Welcome to the Forgotten ECE, the show where
before and after school educators, summer camp
and PD staff and CYWs have a place where they
are seen, heard and valued. I'm your host, Jamie
Wankler, and I'm so excited you're here. Hello.
everyone and welcome back to the Forgotten ECE.
I am so ecstatic that you're here with me today
because I have two incredible powerhouses here
and they're talking about my favorite topic obviously
school age with me today is the inspiring julie
hansen and the also inspiring because i'm not
going to say two different things carla ward
thank you so so much for being here together
we're going to discuss their upcoming live zoom
workshop guidance strategies for school -aged
children support emotional growth and navigate
conflict with confidence happening Saturday,
August 16th, 2025. Hi, Carla. Hi, Julie. Thanks
so much for being here. Thank you for having
us. You're so welcome. Carla, why don't we start
with you? Why don't you give our listeners, if
they don't already know you, why don't you give
our listeners a little bit about you? Awesome.
Well, thank you so much. So my name is Carla
Ward. I'm an ECE in Ontario, Canada. I am the
host of the Everything ECE podcast, and I've
been an ECE for... Over 20 years, I live, breathe
and bleed early childhood. And I'm just so grateful
to be on today talking about essentially that
forgotten age group, as well as those forgotten
ACEs. Julie and I absolutely love this workshop.
So we're excited to chat about it, but also to
share some actionable steps. Amazing. And it's
so needed. Before we all jumped onto recording,
Julie and I were talking about how needed it
is. And you just ignite my fire so much because
when people come out and they're doing things
for school age children and educators, it's just
it's exactly where we need to be. Julie, can
you give us a quick hi and tell us about yourself?
Sure. Hi, everyone. My name is Julie Henson.
I've been an early childhood educator for 25
years out here in BC. I really love teaching
workshops for ECEs, family child care providers,
administrators, and students, and I'm really
excited about this workshop that Carla and I
work on together. It's just so much fun, and
I really love supporting school -age educators
as well. Oh, amazing. Yeah, exactly. Like this
is so great. I'm just sitting here and people
can't see me because it's a podcast and I have
to remember that, but I'm sitting here in awe
because both of you are incredible people in
this field. And it's honestly an honor to have
you here on the podcast. All right, let's start
at the beginning. What actually inspired you
to team up and create this new workshop? Well,
Carla and I have worked together on a couple
of projects and we really enjoy collaborating.
And so we were having a conversation and we were
talking about areas of the sector that don't
get as much attention as they need to. And school
age is always at the forefront of that list.
And so we thought about our experiences in school
age and areas that we thought would be really
beneficial to share with school age educators
and guidance was at the top of that list. So
we started talking about brainstorming ideas.
And before you know it, we had a workshop. Oh,
amazing. Yeah, exactly. Like this is so great.
I'm just sitting here and people can't see me
because it's a podcast and I have to remember
that. But I'm sitting here in awe because both
of you are incredible people in this field. And
it's honestly an honor to have you here on the
podcast. All right, let's start at the beginning.
What actually inspired you to team up and create
this new workshop? So we talk about this all
the time, Julie and I, when we do our workshops
is school age is a really funny age because when
you go to school to be an ECE. There's a really
big focus specifically on preschool. I would
say even more so than any other age group. And
then, you know, a bit of kindergarten, some toddlers,
very little infant training. I know in BC, they
actually specifically have infant and toddler
training, which I think is incredible. We don't
have that here in Ontario. It's kind of lumped
together. But there's nothing really specific
for school age. We know that as early childhood
educators, we're quote unquote trained for zero
to 12. But are we really trained zero to 12?
I mean, most of us, our first jobs are school
age, but our goal is usually to move out of school
age into the next. And it shouldn't be that.
School age is, if not more important than the
others, because... One, it is such a vast age
range, but also those grades four, five, and
sixes, they're in a weird stage of life. They're
really struggling with that sense of belonging.
