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                                                                                                                                                                                        Gabriel Ryan, School Health Blog Writer and Contributor

Some stories never get old, because the lessons they carry remain just as relevant today as when they first lived. For us, those lessons have always centered on two things: access and inclusion.

I recently had the privilege of joining my mom, Robin, at the California Department of Education's Individuals with Disabilities Education Act (IDEA) 50th Anniversary event. A packed room filled with dedicated professionals and community members gathered to mark a milestone: the 50th anniversary of IDEA. We were there to share some of our experience, from two different but deeply connected perspectives — both rooted in the belief that access and inclusion are not privileges, they are basic rights.

Mine was sharing experience as a student, navigating the education system with a disability, receiving specialized support, and rolling across that graduation stage with my peers. Access and inclusion in action. The skills learned, friendships and relationships made, and the opportunity to access education in my neighborhood school with my peers, set the foundation for employment opportunities such as my work with School Health as a Blog Writer and Contributor like the Access Angle segment and many other important life experiences.

My mom's shared experience as a parent, and she'll be the first to tell you it wasn't always easy. Advocating for me as a young child meant learning an entirely new system, understanding the laws, the processes, and how to navigate it all. There were moments of uncertainty and frustration, but also moments of breakthrough, growth, and deep connection with others who were advocating for individuals with disabilities and their families. That experience didn't just shape our family; it fueled her passion for the work she does today. Robin's message to the field is clear: we must continue commitment to this important work and strengthen partnerships for each student in California. We lift experiences and challenges of families and individuals with disabilities, so that we continue to learn and do better. Robin has spent a few decades working with the Sacramento County Office of Education on a statewide California Department of Education, Special Education Division training and technical assistance project Seeds of Partnership which supports parents, school districts, and community partners across the state.

Participating in this event together, sharing what we've learned and lived through, reminded me of something important: never underestimate the value of your lived experience and knowledge-– or the moments you're given to share your life experience with others. Someone in that audience may have needed to hear exactly what we had to say during that event. The messages and stories related to fifty years of IDEA were impactful!

Our closing quote said it best.

"IDEA didn't just change systems, it changed lives. Access isn't optional and inclusion isn't negotiable." ~ Robin and Gabe Ryan

We are deeply grateful to the California Department of Education, especially Special Education Division Director Dr. Rachel Heenan and Associate Director Noelia Hernadez for including us in such a meaningful celebration. To share the stage with so many California leaders and pioneers in the special education field was truly humbling. These are people whose lifelong dedication continues to shape the landscape of access and inclusion, of which families like ours appreciate their commitment so much.

Watch the California Department of Education IDEA 50th Anniversary Celebration full event recording here. The section where we begin speaking during this event is at the 31:56 mark (Gabriel Ryan/Robin Ryan segment) linked here.

To learn more about the IDEA legislation check out this recent blog Access Angle - IDEA Turns 50! 

Have any comments on Access Angle articles or ideas for future topics, including product reviews or share outs? Feel free to reach out to me at gryan@schoolhealth.com.

We’re always looking for ways to make your shopping experience faster, easier, and more convenient. Check out our latest website updates designed to help you manage orders, pricing, tax status, and more—all in one place!

Quote-to-Order Capability

If you’ve received a quote number from us, you can now easily create a sales order from it with the click of a button—saving time and streamlining the process.

Order Status Displayed

Detailed, line-by-line order status is available on your orders page for any order placed online, or even via email or phone.

Contract Pricing Visibility

For customers under contract, pricing displayed on the website will now match your contract rates, ensuring transparency and accuracy. Learn about our contract options here.

Tax Exemption Status

If you’re logged in, you’ll now see tax exemption messages in these locations:

• My Account Dashboard: Check your exemption status at a glance.
• Shopping Cart: Know before you check out if items are tax-exempt.
• Checkout: Confirm your exemption for peace of mind.

See for yourself! Head to the School Health website and experience all the new improvements that make ordering, tracking, and managing your account effortless.

Have any questions or want to share your feedback? Feel free to contact marketing@schoolhealth.com! 

After 33 years, we’re ending our Day in the Life of a School Nurse catalog cover series. We know how much this cover series has meant to many of our customers over the years, so we wanted to take some time to highlight the artist behind it all: Mike Hagel. Susan Rogers, School Health’s Chief People Officer, spoke with Hagel about the impact of his cover series and what it meant to him. 

SUSAN: Can you tell us a bit about the history of this series and how you started working with School Health?

MIKE: We were introduced to each other through School Health’s advertising agency. When I spoke to Bob Cormack, Susan Rogers’ father and president of School Health at the time, he said he was looking for an artist who could paint in the style of Norman Rockwell to make their catalog covers. I did a lot of paintings in this style because it was popular and not a lot of people were doing it, so I suggested a Day in the Life of a School Nurse series. I created the first painting for the cover series in 1992.

