August 2007 Issue

Updates on Deadly Bugs, Meningitis and Methicillin-resistant staphylocossus

Written by IE Helpdesk

Sub feature Title: Updates on Deadly Bugs, Meningitis and Methicillin-resistant staphylocossus

By: Kathy Sena

Date : August 2007

Pictures: 0807-Vaccination.jpg

Meningitis is a serious, sometimes-fatal infection causing inflammation of the spinal cord and the membranes that protect the brain and spinal cord. (The disease should not be confused with encephalitis, which is inflammation of the brain itself.) It can be a serious health threat, especially to children under age five and to high school and college students, according to the Meningitis Foundation of America (MFA).

Two (very different) types

There are two kinds of meningitis: viral and bacterial. Viral meningitis can cause someone to feel quite sick, but it doesn’t lead to permanent damage. Recovery is usually rapid and without lasting effects.

Bacterial meningitis is more serious and comes in two forms: Pneumococcal meningitis usually attacks infants or young children between the ages of four months and about six years. It is often accompanied by a severe ear infection. It often leads to permanent injuries, including deafness, brain damage and stroke. Meningococcal meningitis usually attacks teens and young adults. College freshmen, living in dorms, are at particular risk. This is the most severe form of meningitis, and it can be fatal.

Before the 1990s, Haemophilus influenzae type b (Hib) was the leading cause of bacterial meningitis, according to the U.S. Centers for Disease Control and Prevention (CDC). But new vaccines, being given to all children as part of their childhood immunization schedule, have reduced the occurrence of this disease due to H. influenzae. Today two bacteria, Streptococcus pneumoniae and Neisseria meningitides, are the leading causes of bacterial meningitis.

Symptoms

With both viral and bacterial meningitis, symptoms can vary widely from person to person, says the MFA. In adults and older children, vomiting, high temperature, severe headache, neck stiffness, a dislike of bright lights, drowsiness and joint pain may be present.

In babies and younger children, watch for fever, cold hands and feet, vomiting, refusing to eat, high-pitched crying, a dislike of being handled, neck retraction, a staring expression, difficulty in waking and a pale or blotchy complexion.

It is also important to look for a rash, which can occur in anyone of any age and can begin on any part of the body, according to the MFA. It looks like small clusters of tiny pin pricks at the beginning, and they can quickly turn into areas of skin damage. These purple areas will not turn white when pressed.

The MFA explains that the development of this rash is a key indicator of septicemia (blood poisoning). If it is seen, it is vital that the person is taken to an emergency room without delay. Septicemia develops when the bacterium that causes meningitis multiplies in the bloodstream. If not treated quickly is can lead to loss of limbs or fingers/toes or can even be fatal.

Transmission

The bacteria and viruses that cause meningitis hang out in the back of the nose and throat, according to the MFA. Anyone who spends a great deal of time in group settings, such as children in day care and students living in dormitories, may be at increased risk.

The bacteria and viruses that cause meningitis are spread through coughing, sneezing, kissing, sharing drinking glasses, etc. The bacteria can’t be shared by casual contact or by simply breathing the air where a person with meningitis has been, the MFA notes. These viruses and bacteria can’t survive very long outside the human body. Fortunately, none of the bacteria that cause meningitis are as contagious as things like the common cold or the flu, says the CDC.

Of course, babies and toddlers in a group setting will always share a certain amount of saliva–and teens and young adults will always be interested in kissing. But parents can help educate their children, from an early age, about covering coughs and sneezes and about not sharing drinking cups, eating utensils, etc.

Anyone can contract either bacterial or viral meningitis, says the MFA, but the organization’s research shows that certain age groups are more susceptible than others: those under five years old, those ages 16 to 25 and those over age 55.

Diagnosis

Early diagnosis and treatment is important. It’s necessary to know whether the patient has viral or bacterial meningitis and then, if it’s bacterial, to know which bacteria are present so that the right antibiotics can be used. A lumbar puncture (also known as a spinal tap) is performed to collect spinal fluid, then the bacteria is grown in the lab for identification.