And we make this assumption because they're our
older age group that they're supposed to know
certain things. And while they're supposed to
know more than a preschooler. They are trying
to find their way and their sense of belonging
more than any of the other age groups, in my
opinion, because they're not teenagers yet, but
they're no longer little kids. So they're in
that in -between stage, which is why I love,
I don't like to say this all the time. They're
also our most challenging because they have the
most attitude because they are testing us to
see where they fit in the world. And that's one
of the big pushes for making this workshop is
because it's not misbehavior. It's not, they're
not out to get you. They are trying to figure
out who they are and where they fit in. And when
we can lead with empathy, which is a big part
of our workshop and what Julie and I do in our
work as school age educators, is just that reminder
that they're still kids. Yes, they want to be
teenagers. They can't wait to be teenagers. But
at the heart of it, they're still kids trying
to figure out where they belong. Yes. OK, you
both have said so much that I wanted to just
digress a little bit. First, you're absolutely
right. School age is we often talk about how
they are a stepping stone. Educators come in
and they're like, OK, I'll do the crappy split
shift and then I'll get a real job. And then
you also have families who are like. they don't
really message all the time to say that their
kid's not going to be there. They don't always
stay in chat at the end of the day to find out
how their kid did in school age. And there's
so many flaws, I'll say, to the system of school
age. And you touched on that. But the biggest
thing is 100 % that they're looking for that
guidance and they're looking for their place
in the world, especially that age group that
you touched on, because not only are they fighting
with themselves on who they are and the changes
that's happening and the world around them and
what groups they... fit in but now they're also
deciding how much they can push back with their
families how much they can push back with the
teachers and now how much they can push back
with you and they're looking for this safe place
to be themselves they're also really wanting
to just that to be themselves and be able to
explore different things so they can find out
who they are it's just so incredible that you
you said like it's not it's not a bad behavior
it's not them pushing because they're not good
kids and a lot of them have backgrounds that
we don't know about a lot of them might this
might be their only place that they feel like
they belong and that's why it's so important
i think so the title of your workshop is guidance
strategies what does that mean to you in a practical
day -to -day term julie well thinking about ways
that we can support the children when they come
into the program and i think one of the Starting
off points that Carla and I talk about in the
workshop is understanding the importance of an
unstructured environment where they're coming
out of this superstructure all day. And how do
we give children coming into a school age environment
choices and making sure that there's an important
emphasis on the learn, play and relax. And we
don't always think about the relax piece and
how important that is. I remember even as a child
being so exhausted at the end of a school day.
And whether a child is in school age for 45 minutes,
an hour, two hours, we have to have that balance.
And to think about the reaction you might get
from a child if it's, okay, we're going to go
right into homework time as soon as we get there.
you might see some adverse behaviors just because
you're asking them to go into more structure.
So thinking about the environment, thinking about
the choices that they have within the space,
the individual needs of every child. And do the
educators see? the children as individuals, which
I think is so very important. And how are you
choosing to connect with the children? And do
you understand the needs of every child? And
Jamie, what we were talking about before we came
on too, is when from the educator perspective,
making sure that educators stay in these roles
and that there's not that continual revolving
door, because you can see behaviors just because
of turnover that don't need to be there as well.
Oh, yes, exactly. Educators are a huge, a huge
asset when they get in and they believe that
they're in the right spot and they know that
they're doing this because they're meant to be
here and they're not looking at it from that
lens of a stepping stone or till they get something
better. And I think that there's a lot. on a
management level to make that better. But I also
think that when people like you, Julie, and Carla
come in and you're powerhousing and leaning for
these rights of the educator and helping them
along the way, I think that's when we can build
this stamina for them and build this knowledge
and advocate for the right of educators in the
sense of keeping them in the school -age spots,
that it's manageable and we can do this because
that's where they should be, right? educators
need confidence, right? They're in these situations
and to feel comfortable about being in their
role. And how do we get them to feel prepared
to deal with some of these behaviors that might
be coming up? Strategies, information, changing
of environment, changing of the schedule. that
they have. One of the most significant changes
that I added into our school age program was
we added in an open snack instead of a structured
snack. So that one little tweak made a huge difference
in even some of the behaviors that we were seeing
cropping up. And I think as well that educators
have to believe in themselves and you have to
tell yourself that you want to be here. Even
if you know that really your calling is preschool
or kindergarten, show up. as the school age educator.
Because the thing is, is that if your heart's
not a hundred percent in it, there's this funny
phenomenon that happens where the children seem
to subconsciously know it. And you are going
to have the worst teaching day of your entire
career. And it is not going to be the children's
fault. I can promise you that it's really how
we show up. And there's, I wish I could remember
the study, but there's a study out there that
says like the greeting that you give a child
can be noticed. The effects of the greeting can
be noticed within the first 10 minutes. So if
you are hustling and bustling, trying to put
out crap, trying to put out snack, trying to
do whatever, whatever, whatever at the beginning,
and you just kind of give this quick like, hey,
and you turn your back on the child and you're
continuing to set up, you're missing that connection
opportunity to get a relationship with this student.
