Guiding Children Towards Academic Participation and Emotional Growth

Guiding Children Towards Academic Participation and Emotional Growth

“He disturbs others in class, sometimes takes their tiffins, and switches off when it’s time for activities he doesn’t like. At the same time, he struggles with Hindi and Maths. We need to bring his emotional world and learning rhythm together.”


— School Discussion, Online Counselling Session

(Names have been changed to protect confidentiality.)

These reflections are drawn from my AI assistant’s notes, capturing the complex yet common overlap between emotional regulation, behaviour, and academic challenges.

The Behaviour–Learning Connection

Mahi’s story reflects something many parents and teachers see but often separate: behaviour and learning are not two different problems — they are two sides of the same coin.

In this case, the child:

  • Was sometimes rebellious, disrupting peers and taking their tiffins.
  • Showed low interest in certain activities.
  • Faced academic difficulties in Hindi and Maths.
  • Displayed inconsistent emotional regulation, particularly around routines like eating and transitions.

Academic struggles often heighten emotional frustration. Emotional dysregulation, in turn, interrupts focus and participation. If parents and schools address only one side — academics or behaviour — progress remains limited. But when both are addressed together, children begin to stabilise.

Our Approach

During the discussion, we explored a multi-layered strategy:

  • Strengthening Emotional Regulation Through Routine

    We examined the school’s food timings and transitions. Emotional instability often peaks during these moments. Predictable routines and gentle guidance at mealtimes help create emotional anchors.
  • Introducing Responsibility

    Giving Mahi small, meaningful responsibilities within the class builds self-esteem and reduces the energy he invests in negative attention-seeking. Responsibility shifts him from “disruptor” to “participant.”
  • Targeted Academic Support

    Instead of overwhelming him with broad goals, we focused on Hindi and Maths as priority areas, using short, structured academic intervals and celebrating small successes.
  • Active Participation in Class

    Teachers were encouraged to involve him deliberately in discussions and activities, while monitoring his behaviour calmly and consistently.
  • Teacher–Parent Communication Loop

    I guided both sides to keep communication structured and specific: noting academic progress, emotional triggers, and behavioural patterns weekly, so that patterns become visible and addressable.

    • AI Assistant’s Session Notes (Extract)

    (Anonymised highlights)

    • Mahi exhibited disruptive behaviour (e.g., taking tiffins, bothering peers).
    • Low interest in some activities; struggles in Hindi and Maths.
    • Emphasis on routines (food timings), emotional experiences, and responsibilities.
    • Teachers encouraged to involve him in class activities and discussions.
    • Parents and teachers to monitor progress collaboratively.

    How Parents Can Support at Home

  • Reinforce Daily Routines

    Consistent meal times, homework slots, and transitions at home build emotional predictability that carries over to school.
  • Model Emotional Language

    Help your child identify and express feelings in simple terms: “I’m hungry,” “I feel bored,” “I’m frustrated.” Labelling emotions reduces impulsive behaviours.
  • Offer Responsibilities

    Give small, achievable roles at home — setting the table, arranging books, helping with a sibling. Responsibility builds a sense of value.
  • Focus on Core Academic Areas Steadily

    Short, focused Hindi and Maths sessions with encouragement — not pressure — can rebuild confidence over time.

    • How Teachers and Parents Can Work Together

    • Share specific behavioural and academic observations weekly.
    • Align responses — if a behaviour is addressed in class, follow through calmly at home.
    • Celebrate small improvements together.
    • Keep expectations realistic and consistent.

    Final Reflection

    Children like Mahi don’t need to be “fixed.” They need their emotional world, routines, responsibilities, and academics brought into alignment.

    When parents and schools collaborate intentionally, behaviour improves not through punishment, but through structure, connection, and meaningful engagement. Academics, in turn, become less of a battleground and more of a shared journey.

    Thank you for being part of this quiet revolution. The momentum is real. And it begins with you.

    — Authored by Sameena Zaheer

    Special Educator | 25+ Years of Experience


    SameenaZaheer-ParentCoachingSchool-SupportBehaviour-EmotionalDevelopment-AcademicGrowth-TrailblazerChildren-ParentSchoolReflection-Specialducatorwithexcellentexperience
    Using Format