Swift River Current
Resources for Teaching about Autumn
Monday, October 26, 2026
Dear Caregivers,
Over the weekend, I found myself reflecting on the relationships we are building with our students at Swift River School—not only the relationships between students and staff, but also the relationships students have with one another and the important role home plays in shaping these connections.
As educators and caregivers, we share the responsibility of helping students feel safe, supported, respected, and connected while learning how to navigate relationships, challenges, disappointment, and conflict. These reflections led me to think more deeply about what children need from the adults in their lives as they grow and develop. How do we work together to help children build healthy relationships, become more independent, learn from their mistakes, and understand that boundaries are an important part of caring for one another? How do we support children when things don't go their way while still holding them accountable for their choices? I believe that when families and schools work together with shared expectations, open communication, and a commitment to growth, we can help our children become resilient, responsible, and compassionate individuals.
Raising Resilient, Responsible, and Ready-to-Learn Children
We want our students to feel successful, and we also want them to develop the skills they need to navigate challenges, manage disappointment, make responsible choices, and persevere when things get difficult so that they can grow into capable, confident, compassionate, and independent individuals.
Three areas deserve our attention as partners in this work: limiting recreational screen time, allowing children to experience failure, and setting clear boundaries with consistent consequences. These practices are not about being overly strict. They are about giving children the tools they need to thrive.
Less Screen Time, More Time for Childhood
Technology is part of our children's world, and it certainly has a place in education and everyday life. However, we must be thoughtful about how much time children spend on recreational screens and what that screen time may be replacing.
The American Academy of Pediatrics' 2025 policy statement on children's digital environments notes that excessive digital media use among school-aged children is associated with lower academic achievement, weaker attention control, and disruptions to sleep. The concern is not simply the device itself; it is also what children may miss when screens dominate their free time.
The CDC's 2023 Youth Risk Behavior Survey found that 77% of high school students reported using social media several times a day or more. Frequent social media use was associated with higher rates of bullying, persistent sadness or hopelessness, and certain indicators of suicide risk. These findings show an association, not proof that social media alone causes these outcomes, but they are important for families to consider.
What to do at home?
Establish screen-free times during meals, homework, and the hour before bedtime.
Keep phones, tablets, and gaming devices out of bedrooms at night.
Encourage outdoor play, reading, creative activities, hobbies, and face-to-face friendships.
Set age-appropriate limits and model healthy technology habits as adults.
Talk with children about what they watch, play, and experience online.
The goal is not to eliminate technology, but to make sure that technology does not replace the experiences children need to develop their minds, bodies, relationships, and independence.
Learning to Fail Is Learning to Grow
One of the most valuable lessons we can teach children is that it is okay to fail, make mistakes, and struggle. In fact, these experiences are essential to learning.
As adults, it can be difficult to watch a child struggle. We want to step in, solve the problem, explain the answer, or make the disappointment disappear. We do this out of love. However, when we consistently rescue children from challenges, we may unintentionally take away opportunities for them to develop perseverance, problem-solving skills, and confidence in their own abilities.
Learning should involve productive struggle. Students need opportunities to try a challenging math problem, revise a piece of writing, work through a disagreement with a classmate, or discover that their first approach did not work. These moments help children learn how to think, adapt, and try again.
A mistake is not evidence that a child cannot do something. It is information that can help the child determine what to do next.
Caregivers can reinforce this mindset by saying:
“What did you learn from that experience?”
“What could you try differently next time?”
“You worked hard, even when it was difficult.”
“I believe you can work through this. What is your plan?”
“You don't have to be perfect. You do have to keep learning.”
We should celebrate effort, reflection, improvement, and perseverance—not just perfect scores, winning, or getting everything right the first time.
Our children do not need us to remove every obstacle from their paths. They need us to help them develop the confidence and skills to navigate those obstacles themselves.
Boundaries Are an Act of Love
Children need to know that the adults in their lives are providing structure, guidance, and consistency. Clear expectations help children feel secure because they understand what is expected of them and what will happen when they make choices.