So why should the student be like, hey, Ms. Ward,
how's it going? If you're like, hey, and then
you're too busy to even have a conversation with
them. And I think that's such a big part. Like
Julie already touched on the connection piece
a bit, but connection is everything. And we are
so much better at doing it with the younger kids
than we are with the hormonal middle school ager
kids that have attitude. But the thing is, is
that, yeah, they have attitude, but they need
connection. And a reminder that someone cares
so much, not more than or less than our preschoolers,
but they still need it so, so much. Yeah, absolutely.
I agree 100 % that the greeting is a huge part
in how you present yourself in the program. Carla,
we've talked a lot about manifesting, how you're
manifesting this program to be. If you're waking
up in the morning, you're saying, this is going
to be a really bad day. Oh, great. They're going
to talk back to me. Oh, great. They're not going
to listen. Then you're going to come to work
and it's going to be a really bad day. But it's
all about your attitude and it's all about how
you make those kids feel. As an educator, if
I came to work and my supervisor didn't even
look up off her desk and said, hey, how's it
going? But like was focusing on her work, it
would suck. I wouldn't want that. So when kids
come in, stop what you're doing, walk over to
the door and say, hey, how's it going? That's
also how you build those connections with their
families. And that's another important aspect
of school age, because you need to use those
micro times that you have with the family to
build those connections, because it's the same
as preschool and toddler and infant. When you
have those connections with the families, you're
going to have those connections with the kids.
I love the example, Carla, that you share in
our workshop about the clipboard and about how
the clipboard can be like a barrier to connection
with children or school age. You know, you're
picking them up from school and you're taking
everybody off your clipboard. But is that going
to be a barrier for even that greeting or that
initial connection or that first time you see
the child? What is that experience going to be
like if an educator is hiding behind a clipboard,
just checking everybody off, not even really
making an effort for that? Hi, how are you? How
is your day? That's going to have a huge impact
on the child. Yeah. There's a huge, there's so
much to be said about nonverbal communication
as much as verbal communication. And we also
have to check our own bias in the sense that,
you know, if let's say your back's turned for
20 seconds and you hear an altercation behind
you, do you go? And you have already assumed
who was at the forefront of that conflict without
actually having all the facts. I've done it.
I started out as a school age educator. I was
a school age educator for many years and I totally
did it early on in my career. And it doesn't
serve you as the educator. It doesn't help with
building trust between you and the child or you
and the other children. And it makes for a really,
really long school year if you don't check yourself
before you check the kids. Yes. Oh my goodness.
What I'm hearing collectively is this all comes
down to confidence. Obviously connection too,
but it's also the confidence of the educator.
So when you talk about navigating conflict with
confidence, what's a common mistake educators
make during conflict moment? So you just said
a good one, Carla. Do you have any more to say
on that? No, I was going to say control because
there's a difference between confidence and control.
And this is because so many newer graduates take
on school age, you're still establishing who
you are as an educator. And I'm speaking from
my own personal experience. I came in, I'm the
educator. So I'm in charge. You're not. And I
would get into these battles. And listen, if
you have ever gotten into an argument with a
child whose brain is not fully developed, which
is all of them, you've lost. There is nothing
to gain trying to establish control. It's not
worth it. And I think, have you slowed the situation
down enough to understand the point of view of
the child? Or are we assuming we know? Well,
it must be because of this, or I'm sure it's
that. Well, do you know for sure? And I think
that takes confidence to actually be like, oh,
wait, I need to take a minute to really check
in and understand the situation. And that's not
something that you often always see. I know that
I had to learn to sort of cool my jets a little
bit instead of just jumping in and solving a
situation. I needed to understand the situation
from the child's perspective, too. And I think
that is an important situation to show children
respect in that manner. Tell me how you're feeling.
What happened here? Let's understand. Let's work
this out together instead of jumping in and trying
to save the day. Understand the full context
of the situation. And I think apologizing. That's
something that I really had to learn. Again,
as I matured, I mean, my brain wasn't fully developed
when I became a school -age educator either.
Being okay with apologizing. You've never seen
a child more shocked when you're like, I am so
sorry that I lost my cool. Because you are going
to lose your cool at least once. Like, it's unfortunate,
but it's going to happen. But apologize. Because
your brain is fully developed. You are a full
-grown adult. And when you apologize, you're
modeling, hey, it's okay to screw up. But here's
how we rectify the situation. Like, I'm so sorry
that I assumed you did ABC. Thank you for clarifying
with me. Like, again, it's that control, right?
