Thank you for sharing this, it's so well done! Brings to mind an experience I recently had consulting with a school district around process for students having greater agency in their own IEP planning. Someone said, "by the end of high school, we need to require that kids can run their own IEP meetings by themselves." This was a little shocking to me; why is our tendency always to add labor, including emotional labor, to the workload of students who are already in or at risk of burnout? I think this is the intersection of 'young person' and 'autistic' as disabling in a school setting, and ironically, it often stems from somebody's effort to 'help.' Thanks for such a great piece!
I am so grateful that you took the time to comment this. Yes, your note of 'always add labor' really resonates. And I very much agree with what you wrote about this being an example of the setting continuing to disable the young person. Also, like what adult is really adept at running an IEP meeting without a HUGE amount of meaningful training and experience?? and so how the heck is a young person expected to carry that? Involved and helping co-create their support, yes. But the burden of managing a bunch of adults, that sounds inappropriate.
Thanks for such a thoughtful reply Laura! Yes, I see this a lot in schools that want to be inclusive but struggle to figure out how—I think part of it is capitalism, in that any time we work to add/create space for "agency," it's hard to decouple that from "labor."
This is so important for schools especially to realize - my daughter has PDA and I believe she’s in burnout. She’s now at a therapeutic school but I don’t think they entirely “get” how kids in burnout really need the utmost flexibility and low demand. It’s disheartening to see so many school professionals just don’t understand.
I’m so sorry to hear she is having a hard time and school staff aren’t on the same page. It’s so hard. The hardest. I too wish the awareness and understanding was better.
We are being fierce advocates and pushing for the staff to accommodate and support her where she’s at. To me, if it’s a therapeutic school they should be willing to implement outside the box solutions as every child isn’t the same! I will keep fighting for her to be able to have a safe space - I feel it’s a purpose I’ve been given in this life. 💚
I hear your passion, your love. Your kid is so lucky to have you. And I agree, I remind staff about their pastoral care and mission statements and push them to hold them.
Wonderfully written!
I am always so grateful for your support.
Thank you for sharing this, it's so well done! Brings to mind an experience I recently had consulting with a school district around process for students having greater agency in their own IEP planning. Someone said, "by the end of high school, we need to require that kids can run their own IEP meetings by themselves." This was a little shocking to me; why is our tendency always to add labor, including emotional labor, to the workload of students who are already in or at risk of burnout? I think this is the intersection of 'young person' and 'autistic' as disabling in a school setting, and ironically, it often stems from somebody's effort to 'help.' Thanks for such a great piece!
I am so grateful that you took the time to comment this. Yes, your note of 'always add labor' really resonates. And I very much agree with what you wrote about this being an example of the setting continuing to disable the young person. Also, like what adult is really adept at running an IEP meeting without a HUGE amount of meaningful training and experience?? and so how the heck is a young person expected to carry that? Involved and helping co-create their support, yes. But the burden of managing a bunch of adults, that sounds inappropriate.
Thanks for such a thoughtful reply Laura! Yes, I see this a lot in schools that want to be inclusive but struggle to figure out how—I think part of it is capitalism, in that any time we work to add/create space for "agency," it's hard to decouple that from "labor."
Thank you so so much for writing this. I am experiencing severe burnout
I am so sorry things are so hard right now. I hope you are able to find some moments of rest and glimmers.
This is so important for schools especially to realize - my daughter has PDA and I believe she’s in burnout. She’s now at a therapeutic school but I don’t think they entirely “get” how kids in burnout really need the utmost flexibility and low demand. It’s disheartening to see so many school professionals just don’t understand.
I’m so sorry to hear she is having a hard time and school staff aren’t on the same page. It’s so hard. The hardest. I too wish the awareness and understanding was better.
We are being fierce advocates and pushing for the staff to accommodate and support her where she’s at. To me, if it’s a therapeutic school they should be willing to implement outside the box solutions as every child isn’t the same! I will keep fighting for her to be able to have a safe space - I feel it’s a purpose I’ve been given in this life. 💚
I hear your passion, your love. Your kid is so lucky to have you. And I agree, I remind staff about their pastoral care and mission statements and push them to hold them.