In March, the U.S. Food and Drug Administration (FDA) cleared for marketing a test that can quickly detect the presence of viral meningitis. The Xpert EV test, when used in combination with other laboratory tests, helps doctors distinguish between viral and bacterial meningitis. Typically, diagnostic tests for meningitis can take up to a week to get results, says the FDA. But results from this new test are available in 2.5 hours.

“Because this test is significantly faster than existing methods for diagnosing meningitis, it could minimize delays in treating patients. Swift recognition of the cause and appropriate treatment is critical to patient recovery,” says Daniel Schultz, M.D., director of the FDA’s Center for Devices and Radiological Health. “Since bacterial meningitis can be deadly within as little as two days, patients who have viral meningitis are frequently treated with antibiotics as a safeguard against the more-dangerous bacterial meningitis. This test should help physicians manage patients appropriately and prevent unnecessary treatment with antibiotics.”

Seeking immediate treatment is important when symptoms arise, says the CDC, because when the correct antibiotic treatment is started early in the course if the disease, it can help reduce the risk of death from bacterial meningitis.

Another reason it’s important to know the bacteria responsible: The CDC notes that appropriate antibiotics can be given to those who have come in close contact with the person with bacterial meningitis, helping to prevent the spread of the disease.

Treatment

Antibiotics don’t work on viral meningitis. The standard treatment includes making sure the patient is hydrated, gets plenty of rest, eats as well as he or she can and receives effective pain medication.

Bacterial meningitis can be treated with antibiotics, but treatment must be started as soon as possible to prevent permanent damage or death. Pneumococcal meningitis is becoming more and more difficult to treat because many strains of pneumococcus are becoming increasingly antibiotic-resistant. (This is yet another reason for all of us–children and adults–to make sure we take antibiotics only when needed.)

Recommended Meningitis Vaccines

The CDC’s 2007 Childhood and Adolescent Immunization Schedule (approved in November 2006) recommends that infants and toddlers receive the pneumococcal conjugate vaccine (PCV) as part of their childhood immunizations starting at two months of age. This schedule also has been approved by the American Academy of Pediatrics and the American Academy of Family Physicians. Visit www.cdc.gov/vaccines and click on “immunization schedules” for the complete vaccination schedule based on your child’s age.

The recommendations also include a single dose of meningococcal conjugate vaccine (MCV4) for all 11 to 12 year olds, for adolescents at high-school entry or 15 years of age and for college freshmen who will be living in a dormitory. (These recommendations for teens are for those who did not receive the vaccine at age 11 or 12.)

The CDC’s Advisory Committee on Immunization Practices (ACIP) says that establishing the target age at 11 years may give lasting immunity through college. The committee also notes that studies have determined that the disease peaks in 16-to-18-year-olds, supporting vaccination of 15-year-olds who have not previously been vaccinated.

“About one in every 10 people who get the disease (bacterial meningitis) dies from it, and many others are affected for life,” says Carol Berkowitz, M.D., a professor or pediatrics at the David Geffen School of Medicine at University of California, Los Angeles and past president of the AAP. “That is why preventing the disease through use of meningococcal vaccine is important for the high-risk groups.”

Another deadly bug that shows no mercy is Methicillin-resistant Staphylococcus aureus (MRSA). This fast acting infection is caused by Staphylococcus aureus bacteria — often called “staph.” Decades ago, a strain of staph emerged in hospitals that was resistant to the broad-spectrum antibiotics commonly used to treat it. Dubbed methicillin-resistant Staphylococcus aureus (MRSA), it was one of the first germs to outwit all but the most powerful drugs. MRSA infection can be fatal.

Staph bacteria are normally found on the skin or in the nose of about one-third of the population. If you have staph on your skin or in your nose but aren’t sick, you are said to be “colonized” but not infected with MRSA. Healthy people can be colonized with MRSA and have no ill effects, however, they can pass the germ to others.