SUSAN: School Nurses have loved this series over the years. What do you hope your impact on school nurses is through this series of paintings? What do you want them to know?

MIKE: I tried to encapsulate a day in the life of what a school nurse might be going through – the pain or the fun. For example, the cover about depression highlighted a serious issue and I felt like I was able to highlight the moment while also bringing some lightheartedness to it. Rockwell used to draw some serious stuff, too.

I always enjoyed doing this series, and I am glad to be a part of capturing the important work school nurses have done.

SUSAN: How did you find your inspiration for the cover every year? 

MIKE: Early on, I would come up with the scenario for the cover, and then I would work with School Health to add some of their products into the image. Eventually, I worked closely with the Rogers and Cormack families to decide on a subject that we wanted to address.

Besides the school nurses at NASN, we wanted to make sure that the cover was never too serious. If it did address something on the more serious side, I would always try to add a little softness to the piece with a Rockwell-style smile on one of people in the painting.

SUSAN: Why has this series been important to you over the last 33 years?

MIKE: This series has been great – I have enjoyed it. Every year was a challenge. I have gotten to meet many nurses at NASN over the years, and I would get ideas for future covers from them, too. I loved seeing the nurses at the conference – I felt like Elvis Presley with them! They would line up at my table, and I would personalize each signing.

SUSAN: Tell us a little bit about how you picked your models for each painting. Who did you use as inspiration?

MIKE: I would use neighbors and friends as models. The first cover featured my son and daughter along with some of their friends. I had a friend in the neighborhood that was the school nurse and I used her as a model for the first few catalog covers. The last cover I did featured my daughter-in-law and my grandson.

SUSAN: Which cover is your favorite and why?

MIKE: The 2019 cover. I had an image in mind that I wanted to draw after working with the school nurses for so many years.  It’s the one with the student listening to the school nurse’s heart with a stethoscope. 

Gabriel Ryan, School Health Blog Writer and Contributor

Recently, I had the chance to check out a new restaurant that opened up in my neighborhood, and I have to say, I was pleasantly surprised by one detail that stood out to me—every other table was accessible for wheelchairs.

As someone who uses a wheelchair, I’ve often encountered places where navigating through the space or finding an accessible spot feels like an afterthought. So, rolling into this restaurant and seeing the thoughtful layout made a huge difference. It wasn’t just the wide aisles or the accessible tables; it was the feeling of being considered, not having to worry about whether I’d be able to sit comfortably and enjoy my meal.

Accessibility is so much more than just a ramp or a wider door—it’s about feeling included in the space, and this restaurant clearly got that right. It’s encouraging to see businesses that prioritize accessibility in the physical space, not just in their design but in their character. It highlighted the importance for all public spaces to be welcoming for people with different needs.

For anyone who may not have thought much about it, accessibility can have a huge impact. It’s not just about physical space; it’s about making people feel seen and respected. I felt appreciated just by the way the restaurant was designed to be accessible. As I sat at one of the wheelchair-friendly tables and looked around, I couldn’t help but feel hopeful. It’s moments like these that underscore of the power of inclusion—and how details like these can make a big difference for so many people.

What made the experience even better? We decided to return for a second visit. Not only was the layout still perfect, but the staff also remembered me from my first visit! They were incredibly welcoming, genuinely excited to see me again, and made me feel like I was part of their restaurant family. That level of care and attention to detail really stood out and made my second experience just as wonderful as the first. It’s not every day that you encounter a place that feels this inclusive and warm. It’s not just the accessibility of the space, but the kindness of the people that makes a lasting impression. I’ll definitely be returning—this restaurant has earned a regular customer in me. Im hopeful that more restaurants will follow this example. Let’s make “a seat at the table” the standard, not the exception.

Have any comments on Access Angle articles or ideas for future topics? Feel free to reach out to me at gryan@schoolhealth.com.

As we move through the month of February, the outside world thinks of bouquets and chocolates. In the world of Assistive Technology, we begin thinking about assistive technology and the bouquets of spring and new opportunities to access the world around us. ATIA is a great reminder of the assistive technology which can make a difference in the lives of the individuals with whom we work and this year, that reminder rang out like the songs of the birds of spring.

Many of the discussions in which I was engaged at ATIA focused on two topics; what the funding might look like, and what assistive technology was making the most impact on students today. The discussions on funding elicited emotions ranging from cautious optimism to absolute frustration. Since those discussions were happening before the funding from the government was formally approved and signed into action, the anxiety associated with funding was quite high. That is not to say that everything has worked out perfectly for funding. However, with the recognition that we will, at least, have funding equivalent to FY25 for FY26, that anxiety can be lessened to a degree.

