My student paused our sessions

Why I'm Celebrating (from a Chiropractic Philosophy Perspective)

It may sound crazy to hear about a teacher that is happy her student paused their sessions. The ego would say "Aren't you losing income? Isn't the services what the student needs? Should you push for the student to continue with services?". That is all programming from the matrix that is education (especially special education). Our thinking, as educators, is being forced to believe that an education issue is an education issue. Services and data on said services are the only solution. Then, when that educational setting explodes from the stress of it all, it becomes "time to explore another educational setting for the student". It's a hamster wheel of insanity (hence why I left teaching full time).

Am I speaking against services? No, there is a reason I still teach and offer educational services despite also starting a new career as a Health Restoration Coach. People get confused when I say "The American Dream Learning Center" offers Learning Coaching (Academics) and Health Restoration Coaching (Health). I am client centered and will always respect what the client wants (academics only, health only, or both), but from an advocacy standpoint, I will never stop talking about the marriage between the two fields. Not acknowledging how the fields of education and health can dictate learning outcomes can cause a lot of spiraling from stress and Groundhog day situations (repeating the same thing and not getting the results). This is the whole point of my book "IEP vs Inflammation: Where do we prioritize our energy?". (Amazon Link Below)

https://a.co/d/f9BHzrD

The right educational approach can have massive value. There is a fine line between adding value and playing the matrix of education. If a child is showing obvious signs of benefiting from an educational service, then continue with the things that are getting you the desired outcomes. But too many times, we follow the matrix of the education and health fields because it is what we are programmed to do and we spiral when things don't go a planned. The pediatricians and modern medical professionals do not acknowledge poor diet and inflammation so there is no solutions there. The schools have their protocols (evals, IEP meetings, testing, data, repeat), and while these protocols can open doors to beneficial services, they can also become a hamster wheel of stress when the desired outcomes are still not reached. The only option is passing the buck along by re-evaluating the student for another setting when that happens.

So what happened with my student? My student is on their own journey of exploring inflammatory triggers while receiving schooling and educational supports. They were on that hamster wheel with the school for a long time until they hit that brick wall I described. By the schools standards, my student was not progressing and they made outlandish recommendations for a new setting. The mom, having had enough, pulled her child and put him in a new school for a fresh perspective. She also paused services after school to give him a break. I told her I fully support her and I am here to support her anyway I can going forward. She made a tough decision that was highly beneficial for him. She pulled him off the hamster wheel of repeated insanity and tried something completely different.

Sometimes, given the protocols and procedures for Special Education, we forget that at the end of the day these children are human beings. They're not robots that can comply with 100% of the robotic protocols put upon them in the name of "academic progress". Giving him a fresh start in a new environment and a break in the evening eases the stress on him and his family.

This is where my philosophy and ideology learn toward the chiropractic philosophy of identifying the stressors and removing the stress for the ideal outcomes. In this case, the school environment + the academics services in the evening were more of a stressor than they were beneficial. The only way to break the stress and the pattern is to change it. In my practice, I don't follow protocols blindly. I evaluate the student and focus on what is best for the student.