According to a report at the MayoClinic, Staph bacteria are generally harmless unless they enter the body through a cut or other wound, and even then they often cause only minor skin problems in healthy people. But in older adults and people who are ill or have weakened immune systems, ordinary staph infections can cause serious illness called methicillin-resistant Staphylococcus aureus or MRSA. The symptoms can be easy to spots. They generally start as small red bumps that resemble pimples, boils or spider bites. These can quickly turn into deep, painful abscesses that require surgical draining. Sometimes the bacteria remain confined to the skin. But they can also burrow deep into the body, causing potentially life-threatening infections in bones, joints, surgical wounds, the bloodstream, heart valves and lungs. If you think your child exhibits these symptoms, take them to a doctor immediately. It can cause serious harm within hours.

Resources

• Meningitis Foundation of America,

(800) 668-1129 or www.musa.org

• American Academy of Pediatrics,

(847) 434-4000 or www.aap.org

• National Foundation for Infectious Diseases, (301) 656-0003 or

www.nfid.org

• The U.S. Centers for Disease Control and Prevention, National Immunization Hotline (800) 232-2522 or

www.cdc.gov

Time Management for New Mothers

Written by IE Helpdesk

Subfeature Title: Time Management for New Mothers

By: Denise Yearian

Date: August 2007

Picture: 0807-TimeManagement.jpg

When the first child is born to a family, most women’s worlds turn upside down. Finding time to balance current relationships, household chores and personal needs with a new baby can leave mothers feeling frayed, frazzled and frustrated. But it doesn’t have to be that way. With a little patience, prioritizing and flexibility, new moms can navigate this time and emerge confident and content in their new role.

This was Tonjia Coverdale’s experience. “Before I had Benjamin, I was a typical type ‘A’ personality. I had a plan and carried it out flawlessly,” says the mother of her now 18-month-old. “When he was born prematurely, I had a big adjustment to make. Now I was on his schedule—his plan. I learned early on it was okay to have a tentative agenda but I had to remain flexible for him.”

“Having a new baby is a definite rebalancing act,” says Rebecca Levin, LCSW, coordinator for Postpartum Support International. “Just getting used to having a newborn around is hard. Trying to figure out how to integrate him into your existing life—that’s a huge challenge.”

For Christine Bart, the biggest challenge was maintaining her current social life. “Before Kailin was born, we had a lot of childless friends and were used to going out and taking weekend trips,” says the mother of her now 16-month-old. “Afterwards things changed. Our friends would come over, but it wasn’t like it used to be,” she says.

Experts agree the dynamic of friendships often changes after the first baby is born.

“Relationships are birthed out of common interests, so it may be difficult for childless friends to understand the time and energy a newborn requires, let alone the limitations you now have,” says postpartum doula, Gracie Mirolli.

But that doesn’t mean the friendships can’t continue. Look for commonalities you still share and plan times to get together for lunch, coffee or at the park. Take the baby with you or ask someone to baby-sit so you can go alone. Talk about what is going on in your life and stay tuned in to your friends’ interests. Even if those friendships fizzle, it doesn’t mean you’re doomed to a life of loneliness.

“We still have friends who are childless, but I have a whole new set of friends with kids that I’ve met through playgroups, at storytime, even on the Internet,” says Bart.

More important is to schedule time alone with your spouse. If date nights won’t work, try a creative approach. When the baby is asleep, order in Chinese and put out a tablecloth and candles, watch a movie together and give each other foot or back rubs. Make this a priority from the beginning to keep your marriage healthy and strong.

Another challenge most new mother’s face is finding time for household chores. Levin’s advice is simple.

“Set small goals,” she says. “Instead of saying, ‘I’m going to clean the whole house today,’ start with one or two rooms. That way it’s more manageable and you won’t get frustrated if it doesn’t all get done.”