Putting that pride aside. So it's huge. Yeah,
you guys said so much there that that is important.
The key words I'm taking away are understanding,
empathy, still connection. But I also believe
that when there is respect, the other thing I
think is that being respectful, you said that
being respectful to children, but it's giving
them that the time of day, understanding that
that they are. there are humans, there are people
too, and that they deserve that respect. And
it's not coming into the situation demanding
it. It's working your way up to earn it. So we
talked a little bit about how school -aged kids
are in such a unique developmental space. We
talked a little bit about the emotional needs
educators have to put forth, such as connection
and such. What else do you think that educators
are missing with emotional needs in school -aged
programs? I think the resources. Like, do you
have enough resources within your program that
are going to support children in being able to
articulate larger emotions and helping them to
be able to understand how to articulate those
larger emotions in a safe way? And do we put
a high emphasis in that or into that, into the
resources that we have in the program space?
And there's so many things that we can do to
support children, because not all children are
going to sit there and say to you, I'm feeling
very jealous today. Or, you know, this child
irritated me because of this. They're not going
to do that. Right. So we have to have resources
and we also have to develop ways within the program
space. So that children have the language to
be able to say how they're feeling and the degrees
of that upset. Giving them the tools to do that.
Yeah. Yeah. And I think that also comes with
honesty on yourself. Like, if you're feeling
frustrated, if you're feeling irritated, it's
okay to say, you know what? I'm feeling really
frustrated right now. I know I'm feeling frustrated
because A, B, and C. So I need to take a minute
before I address the situation. And then it's
giving them that you're setting a boundary for
yourself, but you're also telling them and explaining
them like, okay, it's okay when I feel like this
to say something. So if I say something to you
and you're feeling frustrated, you're allowed
to tell me you're feeling frustrated. You're
allowed to say, I'm mad. because xyz and i really
love how carla was talking about modeling because
modeling is so important right and we can't help
these expectations of the children to do this
and that if we're not willing to do this and
that so we have to make sure that we see how
important modeling is in our practice and really
understand the value to that an emotional regulation
has really been a big topic of conversation in
2025. We know that students are really struggling
right now to emotionally regulate. So much of
that is because of technology, the overstimulation
of technology and, you know, fast moving video
games and YouTube videos. And so we almost have
to pre -teach a lot of the skills. For school
age, one of my favorite books is How Full Is
Your Bucket? But I also like to teach things
like have a greeting circle, you know, maybe
not right away when they come in, let them come
in, let them decompress for a minute, but then
have a circle. Maybe you do yoga. They don't
have to participate if they don't want to, but
at least they're in the same room as that calm
energy. If yoga is not your thing, can you lead
a meditation doing tapping? Tapping is amazing.
And I always used to joke when I did school age
that I used to do with my school agers, I should
say, is. I'm a pretty high -strung person. If
you know me, you know that is a thousand and
ten percent accurate, but I get my yoga voice.
And my sister came to visit once and she's like,
what is happening right now? Because my yoga
voice goes, and let's take a deep breath in and
breathe out. And it is amazing how when you control
yourself and your voice and your emotions, how
the whole mood changes. Haim Ganot's got this
amazing quote that starts with, like, I have
come to the frightening conclusion that I am
the deciding element. And you really are. As
the educator, you are the deciding element on
how the day's going to go. Does it mean it's
going to be perfect? Of course not. They're school
-agers. But does it mean that it can be great?
Absolutely. But you get to decide how you react
to situations. Yeah. And it's your reaction that
will escalate the situation or diffuse it. You're
you're 100 percent right. And I find especially
well, I'm not going to say I was going to say
especially new educators coming in, but it's
not. It's everyone. When you get to that burnt
out spot or you get to that spot where you just
feel like you can't do it anymore, you're shorter
tempered and you're you're stressing out more.
But you're bringing that into the room and you're
you're escalating the situation before it even
starts. Absolutely. Something that works really
well and the kids always laugh when I do it,
but like if I find I'm getting myself overstimulated,
like let's say something is really challenging
and I'm getting frustrated and obviously I want
to diffuse the situation, then they will literally
see me shake my body and I'm like, I can do hard
things. I'm like, we're smart. We can do this.
We can do hard things. And they always laugh
because they're like, what? I'm like, no, we
can do hard things. And it's amazing when you
say it often enough. how they will start to say
it back. Like, okay, Miss Ward, you're right.
