Eagle Eye Tribune

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Happy Halloween!

What an incredible day of autumn adventures at Antrim Elementary! Our students spent the morning exploring, creating, and laughing together. The afternoon brought our annual parade through town, a highlight filled with smiles, cheers, and community spirit.

You’ll find plenty of photos and classroom updates in the newsletter below — enjoy a peek into all the fun! Stay tuned for a photo slide show from today's event.

Wishing you a wonderful weekend and a safe, happy Halloween!

All the best,

Beth Gibney
Principal, Antrim Elementary School
bgibney@conval.edu • 603-588-6371

11/4: Picture retakes

11/7: Veteran's Day Breakfast @ 8:15

11/7: Community Meeting @ 9:15 - Ms. Voorhees's Class is presenting

11/7: Field trip for K-4 to SpongeBob the Musical (leaving AES at 12:30pm)

11/10: Conference Day (no school for students)

11/11: Veteran's Day (no school)

11/26-11/28: Thanksgiving Recess (no school)

Do you need photo retakes? On Tuesday, November 4th the photo companywill be coming again to take pictures of any student who was absent or if you would like you child's picture retaken. Please return the photos the day of retakes and your child will receive a new set of photos.

My first and second graders have been working hard on learning the difference between a noun, verb and adjective and are making an adjective pumpkin craft in time for Halloween! In science we are about to learn the phases of the Moon and Earth's place in the universe!

This week third graders combined art and math in a creative project! We designed buildings with windows arranged in equal rows and columns to represent the factors in a multiplication equation. Each building showed a different array, and together they made a colorful “multiplication city.” It was a fun and artistic way to show what we’ve learned about arrays and multiplication!

Kindergarten: We finished our lessons about regulation. Students drew pictures showing how they regulate themselves when they are hungry, cold, tired, and sad.

Mrs. Sullivan's Class: We continued learning about the four zones: BLUE ZONE (low energy and down feelings), GREEN ZONE (calm energy and a sense of control), YELLOW ZONE (increased energy and stronger feelings), and RED ZONE (the highest energy and strongest feelings). Students listened to some books to identify which zones the characters were in.

Ms. Voorhees's Class: We continued learning about the four zones: BLUE ZONE (low energy and down feelings), GREEN ZONE (calm energy and a sense of control), YELLOW ZONE (increased energy and stronger feelings), and RED ZONE (the highest energy and strongest feelings). Students began working on a collage with pictures of people and animals representing the four zones.

Ms. Revaz's Class: We continued learning about the four zones: BLUE ZONE (low energy and down feelings), GREEN ZONE (calm energy and a sense of control), YELLOW ZONE (increased energy and stronger feelings), and RED ZONE (the highest energy and strongest feelings). Students continued working on a collage with pictures of people and animals representing the four zones.

Mr. Morris's Class: We continued learning about the four zones: BLUE ZONE (low energy and down feelings), GREEN ZONE (calm energy and a sense of control), YELLOW ZONE (increased energy and stronger feelings), and RED ZONE (the highest energy and strongest feelings). Students began working on a collage with pictures of people and animals representing the four zones.

Ms. Del Rossi's Class: We began our lesson about the four zones. We defined the vocabulary words EMOTIONS, CATEGORY, and ZONES. Students identified as many feelings as they could in two minutes (they named 32!) and learned about the importance of putting things into categories. We watched a video introducing the four Zones of Regulation: BLUE ZONE (low energy and down feelings), GREEN ZONE (calm energy and a sense of control), YELLOW ZONE (increased energy and stronger feelings), and RED ZONE (the highest energy and strongest feelings).

Protective Factors:

Behavior or characteristic that decreases the risk of mental illness, reduces the effects of stress or improves mental health.

• Protective factors:
  • Can increase resilience and boost a child’s mental well-being and mental health
  • Help decrease the risk of mental illness, reduce the effects of stress and improve mental health
  • Protect them from risk factors, such as being bullied or from exposure to violence.
  • Examples include:
  • Strong social support system
  • Participating in community activities
  • Positive mindset and coping strategies

How Protective Factors Help

Protective factors help children build positive relationships with family, friends, teachers and community members. They support kids in developing high self-esteem, problem-solving skills and coping skills.

How to Build Protective Factors

Family relationships and your home environment are important protective factors. Additional protective factors include:

• A sense of safety
• Consistent routines
• Providing a stable environment
• Having clear expectations
• Building a relationship with your kids that is open, honest and non-judgmental

By building these protective factors, children will know they can come to you when they’re struggling with a problem, rather than seeking advice from someone who may be a negative influence.

Others Who Can Support Protective Factors

Other trusted adults can help provide protective factors. Encourage kids to build positive relationships with people they can talk to, they feel comfortable with, provide social support or who they enjoy spending time with. That will build their feelings of belonging. This can include:

• Teachers
• Coaches
• Counselors
• Faith-based trusted adults
• Peers
• Friends and neighbors

Other Protective Factors

• Celebrating your family’s cultural heritage, whether at home or with a larger community helps instill pride in your child.
• School activities, like clubs, team sports or the school play, can build new skills and develop self-confidence.
• Mentorship programs, career academies and part-time jobs offer teens the opportunity to take on new responsibilities in a safe space.
• Positive self-talk and self-praise help children recognize their own self-worth.
• A healthy diet, exercising regularly and getting enough sleep promotes physical health so they can handle emotional challenges.
• Managing stress in a healthy way, such as exercising, talking to friends or doing other positive activities.

When To Seek Help

Kids may sometimes still need help despite having many protective factors. Seek help from a counselor or physician if:

• Your child seems anxious, depressed or showing more disruptive behaviors
• They're self-isolating or hanging out with kids who are encouraging them to try things that are harmful or dangerous

Meeting with a counselor may help them learn how to become more positive, self-confident and resilient. Anyone can benefit from protective factors - it’s never too late to start!

Adapted from The Kids Mental Health Foundation

10 School Street

Antrim, NH 03440

Phone: (603) 599-6371

Email: aesoffice@conval.edu

Web Page: https://aes.conval.edu/en-US

Social Media: AES Facebook

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