We will not see the idea of block grants being passed down into the states. That is important as we were uncertain of what that would actually entail when trying to access those funds. Hence, the current formula will be similar to what we have had to this point. There will be some pressure on us though as the future continues to be clouded due to the ever-changing shape of the Department of Education and where exactly that our Special Education department will be housed.

Knowing that we will have funding available to us, it is important that we use those funds for next year and with an eye toward the future. That leads us to the crossroads of the two topics which came up at ATIA. The folks who engaged in discussions around the technology which was making the most impact looked at the areas of literacy and access that could be used throughout one’s life. I do want to take some time to address those two areas and some of the products I encountered which fit into those areas.

 When starting with the idea of literacy, one must begin with Reading Pens. I will begin with my usual caveat which is to beware of inexpensive pens on Amazon as you get what you pay for. Even though some of the pens look like the name brand ones, that does not mean that they are of the same quality. There is no such thing as a “generic” version of a reader pen. There are different styles and versions from the major manufacturers which we will discuss here. However, the costs for producing these pens stem from the quality of the camera and the internal computing capabilities.

Our colleagues from Scanning Pens were at ATIA and had great information to share. They are the ones who have the C-Pen line and have maintained high levels of research into their products. Currently, their offerings include the Reader 2, the Exam Reader 2, and the Reader 3. I like the Reader 2 for a couple of reasons. First, its slim style fits into many different sizes of hands, including smaller ones. Next, it does its work of reading, having a dictionary, being able to scan, and saving documents without being connected to the internet. It’s ability to have each of those areas locked so that they cannot be easily accessed, especially during a test, is very helpful. The Exam Reader 2 does much of the same, but comes in a different color so that it is identifiable to proctors and teachers. The Reader 3, which has been out for about a year now, adds the dimension of being able to be connected to the internet as well as offering some translation capabilities. Its user-friendly touch screen allows differentiated access. These three reader pens have set the bar for consistency, usability, and evidence-based success. I always recommend them based on the needs of the individuals.

Scanmarker’s own Ioana Lazar spent time in our booth as they were promoting their latest release, the Scanmarker Max. The Max takes all of the features of the Scanmarker Pro and adds in some great new features as well. The new features include “Photoscan” which allows the pen to operate like an OCR device by capturing a picture of words and speaking them out. They also include “Transcription” which allows for the spoken word to be converted into editable text. Finally, for those of us who work with the Science of Reading, the “Phonics Support” button allows some scanned words to be broken down into phonemes with those phonemes being sounded out. As a Reading Diagnostician, I am quite impressed with the work they have done to create this feature. They are also engaged in educational studies right now to review the effectiveness of this feature for all students.

There were some other reader pens at ATIA. However, as I shared with those who attended my session, I have not been able to personally review them and do the research I do before making any recommendations. Some could work, but I am not comfortable recommending them for specific instances at this point.

When we look at access, we want to target the manufacturers who are tried and true in our environment. The big news was the launching of the new Cosmo Learning System. It was wonderful to have our colleagues from Filisia there showing what the Learning System is able to do. It was also great to catch up with the folks in whom I believe and recommend on a regular basis. Those groups include Time Timer, LoganTech, Adaptivation, OrCam, Pretorian, and Widgit. Of course, School Health represented AbleNet there as well. All of those groups spoke about their commitment to maintaining high levels of quality within their products and doing what they could to offer products at reasonable prices. The concern from all of these groups is what will happen with the upcoming potential for increased tariffs. Hence, the need to make wise purchased now when the funding is available to us.

I had many folks ask about virtual presentations as well as calls about students. Please feel free to reach out to me at rheipp@schoolhealth.com so that I can support you in making the best decisions for your students. Remember, there is no “one-size-fits-all” when it comes to assistive technology, so you want to be sure that your funding is being used in ways that allow for access and engagement for the most individuals. In the next few months, I will be focusing my blogs on other aspects of the best assistive technology along with best practices around those devices. I look forward to working with you in your creation of accessible and inclusive environments!

1. “Can I hurt someone if I use an AED?”
This is one of the most common fears and one of the biggest barriers to action. AEDs are designed to be foolproof—they analyze the heart rhythm and will not deliver a shock unless it’s needed. You can’t make the situation worse by using one.

2. “Do I need to be trained to use one?”
Many people assume AEDs are only for medical professionals, but that’s not the case. AEDs provide clear step-by-step voice and visual prompts that guide the user through the process. While training is helpful, anyone can use an AED in an emergency.