Even then flexibility is key

“I break up the work and do different chores throughout the week so it’s finished for the weekends,” says Bart. “One day I’ll do vacuuming and dusting. The next I’ll do bathrooms and laundry. But I’m not super rigid. Some days I don’t get it all finished, but I have a happy child.”

Coverdale makes housework a matter of multitasking. “I didn’t have a formal fitness program in the beginning so I combined it with housework,” she says. “I wore Benjamin in a sling or meitai while I did my chores. Now that he’s older I involve him in some of the simpler tasks like unloading the dryer and helping pick up toys. We make it into a game.”

Other mothers combine fitness, friendships and infant time by participating in parent exercise programs, such as Stroller Strides and Stroller Fit, which include baby and buggy in the routine.

Incorporating activities is, in fact, the best way to find time for the things you want and need to do. Of course, it may take a bit of ingenuity.

“The biggest adjustment I had to make when Benjamin was born was changing from a working woman to a stay-at-home mom,” Coverdale recalls. “I loved being home with him, but I had a huge void and wanted some personal enrichment.”

Coverdale combined her love for technology with family and fashion and created an online mother and baby clothing line called DivasnBabes.

“It’s my creative outlet, but it doesn’t take time away from the baby,” she says. “I work on it at night, after Ben and my husband go to bed. It’s my recharge time.”

Bart wanted personal fulfillment too, but waited until Kailin settled into a routine before starting to work on her master’s degree online.

Mirolli thinks waiting is wise. “The baby dictates so much of the mother’s time at the beginning. The best thing she can do is rest so her energy returns,” she says. “In time her baby’s routine will emerge and life will become more predictable.”

Then you can do those things you deem important, as long as you stay flexible.

“I always want to have time for my daughter,” says Bart. “Even if it means some days I put things on the back burner to read books, sing songs or just pick up and go to the playground.”

What is Postpartum Doula?

A postpartum doula (ppd) is an experienced professional who assists new mothers with the recovery of the birth experience and oversees her postpartum needs so she can focus on the baby. The ppd facilitates the mother’s rest periods, encourages proper nutrition and is available to demonstrate practical newborn care, from feeding and bathing to diapering and dressing techniques. She can also assist new fathers in learning skills and gaining confidence to care for the newborn. For families with older children, a ppd can create a fun and stimulating environment so Mom and Dad can care for their new baby, rest or enjoy quality time together. A ppd also offers practical household assistance with regard to cooking, cleaning, laundry and shopping.

Postpartum doulas differ from nannies or baby nurses in that they do not take over the care of the baby. While they may offer assistance, their goal is to guide and encourage the mother to learn to care for her own infant and to shoulder domestic chores until she is physically able.

For more information or referrals, visit www.cappa.net or www.dona.org.

Resources for New Mothers

▪ BabyCenter, www.babycenter.com. An online parenting community center that provides pregnancy, baby and toddler information.

▪ Childbirth and Postpartum Professional Association, www.cappa.net. Provides new and expectant parents referrals in childbirth education and support.

▪ DivasNBabes, www.divasnbabes.com. An online baby-wearing boutique that offers ring slings, pouches, wraps, mei tais and more.

▪ Doulas of North America (DONA, International), www.dona.org. Provides information and referrals for birth and postpartum doulas.

▪ International MOMS Club, www.momsclub.com. Local support groups that hold meetings with speakers and discussion topics, family parties, playgroups, baby-sitting co-ops, special activity groups, community service projects and more.

▪ La Leche League, www.lalecheleague.org. A world-wide organization committed to breastfeeding support through telephone and group meetings.

▪ MOPS International, www.mops.org. Meetings provide fellowship for mothers with young children in a nurturing, caring environment. Moms share information, have group discussion time and learn a craft, while children play nearby with supervision.

▪ Nursing Mothers, Inc., www.nursingmoms.org. An organization of mothers throughout Delaware that provides telephone and group support to new mothers for breastfeeding assistance.

