Foundations for Learning

High-quality sleep is the single most important thing you can do for your own self-regulation as a parent, and your child’s self-regulation and access to learning. This is especially true for neurodivergent individuals (and can be especially challenging because neurodivergence has a very high correlation with sleep struggles).

• Preschoolers (3 to 5 years): 10 to 13 hours.

• School-age (6 to 12 years): 9 to 12 hours.

• Teenagers (13 to 18 years): 8 to 10 hours.

An overwhelming body of research continues to demonstrate the impact of short-term and long-term sleep deprivation in kids that impacts cognitive functioning, self-regulation, and mental health. Even an hour of lost sleep makes a difference in the developing brain.

If it is challenging to make sure everyone in your family is getting enough sleep, CLICK HERE for strategies to explore. If you have already tried these strategies or try them and they are ineffective, it may be a good idea to talk to your doctor about your own sleep and/or your child’s pediatrician.

All students should be screened at regular intervals, but this is an important step when students are struggling with learning. While it is often not the root cause, it is an easy thing to rule in/out. Families can ask their school and/or pediatrician for their child’s most recent hearing/vision screening results. Be sure to inquire if “reading vision” was assessed.

Here are the general recommendations for hearing and vision screenings:

• 12 to 36 Months: Instrument-based screening (photoscreening) is recommended to detect high-risk factors.

• 3 to 5 Years: Annual screening is recommended using eye charts (LEA symbols, HOTV, or Sloan letters) or photoscreening.

• School Age (5+): Screenings at ages 5, 6, 8, 10, 12, and 15, or during school screenings (kindergarten, 1st, 2nd, 3rd, 5th, 7th, 9th).

If your child “flags” on a hearing and/or vision screening, it does not mean that there is an issue; it means that there may be an issue, and a follow-up evaluation is needed.

Some developmental milestones may impacting school-age learning. If your child has not yet met some of these milestones by the end of kindergarten, a speech-language and/or occupational therapy screening may be beneficial:

• Writing and Drawing: Printing their first and last name, copying complex shapes (e.g., triangle, diamond), drawing recognizable, detailed pictures, and coloring within lines.

• Pencil Control: Using a proper three-fingered (tripod) grip to move the pencil with control.

• Scissor Skills: Cutting out complex shapes and figures accurately.

• Self-Care: Tying shoes, buttoning, zipping coats/pants, and using fasteners independently.

• Manipulation: Threading small beads, manipulating small objects like Lego, and using glue appropriately.

• Motor Coordination & Planning: Skills like skipping, jumping, walking up and down stairs, throwing and catching a ball, and hopping demonstrate good body awareness and planning.

• Sensory & Regulation: Ability to focus attention for 5–10 minutes, regulate emotions most of the time, and handle school sensory environments.

• Receptive & Expressive Language: Follow multi-step directions and answer complex questions.

• Speech Articulation: Your child’s speech should be easy to understand by most people outside of the immediate family. In general, students have consolidated most of their speech articulation sounds. The sounds of /r/, /th/, and /zh/ (like in measure) are often the last speech sounds that students master (sometimes closer to around 6 yrs).

• Narrative & Storytelling: Ability to tell detailed stories, describe events in sequence, and understand stories read to them.

• Social Language (Pragmatics): Follow simple game rules, turn-taking in conversations, and understand verbal and non-verbal social cues with peers.

NUTRITION

The "mostly" rule for kid's nutrition (often called the 80/20 rule) focuses on providing nutrient-dense foods 80-90% of the time to fuel learning, cognitive development, and energy, while allowing flexibility for treats.

• Focus on Whole Foods: Prioritize nutrient-dense, whole foods (fruits, vegetables, lean proteins, whole grains) for brain health and sustained energy.

• Limit Added Sugars: Minimize added sugars—especially in beverages—which may impact cognitive skills and emotional regulation.

• Structure and Routine: Establish regular meal and snack times to ensure steady energy, which aids focus.

• Encourage Agency: Invite students into the meal planning and meal prep process whenever possible. Students as young as preschool are able to prep simple snacks and lunches together with a family member.

HYDRATION

Proper hydration is essential for optimal learning, as even mild dehydration (1–2% body water loss) can significantly impair cognitive functions such as memory, attention, and mental processing speed.

• 4–8 years: About 5 cups (40 oz).

• 9–13 years: Roughly 7–8 cups (56–64 oz).

• 14–18 years: About 8–11 cups (64–88 oz).

Consistent physical activity for children, ideally 60+ minutes of moderate-to-vigorous intensity daily, strongly boosts cognitive function, emotional regulation, and brain health. Follow your child’s lead to find ways of moving their body that are joyful and that they intrinsically motivated to do. This does not always have to be an organized sport or class. It can be recreational swimming, bike riding, jumping on a trampoline, or playing at a playground.

Families can support their child’s learning through mindful screentime practices.

CLICK HERE to create a holistic family media plan.

Stress, well-being, and a sense of belonging are fundamental to learning. Positive emotional states boost cognitive functions like memory and attention.

Neurodivergent individuals and individualized from other marginalized identities, often experience higher stress levels. It is harder to function in a world that wasn’t designed for you.

The first step is building compassionate awareness of the stressors in our child’s life. When possible, we can try to reduce the stressors. Even when we cannot remove the stressors, we can build strategies together.

Time in nature supports the whole child—helping them think more creatively, focus better, build confidence, and develop a love of learning. Even simple outdoor moments like a walk or exploring a park can make a meaningful difference.

• Nature play is often less structured than indoor activities. Kids can choose how they explore—climbing, building, observing, or imagining. This freedom helps them make decisions, solve problems, and feel capable, which builds confidence.

• Without screens or strict rules, children invent their own games and stories outdoors. Sticks become magic wands, rocks become treasures, and a patch of grass becomes an adventure. This kind of play strengthens imagination and creative thinking, important skills for learning.

• Nature invites questions:
  Why do leaves change color?
  Where do insects live?
  How do plants grow?

These everyday discoveries inspire kids to observe, ask questions, and explore the world, building the curiosity that fuels lifelong learning.

Fresh air and movement can also help reset busy minds. After time outside, many kids find it easier to settle down and pay attention. Along the way, they begin to notice and wonder about the world around them—how plants grow, where bugs live, and why things change with the seasons.