May 2026

Celebrating a Year of Growth

As we approach the end of the school year, it’s worth pausing to recognize just how much growth has taken place not just academically, but socially and emotionally. Our students have made meaningful gains on assessments like Fastbridge and MAP, but just as important are the quieter victories: building new friendships, trying something difficult, sticking with a challenge, and learning how to recover from mistakes. That’s real growth. Learning is not just about scores; it’s about becoming capable, resilient, and confident individuals.

Growth Beyond Academics: The Whole Child

This is where the work of Erik Erikson comes into play. His stages of psychosocial development remind us that children are constantly navigating internal and social conflicts by figuring out who they are, how they relate to others, and how they respond when things don’t go their way. When students are given the opportunity to work through challenges, they build essential life skills like perseverance, empathy, and problem-solving. When those opportunities are removed or over-managed, students miss out on developing that sense of competence.

The Power of Play

One of the most powerful ways children learn these skills is through play. It may look simple on the surface, but play is where students practice negotiation, resolve disagreements, take risks, and figure out social boundaries. It’s where they test ideas, make mistakes, and try again. That’s not extra, it’s essential.

Research consistently shows that play is one of the primary ways children develop problem-solving skills, emotional regulation, and the ability to navigate conflict. The American Academy of Pediatrics emphasizes that play supports the development of executive functioning skills, helping children build self-regulation, focus, and flexible thinking skills that are critical for both learning and positive social interactions.

At the same time, today’s children have significantly less unstructured play than previous generations. Many students spend the majority of their time in highly structured activities such as sports, lessons, and scheduled programs leaving fewer natural opportunities to practice these critical social skills on their own. While these activities have value, they do not replace the learning that happens when children are given space to interact, problem-solve, and navigate relationships independently.

That’s why it is so important that we are intentional about protecting and encouraging play, whether it’s during recess, at home, or through playdates in the community. These moments are not “downtime”; they are where some of the most important learning happens. When we allow children the space to work through small conflicts and challenges in these settings, we are helping them build the confidence and competence they need to handle bigger situations in the future.

Understanding Conflict vs. Bullying

At our April Parent-Teacher Advisory Committee meeting, we spent time reviewing our bullying and behavior policies and procedures. It’s clear families want clarity and rightly so.

Here’s the bottom line:

Conflict is a back-and-forth between students of relatively equal power.
Bullying involves an imbalance of power (physical, social, intellectually, or emotional) and is typically repeated over time.

Even if a student defends themselves, they often cannot regain that power in a bullying situation.

Our Approach to Bullying and Student Safety

Our procedures are designed to take all reports seriously while distinguishing between these situations, so we can respond appropriately. Principals immediately investigate concerns, gather information, and intervene based on the nature and severity of the behavior. District 67 consistently reinforces the message: see something, say something and tell a trusted adult. That’s how we keep kids safe.

Creating a culture where unkind behavior is not tolerated doesn’t happen by accident. It takes all of us including staff, students, families, and the broader community being consistent and intentional. At school, we actively teach and reinforce positive behaviors through SEL lessons, advisory, morning meetings, restorative practices, and coaching students through real-life situations. We don’t just react, we teach.

Listening to Student Voice

Looking ahead, we are forming a student task force with students to better understand their transition experiences into middle school including what worked, what didn’t, and how we can improve. We’ll also gather insight into how students experience and navigate conflict. If we want better outcomes, we need to listen to the people living it every day, our students.

When Mistakes Happen: Discipline with Purpose

Let’s be honest, kids make mistakes. That’s part of growing up. Our job is to teach them to do better next time. However, when behavior disrupts safety or the learning environment, there are times when more serious consequences are necessary.

Suspension is one of those tools, but it is not the first step. It is used only when other interventions have been exhausted or when the safety of others cannot be maintained.

The goal of suspension is not punishment for the sake of punishment; it’s to restore safety and create a reset so the student can successfully re-engage in learning. When students return, they don’t just walk back in like nothing happened. They participate in reflection, review what occurred, learn alternative strategies, and often engage in restorative conversations to repair harm and rebuild trust.

How Families Can Support at Home

Families play a critical role in this work. You can support your child by:

Encouraging them to talk through conflicts rather than avoid them
Reinforcing that mistakes are opportunities to learn, not excuses to disengage
Modeling respectful communication, even in disagreement
Asking reflective questions like, “What could you do differently next time?”
Staying connected to school staff when concerns arise

Looking Ahead to Summer

As we head into summer, it’s important to remember that unstructured time often increases opportunities for conflict. Without the consistent routines and adult support of school, kids will need to rely more heavily on the skills they’ve been building all year. This is your chance to reinforce those skills including problem-solving, perspective-taking, and self-regulation in real-life settings.

Simple Ways to Build Skills Through Summer Play

1. Protect Unstructured Time

Don’t overschedule every day. Kids need chunks of time with no agenda, this is where creativity, negotiation, and problem-solving naturally happen.

2. Encourage “Figure It Out” Moments
When conflict pops up, resist jumping in right away. Instead, ask:

“What’s your plan?”
“What could you try next?” Give them space to work through it before stepping in.

3. Set Up Low-Stakes Playdates

Keep them simple: no big plans, no packed schedule. A few kids, minimal structure. This is where kids learn to share, compromise, and manage disagreements.

4. Use Real-Life Problem Solving
Involve your child in everyday decisions:

Planning a family outing
Budgeting for a purchase
Solving a disagreement with a sibling

These are real opportunities to build thinking and communication skills.

5. Normalize Mistakes
Say it out loud: “Mistakes are how we learn.” When something goes wrong, focus on:

What happened
What they can do differently next time

6. Limit Immediate Adult Rescue
Not every problem needs a quick fix from an adult. If it’s safe, let kids sit in a little discomfort. That’s where growth happens.

7. Get Kids Outside and Moving

Free play outside such bike riding, neighborhood games, park time naturally create opportunities for teamwork, rule-setting, and conflict resolution.

8. Model Calm Conflict Resolution
Kids are watching how adults handle frustration. Show them how to:

Stay calm
Listen
Work toward a solution

9. Practice Social Scripts Ahead of Time
For kids who struggle, give them simple language:

“Can I have a turn when you’re done?”
“I didn’t like that. Please stop.”
“Let’s find something we both want to do.”

10. Reflect at the End of the Day
Keep it quick:

“What went well today?”
“Did anything feel tricky?”
“What would you do differently tomorrow?”

Ending the Year Strong

We have so much to celebrate as we close out the school year. Growth has taken place in classrooms, on the playground, in friendships, and within each child in ways both big and small. Our students have not only strengthened their academic skills, but have also learned how to build relationships, take risks, work through challenges, and persevere when things feel difficult.

As we reflect on the year, it’s important to remember that success is not defined by a single score, moment or mistake, but by the steady progress our children make over time. Each of these experiences connects directly to our Portrait of a Learner competencies; students are developing as critical thinkers, effective communicators, collaborators, and resilient problem-solvers. They are learning to take ownership of their growth, show empathy toward others, and approach challenges with confidence and curiosity.

These competencies don’t develop overnight as they are built through everyday moments: solving a disagreement on the playground, trying a new strategy in the classroom, supporting a peer, or learning from a mistake. That is where the real work happens.

Thank you for your continued partnership in supporting this growth. Together, we are helping to shape students who are not only prepared academically, but who are also thoughtful, capable, and compassionate individuals ready to navigate both success and struggle. That is something truly worth celebrating.