▪ Parenting Press, www.parentingpress.com. An online resource that provides books, articles, tips and tools related to parenting.

▪ Parents as Teachers, www.parentsasteachers.org. A non-profit parent education organization that provides parents of children, prenatal to age 5, with support and information on their developing child.

▪ Postpartum Support International, www.postpartum.net, online support group: www.ppdsupportpage.com, for dads: www.postpartumdads.org. A worldwide organization dedicated to education, prevention and treatment for issues related to maternal mental health.

▪ Stroller Fit, www.strollerfit.com. An organization that provides fitness training for parents and parents-to-be that incorporates baby into the routine.

▪ Stroller Strides, www.strollerstrides.net. An organization which provides pre and postnatal fitness and personal training that include baby and buggy in the routine.

Pesticides in Our Schools – Are Our Children Safe?

Written by IE Helpdesk

Subfeature Title: Pesticides in Our Schools – Are Our Children Safe?

By: Stephanie Kraft

Date: August 2007

Picture: 0807-Pesticides.jpg

A parish truck sprays around a neighborhood school to kill mosquitoes.

Inside that school a private company treats floorboards and walls to prevent roaches.

Two weeks later a student starts exhibiting asthmatic-like wheezing and skin irritation from pesticide exposure.

Such incidents of pesticide induced illnesses are rare. According to the Centers for Disease Control and Prevention and the Environmental Protection Agency only 7.4 children out of every million got sick from exposure to pesticides. In a study that was conducted from 1998-2002, there were no fatalities caused by exposure to pesticides, and only 0.1% of the injuries to school children were rated as “very severe”.

Even so, local and federal governments have taken measures to further protect school children from exposure to pesticides and other chemicals used to control insects and rodents.

Louisiana requires that schools only allow certified commercial applicators to apply pesticides.

Pesticides may only be applied to school buildings or on school grounds when students are not expected to be present for normal academic instruction or organized extracurricular activity for at least eight hours after the application. While this falls short of the 24 hour period that sites such as www.beyondpesticides.org recommend, Louisiana is one of only 33 states that have such requirements in place.

Aerial pesticide applications, except for aerial mosquito control applications, are not allowed within 1,000 feet of any school grounds during normal school hours.

In addition the Louisiana Pesticide Law requires that each school’s governing authority to prepare and submit an annual integrated pest management plan (IPM) that focuses on using the least toxic effective methods of general pest control in, on, or around school structures and grounds. Among other things this IPM must list the pesticides that will be used, as well as the location and means of applications.

This IPM must be available for review by the general public in the business office of each school during regular school hours. Schools are also required to maintain a hypersensitive student registry. This list includes students whose parents have submitted a written statement to the school and included a written medical verification of pesticide sensitivity by a licensed physician. Notification of pesticide use is sent to these families.

The Louisiana Department of Agriculture and Forestry enforces regulations concerning school pesticide safety in all public and private elementary and secondary schools (K-12) in Louisiana.

Two students at Mandeville Jr. High School were exposed to Green Thumb Wasp and Hornet Killer (tetramethrin, phenothrin) sprayed by a teacher in a practice room for the school band in an effort to kill ants. One parent filed a health complaint expressing concern about possible health effects, though no symptoms were reported at the time. The spraying was reportedly done in violation of the district’s pest management program. The Louisiana Department of Agriculture and Forestry issued a warning letter to the district citing several violations of state pesticide law, including applying a pesticide in a manner inconsistent with its labeling, allowing a person to apply pesticides who was not a certified applicator, not keeping a record of the application, and applying a pesticide in a school while children were present or expected to be present within eight hours.

School districts often take action independent of state agencies when a pesticide misuse occurs. In August 1994, Assumption Parish school officials closed Pierre Part middle and primary schools after a misapplication of a flea pesticide containing the active ingredient Lindane. Although the chemical is not supposed to be used indoors, the school custodian sprayed the pesticide in 14 temporary classrooms. A few parents reported medical complaints. The Lindane that was purchased by the school was not registered in the state. Also, the operator of the pesticide was required to be licensed, when he was not.