We can do hard things. Like, come on. And they
start saying it to each other. And you're like,
oh my gosh, like you do become. their internal
narrative, because they are with us in the mornings.
Some of them don't like barely say hello to their
parents before they get to before school. And
some of them see their parents for dinner and
then it's bad if they're not off to, you know,
after school activities already. And it's no
fault. I mean, that's just the way we are right
now in the phase of, you know, parenting and
child care. But then let's be the good internal
voice to help those parents out. Yeah, for sure.
I'm wondering, we were discussing a lot about
inside the classroom and teacher confidence,
but I'm wondering, what about the activities
that educators put out for the children or the
resources that they give options to children?
Because it's such a vast age range, do you think
what educators are putting into the room affects
their behavior? Oh, I would say 100%. I mean,
there's a world beyond air hockey and UNO in
school age programs. So when we think about all
these different areas in the program space, whether
it's creative outlets, like three or four different
opportunities to do something that supports children's
creativity within the environment. Also, thinking
about what the children's interests are or the
people, you know, what's going on for them and
then creating that responsive curriculum within
that environment, having a physical outlet. Some
children, Carla and I were teaching a workshop
and one of the participants was talking about
this isn't the right time for competitive games
for our group. So I was like, OK, we were like,
then don't do them right now. You don't you know,
this isn't the right time. Understanding the
needs of your group. thinking about your space.
Maybe you're going to work on some drama and
doing a project that's progressive, whether you're
going to develop a play or something like that,
thinking about what really is important to the
children within your space. and getting creative
and doing things too. Like I remember with a
school age group, one of my favorite experiences
I did on a pro D day was taking them to a community
center that had a ceramic studio and a senior
center had a ceramic program in there. And I
took them to do ceramics with the seniors and
it became a tradition with us. And we would go
once or twice a year and they loved it. So thinking
about what's also available in the community
that you can connect the program to as well.
Yeah. And in. the classroom, it's really hard
as a school -age educator if you have to set
up and take down your classroom every day. So
you have to be really intentional about what
you're putting in, but then also being aware
that you have such a broad age range. So I always
say go for blocks and loose parts and open -ended
art materials because the way a grade five uses
loose parts is going to be completely different
to the way a grade one uses the same loose parts,
but they're both having their developmental needs
met. And it also opens up to collaboration and
learning that will happen naturally as well as
conversation. So because, you know, you've got
to set up and take down. But like Julie said,
make sure you've also got the physical even inside,
whether that's a trampoline or, you know, some
movement center or a yoga mat. Something. Yeah,
something. Oh, I love I love listening to you
talk about this topic. I'm a little biased, but
I love it. Yeah. There's so many workshops out
there about spaces for preschool and toddler
children. I think that there's definitely some
room for consideration and organization when
it comes to school age programs. And it is, it's
understanding that. The activities that you're
offering or the resources you're offering to
school age can be similar to that of preschool.
Some of those kids are only three and four going
into kindergarten. And then the ones that are
older, there's other ways that they can engage
with the same materials. Like you said, loose
parts. I think that's an excellent idea. But
put as much consideration in it that you would
put in any other room. And also... I love school
age because it opens up doors to things that
you can't do in preschool. For example, when
I accidentally ended up teaching at a private
school, long story. is we landed up having grouped
age groups because it was a brand new private
school. So we did have grade twos to grade sevens
in the same classroom. That's really hard to
do any group activities. But something that was
so beautiful is chapter books. You can't do chapter
books in preschool and maybe a little bit in
kindergarten. But because we're working on emotional
regulation, stories like The Lion, the Witch
and the Wardrobe, The Witches, The Lion, the
Witch and the Wardrobe is great because it shares
different perspectives. But it gets... the kids
wanting to come back to be like, well, what happened
on the next chapter? Because you have these kids
all year for the most part. If not. for six years
for some of them. Like some of our kids stay
with us forever. So chapter books are such a
neat way to bring that in because they want to
like, they think about the book all day, like,
well, what happened next? And if you are like
me and like to do voices, The Witches is a fantastic
book to do because they can't wait to show up
to know what happened next. Like kids that can
never sit, quote unquote, can never sit, suddenly
are sitting for an hour while I read a chapter.
Like it's amazing when you introduce it in the
right way. Yes. Back when I was in school age
full time, we would read books while they got
ready to go to school. We used to walk from our
center to the school. So while they got ready,
we would read a chapter of the book. And I introduced
them to books like The Breadwinner, which is
a little controversial, but it gives them these
outlooks of a world that's not where they are
right now. It gives them that outdoor perspective.
