Every Child can Experience CALM (Neurodiversity within a universal program)

A rising tide lifts all boats. But what if you are a sailboat? A canoe? A speedboat? A stand-up paddleboard? 

Universal social and emotional learning (SEL) programs are a great asset to education, as they can serve to lift all students – and even catch and attend to those who might fall under the threshold of warranting additional support (those good maskers or “high functioning” kiddos).  

At the same time, as educators, and caregivers, we may worry...when do universal programs not work, universally? What about our kids who learn differently, experience the world differently...our neurodivergent students.  

And it is true, universal programs serve a different tier – Tier 1 - they lift the foundation for all the kids, they don't target specific needs. But here are a few reasons why a framework like CALM is a little different.  

CALM is – A UNIVERSAL FRAMEWORK – because belonging & self-regulation are universal needs 

CALM is a multi-pronged approach to infusing the whole ecosystem around our youngest population with knowledge, skills, and motivation to support healthy social and emotional development – from birth to the early elementary years – from the home to the school and community. At its core, and rooted in what we know about the brain, it advocates for responsive caregiving from every angle – equipping parents, caregivers, and educators with the theories and practices that most support our littlest hearts and minds. And although every child moves through the world in a unique way, with varying levels of needs, every child needs to be seen and met where they are, and supported in learning in the way they learn. CALM provides that in several ways: 

A Focus on the Skills of the Big People 

First, it primarily equips educators and caregivers with their own self-regulation skills and strategies – it really is about how we as the big people understand our little people and how to most effectively and responsively engage with them. 

Learning Integrated in Play, not Lecturing 

It is a not a program that lectures about SEL skills to kids – it is a way of knowing, doing, and being – fostering a safe and connected classroom, early childcare centre, or home that can support and motivate children to develop these life-long skills, within their every-day interactions – and through play. 

Visual Cues

CALM leans on its developmental foundations – recognizing that children from birth to eight learn primarily through their senses and symbolically (think Piaget’s sensorimotor & preoperational stages!) - so concepts are taught through puppets, objects like playdough, games, songs, and colourful images rather than overemphasis on written word.

CALM Kits are filled to the brim with posters and boards that can be put around the classroom as visual cues and reminders for the concepts. Like the Say Hello Board – which meets their need to be seen and included, with an intentional greeting every morning, while also giving children the autonomy to do this in their own (trauma informed!) way - with a hug, high five, or wave. 

Or the Solution Centre – with ideas for every day problem solving that can be a living visual cue in the classroom. We know how important visual cues can be for neurodivergent children and this is built into the structure of CALM.

Less Emphasis on Written Language 

CALM doesn’t have a large emphasis on speech or written language, as it was designed for kids that are still developing their reading skills. All concepts are presented with large colourful visuals and a lot of repetition. Even when teaching emotions – images of facial expressions accompany the teaching of any words or concepts – to help kids make those connections.  

With that being said, speech is used (such as in songs, stories), and children with expressive or receptive language limitations may interact differently with these components of the program. And that’s OK. CALM doesn’t assume or dictate how children interact with the program or even what they get out of it.

But research does show us that even just engaging in repetitive rhythms and synchronous activities (singing songs, clapping together) can help prepare the brain for learning, through self-regulation.  

Open-Ended Expectations 

CALM certainly has a focus on social interactions and encouraging prosocial behaviours among children – and between educators/caregivers and children. These are skills that set children up for success in school and life.  

Through Melvin and Friends, children reflect on how to be a “Super Friend” – which involves listening to others, learning healthy coping strategies to our stressors, and being kind. What it doesn’t do is dictate what these look like. Listening does NOT require eye contact, coping strategies also include how we as big people create contexts that are neurodiversity-affirming and trauma-informed, and being kind manifests in a multitude of ways.

If we understand how our neurodiverse children show up in the world, CALM has space for all expressions of learning. CALM provides the tools, not benchmarks.

Executive Functions are ‘Top of Mind’ 

Self-regulation underpins everything – from social interactions to academic learning. CALM teaches self-regulation – down to the neuroscience of it. A crucial piece of CALM training is helping the adults in the room (parents, caregivers, educators) understand how the brain works and grows during early childhood and the importance of executive functions for all aspects of learning. It also invites deep reflection on our expectations for these regulation abilities – and in some cases, challenges our assumptions about behaviours. This reflective practice, which is built into CALM, anchors our work with all children, but particularly resonates for our neurodiverse children. One thing neurodiversity teaches us is the beauty in the spectrum of humans. That there is no one way to show up in the world – our brains all work and learn differently – and this is particularly true for executive functions and their associated skills like attention, inhibition, working memory, and cognitive flexibility. And, that these are skills that can be stretched and strengthened, with practice and within supportive relationships.  

Rooted in an Understanding of Sensory Needs 

CALM acknowledges that all children (and adults!) have sensory needs and preferences that range from quite tolerant to all sensations, to extremely vulnerable and sensory-sensitive. It teaches educators / caregivers about the brain and how these things – that seem benign to us – like asking a child to finger paint, can trigger a child’s downstairs brain like a tiger in the room would. It honours the fact that if a child is using all their energy to regulate their biological reactions to sensations, there is nothing left for learning or engaging with others. This is at the core of so much neurodiversity-affirming and trauma-informed practice.  

Growth Mindset 

CALM really models a shift from fixed mindset to growth mindset. Melvin’s stretchy brain illustrates that the learning process is more important than the destination or product. This perspective is so important for neurodiverse children – who's end products may look different than their peers or may just take different amounts of time to achieve.

There is also an emphasis that growth and learning occurs best within safe relationships and scaffolding – we come alongside all children, to stretch their strengths and support their struggles.  

Belonging 

Finally, the CALM framework's intention is for every child to feel seen, safe, and loved – in the service of preparing their brains for learning life-long skills. CALM invites an awareness and celebration of identity – through activities like All About Me where children share about who they are and the people they love. Belonging is not seen as something separate from inclusivity or identity, but rather something deeply intertwined. Every child – not only needs access to learning – but needs to feel like an important, valued part of their learning environment.   

EVERY CHILD CAN EXPERIENCE CALM  

While CALM isn’t a course about the ins and outs of neurodivergence, it is a way of knowing, doing, and being that, in fact, reflects so much of what we have learned from the neurodiversity community – that meeting children where they are and creating safety, connection, and belonging, are the ingredients that help every child to learn and thrive.