While Louisiana is one of the 33 states that have taken protective action to address pesticide use around schoolchildren, organizations such as Beyond Pesticides (www.beyondpesticides.org) and NCAP (http://www.pesticide.org/) are pushing for more uniform federal regulations. These include measures not in place in Louisiana such as requiring posting notification signs at schools 72 hours prior to indoor and outdoor pesticide application.

Because children spend so many hours in school each week, limiting their exposure to pesticides at school is important. Be informed. Talk to your child’s school administrators about their pest management policies and use of disinfectants. Request a copy of the IPM.

You should also be on the lookout for symptoms of illness from pesticide exposure, such as:

▪ Respiratory symptoms, such as cough, wheezing, and chest tightness

▪ Gastrointestinal symptoms, such as vomiting, nausea, and diarrhea

▪ Nervous system symptoms, such as headache, blurred vision, and dizziness

▪ Eye irritation and pain

▪ Skin redness and swelling

Talk to your child’s doctor if you have any concerns about pesticide exposure.

If you feel that your child’s school has violated the Louisiana Pesticide Law, contact the Louisiana Department of Agriculture and Forestry at (225) 925-3770.

Leaving the Elementary School Years

Written by IE Helpdesk

Sub feature Title: Leaving the Elementary School Years

By: TRINA L. CASSEL

Date : August 2007

Picture:0807-ElementaryYears.jpg

uring the elementary school years most children are in a self-contained classroom–one room where they are taught all of the subjects other than music and physical education. They have only one teacher so the students and teacher know each other well. The teacher can regulate how much homework and how many tests students have on a given day.

Sometime between fifth and seventh grade this changes. Children move up to a middle school or junior high. This brings about new challenges.

Junior high schools

In a junior high school, students may have between four and eight different teachers each day. Each teacher may have over a 150 different students daily and may not know any of them well. Each student has a different schedule so your child may be in classes with over a 100 different students each day rather than the same 25-30 students all day. He may not get to know his classmates well.

Each class meets in a different classroom. Your child will have five minutes to navigate the building and find the next classroom. He may have to locate his locker and make sure he has the right books for each class.

Your child may receive long homework assignments from each teacher the same night or have three or four tests the same day.

Your child goes from being one of the older students in the building to being the youngest in the new school. Younger students often take a lot of teasing.

Middle schools

The middle school is a more nurturing situation, according to Casey Prann, who has taught in both the junior high and the middle school setting. In the middle school, one team of around four teachers work with a group of the same 100 or so students. These teachers meet together to discuss their students and plan units. The teachers agree on policies, discipline, and communicating with parents.

“Working in core groups lets us observe the children. We can rearrange classes to split up problem students. We often work together to create themes and correlate the math, history, English, and science material to center on that theme. It helps the students tie it all together,” Casey says.

Some educators complain that the middle school concept is too elementary. While it is good for the fifth or sixth graders, it doesn’t prepare seventh or eighth graders for the quick pace and the competitiveness of high school. Still, most educators feel that the nurturing and team concept of the middle school outweighs any negative aspects.

Making the transition.

The transition from the elementary school to middle school or junior high can cause anxiety in some children. You can help your child with the transition.

Visit the school. Take your child to visit his new school at the end of his last year of elementary school. Help your child learn his way around. Locate classrooms, restrooms and the cafeteria.

Meet the teachers. As soon as class lists are posted, arrange for you and your child to meet the teachers. Don’t wait for open house, which is often a month after school begins. Go the week before school starts, or as soon as teachers are back from summer vacation. Discuss any special needs your child might have.

Be aware of rules and routines. Know the procedures for ordering hot lunch, entering the school in the morning, and anything else of importance.

Stay in touch. Review the work your child brings home. Make notes of anything that concerns you or indicates a problem and call the teacher after school hours about it. Arrange a conference if necessary. Know what your child is learning in each class and supplement it with movies or books from the library.