Oh, yeah. I did Chicken Soup for the Teenage
Soul way back in the day. Well, then you know
what I mean. Yeah. Oh, okay. Just a couple more
questions and then I'll let you guys go. But
how is your approach with this workshop different
than your typical quote unquote behavior management
training? Julie and I don't sugarcoat anything.
Let's just go with that. Like Julie and I are
very aware the school age is not all sunshine
and rainbows. But we do call you out a little
bit as the educator, but we also call out, you
know, the lack of respect that school age educators
get. Like we're very, very aware because Julie
and I've done it. We've been those educators,
but we've also seen what's on the other side
of the rainbow where when you start really focusing
in on your own reflective practices, just how
much fun school age can be. And I think another
difference with our workshop is it's not Carla
and I talking at you, it's Carla and I talking
with the participants. So it's really like a
conversation and we want to hear from them. What
is your biggest challenge? Let's talk about why,
what could be the contributing factors to these
challenges that you're having? And for them to
walk away from the workshop going, okay, now
I have some options. Now I have some choices.
I have some things to really, really think about
in my practice. And we do talk about development
in there too, which I think is unusual and is
different. Not a lot of school age talk about
development and how to really understand where
children are developmentally at that time. Oh,
I love it. Yes. I think that this is just so
good for educators. I think that it's important
that you are leaving educators that attend this
workshop with that. firsthand experience and
maneuvering it for who's ever in the group. So
whatever happens is based on the educators that
come and join this training, which is incredible.
All right. Why don't you tell us a little bit
about the live training format? You just touched
on a little bit, but specifically what can participants
expect from these two hours on Zoom? So it's
a great two -hour workshop where Carla and I
go through lots of different areas, as I said.
So it's on August the 16th, 12 to 2 p .m. Eastern,
9 to 11 a .m. Pacific Standard. And it's just
fun. And we talk about so many different areas
of school age in this area of guidance. You get
lots of tips, lots of time to brainstorm with
the other participants. And it's just lots of
fun, as I said. Yeah. And I think as well, it's
you feel like you're not alone because I think
that's something that school age educators, you
know, you feel like, especially if you're the
only educator in the room, because you can have
so many children when you're the school age educator,
you can have so many on your own is you don't
know if it's. typical for certain behaviors.
And I can promise you, yes, it is typical because
Julie and I have heard some of the wildest stories.
We've done this workshop so many times and we've
heard some wild ones, but they're not even the
first ones that we've heard that are that wild.
So you leave feeling, you know, you feel seen
as the educator, but you also leave feeling armed
to self -reflect on as yourself as the educator,
self -reflect on your program, and then show
up as your best self. Perfect. And where can
people sign up and how can they stay connected
to both of you? Carla, why don't you start? So
you can head to either Inspired ECE or EL Foundations
on Instagram, head to the link in our bio, or
it's going to be below this podcast. It sure
is. And Julie, if people want to follow you,
it is inspirededucator on Instagram, right? Inspired
ECE, yeah, on Instagram. Inspired ECE. And any
final thoughts for our listeners who are passionate
about school -age programs and want to advocate
for more support in their roles? Do that. Advocate
for more support in your roles. But also, you
know, find like -minded educators, you know,
join organizations. Like if you connect with
somebody at our workshop, you know, find out
what their social media is, connect with them.
I mean, heck. The three of us, that's how we
all know each other, is through social media
because we all had something to contribute to
helping each other. And so use social media as
a way to find your people because it can be really
lonely, but it doesn't have to be. I couldn't
agree more. I always say find your circle. Find
your circle of like -minded people that are there
to teach you and support you and laugh with you
as well. Oh, beautiful. Thank you so, so, so
much, Julie and Carla. I really appreciate you
being here. Thank you, listeners, for joining
us for this awesome episode. And I will add all
of this great information into the show notes.
Be sure to get your spot now. You do not want
to miss this live Zoom workshop. Again, Saturday,
August 16th on Zoom. and its guidance strategies
for school age, support emotional growth, and
navigate conflict with confidence. Thank you
so much and have a beautiful day. Thank you.
Amazing listeners for your support. Don't forget
to follow me on Instagram at Miss Jamie underscore
R -E -C -E. Give a star rating and leave a review.
Have something you want to hear about in relation
to before and after school programs or full day
summer camp? DM me or comment. Again, thank you
so much and happy learning.