Setting boundaries is not about controlling children. It is about teaching them self-control, accountability, respect, and responsibility.
At school, we teach students to be safe, kind, and responsible, and to respect others, follow expectations, and repair harm when their choices affect someone else. These lessons are most powerful when they are reinforced at home.
Children benefit when adults establish reasonable expectations and follow through consistently. If a child is expected to complete homework before playing video games, that expectation should remain in place even when the child complains. If a child speaks disrespectfully, the response should include an opportunity to reflect, take responsibility, and make things right.
Consequences should be fair, proportionate, predictable, and connected to the behavior whenever possible. They should teach rather than shame. A consequence is not a rejection of a child; it is an opportunity to help the child understand that choices have outcomes.
For example:
If a child misuses a device, the child may temporarily lose access to it and have an opportunity to demonstrate responsible use.
If a child hurts someone's feelings, the child can work toward repairing the relationship.
If a child struggles with a task, the adult can offer support without automatically completing the task for them.
It is equally important to remember that children are still developing. They will test limits, make poor choices, and need reminders. Consistency does not mean inflexibility; expectations can be adjusted to account for a child's age, developmental needs, and circumstances. We can be compassionate while still holding children accountable.
Learning That “No” Is an Okay Answer
One of the most important lessons we can teach children is that being told “no” is a normal part of life—and it is okay to be disappointed when the answer is no.
As caregivers and educators, we naturally want children to be happy. It can be tempting to give in when they become upset, argue, or push back against a limit. Sometimes it feels easier to avoid the conflict altogether. However, when children learn that persistence, arguing, or having a strong emotional reaction will eventually change an adult's answer, they may struggle to accept boundaries as they grow.
In life, children will not always get the part they want in a play, make the team, receive the grade they hoped for, or get permission to do something their friends are allowed to do. They will encounter rules, limits, disappointment, and situations they cannot control. Learning to manage these experiences while they are young helps prepare them for the realities of adolescence and adulthood.
Children can be upset about a boundary without the boundary needing to change. We can acknowledge their feelings while still holding firm to our expectations. Saying, “I understand that you are disappointed, and the answer is still no,” communicates both empathy and consistency.
When children hear “no,” they have an opportunity to practice patience, emotional regulation, flexibility, and respect for others. They learn that disappointment is a feeling they can work through rather than an emergency that someone else must fix.
This does not mean we should never reconsider a decision or listen to a child's perspective. It means that children need to understand that adults are responsible for making decisions, establishing reasonable limits, and following through.
We can love our children deeply, listen to their concerns, and validate their feelings without giving them everything they want. In fact, sometimes saying no is one of the most loving things we can do.
Our goal is not to raise children who are always happy with every decision. It is to raise children who can handle disappointment, respect boundaries, accept responsibility, and move forward—even when things do not go their way.
A Partnership Between Home and School
At Swift River School, we want every child to feel supported, valued, and capable of success. Supporting children does not mean removing all discomfort, preventing every mistake, or saying yes to every request. Sometimes the most supportive thing we can do is hold a boundary, allow a child to struggle appropriately, and provide the encouragement needed to try again.
As we move through the school year, I encourage families to reflect on three questions:
Balance: Is screen time leaving enough room for sleep, reading, movement, creativity, and meaningful relationships?
Resilience: Am I giving my student opportunities to solve problems, experience disappointment, and learn from mistakes?
Responsibility: Are our household expectations clear, and do we follow through with consistent, respectful consequences?
Our job is not simply to help children succeed today. It is to prepare them to face tomorrow with resilience, empathy, independence, and confidence.
Thank you for partnering with us in this important work. Together, we can help students grow into the best versions of themselves.
Research and Resources for Families
American Academy of Pediatrics: Digital Ecosystems, Children, and Adolescents (2025 policy statement)
Centers for Disease Control and Prevention: 2023 Youth Risk Behavior Survey Results
American Academy of Pediatrics / HealthyChildren.org: Screen Time Questions for School-Age Children
https://thinkkids.org/Collaborative-Problem-Solving-A-Talk-with-Dr-Stuart-Ablon/
These resources offer additional research and practical strategies to help families make informed decisions about technology, children's development, and healthy routines.