Be involved. According to educational research, students whose parents are involved in the school do better. Involvement may mean volunteering to tutor children in the classroom, talking about your career, or helping with a fund raiser.

The transition to middle school or junior high marks a growth point for your child. Help him face it with confidence and enthusiasm.

First Day Fear Factor

Written by IE Helpdesk

Sub feature Title: First Day Fear Factor

By: MARY ELLEN COURVILLE

Date : August 2007

Picture: 0807-FearFactor.jpg

I don’t wanna go to school! I wanna stay home with you!” Velcroed to his mother’s leg, a kindergartner’s wails mark the first day of a new school year.

Anxiety is not limited to five year olds. Whether changing schools, or simply beginning a new grade level, kids of all ages experience a surge of trepidation before the first day of class. There are a few steps parents can take to make first day special and make angst less of a factor.

Challenge: A New School

Kids’ Fears: The unknown.

Solution: Alyson McCain, Ph.D., a clinical psychologist specializing in treating children and adolescents, advises, “Exposure, either in person or imagination is the best strategy for managing anxiety.”

When possible, McCain says parents of children who are new to a school should, “Take them to the new classroom the week before school starts.” This allows them to face their fears and become familiar with the surroundings.

When parents do not have the option to walk through the campus in person, there are other worry relieving options. “The parent can verbally walk the child through what will happen the first day.” McCain suggests that parents ask the school office about the daily routine and talk it through with the child: “The bus will come at seven. You will get off the bus and wait in the cafeteria for your teacher, etc... .” She explains that visualizing the upcoming routine will diffuse worry and ease fears.

Other techniques McCain recommends include practicing positive statements like, “I can do this, I enjoyed recess last year,” or applying a relaxation technique like deep breathing while saying positive things. These techniques become tools that according to McCain, children may use to feel more in control of an unknown situation.

Whichever method used, “Taking away some of the ambiguity will often reduce the worry,” proposes McCain.

Challenge: New Kids

Kids’ Fears: What if I don’t know anyone?

Solution: Contact the school for a list of new classmates. Call and invite new classmates to meet for doughnuts or ice cream. If you are planning on having an August birthday party, include upcoming classmates.

Kathy Megison, a mother with a daughter who attends The Dunham School, hosts a yearly ice cream and swimming party for the girls in her daughter’s class. “I always call the office for a list of all of the girls. It started as an attempt to get all of the girls in the class together for them to be with one another.” Kathy adds that this gathering has been especially meaningful to girls who are new to the school. “The side benefit is the opportunity for those girls to meet the others before they go to school,” she concludes.

Challenge: New Teacher

Kids’ Fears: What if my teacher doesn’t like me? What if my teacher isn’t like last year’s teacher?

Solution: Have your child greet his/her teacher with a handmade card or a flower picked from the yard. The hug and praise your child receives will smooth any jitters and open conversation. Encourage your child to trust their teacher.

Dawn Thomas, a Westdale Academic Magnet School parent, advises her sons, “As far as teachers are concerned we tell them to listen, learn rules, and no teacher is like their last teacher.” Knowing that each teacher brings new and different gifts to the classroom encourages both kids and parents to show enthusiasm when anticipating a new teacher.

Meeting your child’s teacher will allow you to share positive impressions of him or her with your child. As soon as you have the opportunity, introduce yourself and volunteer. Teachers welcome involvement. It will establish a good relationship and encourage your child to trust his/her teacher.

Challenge: Lunch

Kids’ Fears: What if I don’t like it? Will I have to eat it?

Solution: Check out the school’s menu. For the hot lunch buyer, most schools make their lunch menus available ahead of time. Post it somewhere accessible in your house. If that day’s menu contains a less favorable item, decide with your child on a hearty snack for his/her backpack.

