliance on Mental Illness

NAMI Family-to-Family programs are starting up. While they are now virtual, they are still incredibly helpful. 


NAMI Family-to-Family is a free, 8-session educational program for family, significant others and friends of people with mental health conditions. It is a designated evidenced-based program. This means that research shows that the program significantly improves the coping and problem-solving abilities of the people closest to a person with a mental health condition.

NAMI Family-to-Family is taught by NAMI-trained family members who have been there, and includes presentations, discussions and interactive exercises.

What You’ll Gain

NAMI Family-to-Family not only provides information and strategies for taking care of the person you love, but you'll also find out that you're not alone. Recovery is a journey, and there is hope.

The group setting of NAMI Family-to-Family provides mutual support and shared positive impact—experience compassion and reinforcement from people who understand your situation. Sharing your own experience may help others in your class. In the program, you'll learn about:

  • How to solve problems and communicate effectively
  • Taking care of yourself and managing your stress
  • Supporting your loved one with compassion
  • Finding and using local supports and services
  • Up-to-date information on mental health conditions and how they affect the brain
  • How to handle a crisis
  • Current treatments and therapies
  • The impact of mental health conditions on the entire family

What People Are Saying

"The course gave me hope that it will be okay, that I am not alone and reduced a lot of shame, guilt and hopelessness."

"I wish I'd known about this seven years ago when the problem began. I felt safe in this class. I was able to talk about things I haven't been comfortable expressing elsewhere."

"Before I took the course, I felt alone and overwhelmed dealing with my daughter’s mental illness. By taking this course, I have met others who are going through the same things I am and have learned about many resources that I never knew existed."

"I thought my wife and I knew just about everything there is to know about the system and the illness. Boy, were we wrong. Without a doubt, this is the best support course I have had the privilege of taking part in, bar none."

Sign Up For A Class

Find the NAMI Family-to-Family class nearest to you. If a class isn’t available, contact your local NAMI Affiliate about starting one.

A Spanish-language version of NAMI Family-to-Family, De Familia a Familia de NAMI, is available in a limited number of states.

Welcome back! Getting ready for the 2020-2021 school year

The Mitchell Sandpipers

We would like to welcome back students and families to what will surely be an exciting, new and different year ahead. We'd also like to extend an extra warm welcome to our youngest new students and their families. Whether you come to Mitchell School for in-person learning or are a remote learner, we will all do our best to build a warm, nurturing, inclusive and safe environment for all of our students. Our principal, Alli Gamache, shared the following quote with the staff during professional development opening days: "Let's give this school year the opportunity to be awesome. Don't throw a label or a judgment on it before it begins. It may just surprise us in big, beautiful ways." 

Both coming to school in person and learning remotely from home have their own set of challenges. The article  "Keeping a Love for School Alive" from the New York Times has some excellent suggestions.

For the parents and caregivers for incoming Kindergarten students Helping Kindergartners succeed - things you can do is a packet that I put together that highlights some of the most effective ways you can help your student thrive in school.

I encourage you to take a moment to share the grade-specific welcome slideshow with your child. Recognizing faces and remembering staff members' names is one less variable that your child will have to negotiate on those first days back. The slideshows are located in the left sidebar of the Mitchell School homepage under New Family Information. 

Lastly, below you'll find an oldie-but-goodie collection of resources from Edutopia.  I encourage you to check out the Back to School Basics videos. They are quite good!

Back-to-School Resources for Parents

Find resources to help children begin school with a positive mindset, support their transition into a new school year, and prepare them for fall learning.
Resources by Topic:

Back-to-School Advice and Checklists

Easing the Back-to-School Transition

Tech Tips for a New School Year

For more tips and guidance about managing media and technology use, check out these other posts from Edutopia:

Gearing Up for Fall Learning

For more parent strategies around homework, take a look at these other blog posts from Edutopia:

The Power of Parental Involvement