Additionally:
Please Complete Your PowerSchool Registration
All caregivers must complete their online PowerSchool forms as soon as possible, to get up-to-date with our new portal system. Each year, caregivers will update forms as needed, which provides us with current contact information, and which provides Nurse Carole with each student's current current medical information. If you need assistance completing this required step, please reach out to the office.
A Change to Our Gum Procedures
Chewing gum has become a growing problem at Swift River. For many years, we have allowed students to chew gum as one way to help them regulate and focus during learning. Unfortunately, we are now seeing gum being left on their lunch trays, which has resulted in gum making its way into the dishwasher, which causes costly repairs. We are also seeing students chewing gum at recess and while riding the bus, which creates a potential choking and safety concern.
Due to the concerns posed to safety and school equipment, students may no longer bring gum to school. Instead, we will work with students to identify other appropriate ways to support regulation, focus, and attention in the classroom. Thank you for your support with this change.
School Council: Caregiver and Community Representatives Needed
We are looking for one or two caregiver or community representatives to serve on the Swift River School Council. The School Council meets approximately 4–6 times per school year, and meeting times are flexible. Meetings may also be held virtually.
The primary responsibilities of the School Council include:
Adopting educational goals for the school that are consistent with local educational policies and statewide student performance standards
Identifying the educational needs of students attending the school
Reviewing the annual school building budget
Helping to formulate and review the School Improvement Plan
If you are interested in serving on the School Council or would like more information, please let me know.
Thank you, as always, for your continued support of Swift River School and our students. We are grateful for our wonderful SRS community!
Best,
Kelley
4th Grade Science Spotlight: Animal Adaptations!
We have been busy scientists in Science, exploring the fascinating world of animal adaptations! Recently, we investigated the unusual-looking frogfish and discovered that their unique appearances serve an important purpose. Students documented their observations in their very own science observation books, recording how the frogfish’s internal and external structures help it survive. We learned that their mouths can extend to catch prey and their stretchy stomachs allow them to swallow surprisingly large fish! Through careful observation and scientific thinking, we discovered that even the strangest features often have an important job. Now, we are diving into our next area of study: animal behaviors and instincts, exploring how animals act and respond to help them survive in their environments!
As a school community we are up to 2,721 miles! Fourteen students and community members have earned their 25 mile tee shirts!
A few notes:
Miles that are submitted online get approved every 1-2 weeks. Miles submitted by the scan code on the lanyards at school get submitted immediately.
Mile totals for Friday awards are based on the numbers totaled on the Monday the week awards will be handed out.
Similar to students, staff members, community members and caregivers are all eligible to earn tee shirts when they reach 25 miles! If you would like one, we ask that you please donate $5-10 (check - payable to SRS PTCA, cash or square) to support our program and send us an email (100mileclub@swiftriverschool.org) with your shirt size.
We are so excited about the high level of participation we are having not only by our students but by the adults in our community this year as well! To help encourage this trend, we will be offering a small incentive of a prize or gift card to all adults who reach the 100 mile mark this year as a thank you for serving as positive role models for our students!
Keep up the great work!
Swift River School is in need of one Wendell resident and one New Salem resident to join the School Committee. As a member of the School Committee, you will gain the ability to make a lasting impact on education at Swift River School by shaping policies and decisions that directly influence student learning environments. By supporting student success, the School Committee works to ensure that every student has access to high-quality educational opportunities. The School Committee also plays a vital role in representing the community and establishes a vital link between families, educators, and the school system, allowing for diverse voices to be heard.
Through financial oversight and accountability, the School Committee also helps the school manage budgets responsibly to direct resources where they are needed most. Effective community engagement and building relationships with stakeholders strengthens trust and collaboration across the district. Additionally, serving in this role fosters personal growth and skill development, as members gain valuable experience in leadership, communication, and decision-making.
If you are a Wendell Resident interested in filling a position on the School Committee, please reach out to Robyn Vitello by email at vitello@erving.com.