For the home-packed lunch, small touches go a long way to making your child’s lunch the envy of the table. A plain p.b.j is easily dressed up by adding food coloring dots in the shape of a smile on the bread. For the older child, try making a ham and cheese wrap by simply wrapping ham and cheese in a tortilla. A left-over party napkin is always fun to eat with, and writing a secret note on the back of a plain one makes it the best.

Challenge: The Bus

Kids’ Fears: Who will I sit by? Where should I sit? What about bullies? Who is my driver? Will I get on the right bus? How will the bus driver know where I live?

Solution: Brainstorm potential problems with your child. Decide together what time he or she should leave the house in order to be waiting for the bus without delay. Introduce your child to the bus driver before sending him off.

Magnolia Woods Elementary School’s principal, Donna Wallette, stresses one of her top priorities on the first day: “Making sure they get on the right bus to go home.” She advises that parents put the address of the location their child will get off of the bus on a note card inside his/her backpack.

Dawn Thomas advocates a two step plan, “I rode busses growing up, and I know some of the things to prepare them for.” She and her husband urge their sons to sit in the front of the bus to avoid bullies, and they ask the boys to stick together. She adds, “Since there are two of them, they’ve always got each other.”

Challenge: Carpool

Kids’ Fears: New carpool group. Do I know everyone? Whose mom will pick me up? Do they know where to drop me off?

Solution: Brainstorm potential problems with your child. Agree ahead of time on a place to pick up and drop off. Decide together what time he/she should be ready to leave the house in order to be prompt for carpool. Introduce your child to the carpool parent before sending him off, and provide a note card with all of your contact information for the carpool driver to put in his/her glove compartment.

Challenge: Getting Lost

Kids’ Fears: Getting lost. Do I know where to go when I get to school? Where are the bathrooms? Offices? Cafeteria?

Solution: Set up a walk through tour. Schools are busy working long before the first day. Go by and walk the campus with your child. Identify important locations; collect a map from the office or create your own. Take the opportunity to introduce yourself to any custodial staff or teachers you may see. A familiar face later will add to your child’s feeling of security.

The Runnel’s School Elementary Principal, Mrs. Runnels suggests, “They should come picnic on the playground.” She explains that time spent swinging, sliding and meeting employees at the school in the summertime builds familiarity. “It helps to have a familiar face.”

Many schools also welcome parent volunteers to direct children on day one. Let the school know that you are available to guide students to rooms on the first day.

Final Challenge: Give a repeat performance tomorrow!

Fearless First Day Checklist: First Days are Special

Sleep

□ Put children to bed in time to get a solid rest. Try reading a book like The Kissing Hand by Audrey Penn, about a little raccoon’s first day of school.

Pack

□ Bring a roomy backpack (for younger children wheels may be a hazard)

□ Pack your name, address and phone number inside the pocket of your child’s backpack.

□ Pack a photo of his/her family inside a zipper pocket, just in case a little one needs to see it or show it to a friend.

Eat

□ Serve a good breakfast, and provide enough time for it to be eaten.

□ Pack a nutritious lunch, add a personal note inside or make a food-color smile on the bread for an especially happy first lunch.

□ Consult the school’s website for a menu. www.foodservice.ebrschools.org/explore.cfm/menus/ This website shows menus for East Baton Rouge schools) Discuss the first day’s fare with your child.

Commemorate

□ Commemorate the moment through pictures. Take a picture each year of your child, backpack on, standing at the door. Try a photo of your sleepyhead in bed before waking on the first day each year.

Introduce

□ Introduce yourself and your child to bus driver/carpool driver.

□ Introduce yourself to the teacher at the first opportunity.

Affection

□ Give a warm hug or kiss before they leave. Show your child how to wrap his/her arms around himself to give a hug, even when you’re not there. That “invisible hug” can be given all day. Or remind him/her of The Kissing Hand book where the raccoon kisses in his palm; it will stay there until he gets home.

Look

□ Look out, they are looking at your reaction!

□ Let your face show your joy, smile! Your child’s attitude will reflect that.

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