3. “When should I use an AED vs. CPR?”
It’s not an either-or situation—you use both. Start CPR right away, apply the AED as soon as it’s available, and follow the device’s instructions. Together, CPR and AED use give someone the best chance of survival.

4. “Will it shock someone who doesn’t need it?”
No. AEDs analyze the heart rhythm before delivering a shock and will only shock if a shockable rhythm is detected. If a person has fainted or doesn’t need a shock, the AED simply won’t deliver one.

5. “Can AEDs be used on children?”
Yes. AEDs can and should be used on children. Pediatric pads or settings lower the energy level when available, but if they aren’t, adult pads can still be used. Using an AED is always better than waiting.

6. “Are AEDs always ready to use?”
Many people assume an AED works forever once it’s installed, but that’s not true. Pads expire, batteries have a limited lifespan, and regular readiness checks are critical. This lack of awareness is one of the biggest gaps in AED preparedness.

7. “Where are AEDs located?”
In an emergency, people often don’t know where to find an AED. Devices should be clearly marked, registered, and included in emergency action plans—but many facilities don’t communicate locations as well as they should. It is recommended that everyone familiarizes themselves with where AEDs are located in each building they visit, especially at sporting events. Whether they are staff, student, parent or visitor, they should always identify where the nearest AED is to where they are located.

8. “Am I legally protected if I use an AED?”
In most cases, yes. Good Samaritan laws generally protect individuals who act in good faith to help during an emergency, including using an AED.

9. “One AED is enough for a building.”
Survival rates drop rapidly after 3–5 minutes, so placement and response time matter more than simply owning an AED. Many facilities underestimate how many devices are actually needed to provide adequate coverage.

10. “AEDs are only for cardiac patients.”
Sudden cardiac arrest can happen to anyone—students, athletes, staff, and visitors—often without warning. AEDs aren’t just for people with known heart conditions; they’re for everyone.

We're here to help you with everything AEDs. Have more questions? Let's meet. 

Gabriel Ryan, School Health Blog Writer and Contributor

As we embark on the new year, we kindly remind everyone to be mindful of the preferences of individuals with disabilities when communicating with and about them.

Words shape how we see people—and how people see themselves. Person-first language is a way of speaking and writing that puts the individual before a condition, diagnosis, or disability. Instead of defining someone by one characteristic related to their disability or only their disability, using person first language recognizes the whole person first. For example, saying “a person with a disability” emphasizes that disability is just one part of who they are, not their entire identity. This small shift in language can make a big difference. It helps reduce stigma, avoids stereotypes, and promotes respect and dignity.

Person-first language is especially important in education, healthcare, and media, where words influence attitudes and decisions. However, it is also important in customer service and places we frequent in the community. When professionals and communicators choose respectful language, they help create more inclusive environments where people feel valued rather than labeled. When we incorporate these simple considerations into our conversations at work, and among our family and friends, we are actively part of the greater shift toward a culture of respect for one another. That said, it’s also important to listen. Some communities prefer identity-first language (such as “autistic person”) as a way of embracing identity and pride. Respect means being open to individual and community preferences. Everyone is unique, and their preferences may differ.

This brings me to highlight the importance of presuming competence in those with disabilities, which means starting from the belief that a person is capable of thinking, learning, understanding, and communicating, even if they communicate, move, or behave in ways that are different from what society expects. Rather than assuming limitations, presuming competence means giving people access and opportunity before judging ability.

What it looks like in practice

• Speaking directly to the person, not only to caregivers or aides
• Offering choices, in education, materials and opportunities
• Providing communication supports (AAC devices, visuals, extra time)
• Avoiding “baby talk” or oversimplifying unless the person asks for it
• Allowing someone to try and learn, even if progress is slow

Many people with disabilities—especially those with intellectual, developmental, or communication disabilities—have historically been underestimated. When competence is not presumed, people may be excluded from education or decision-making, spoken about instead of spoken to, or denied opportunities to show what they know. Presuming competence helps protect dignity, supports inclusion, and often reveals abilities that might otherwise be missed.

As a person that uses a wheelchair and with cerebral palsy, the number of times people at restaurants, stores, service providers, etc. who direct their conversation to a family member that may be with me, instead of to me, are too many to count. My family member will typically direct the comment/question to me, or pause for me to respond. I’ve learned that most people mean well and likely have not had experiences around people that may look and move like I do. Even after it becomes clear that I can speak for myself, some individuals will still jump right back to asking those that are with me, additional comments/questions or my preferences. We are used to the cycle of my family redirecting back to me. I do think these experiences have brought awareness to many people along the way that might have assumed those with physical disabilities can’t communicate or participate in the conversation with others. Another example I experience is sometimes people are not sure how to include me in certain activities, so my participation is awkward in a variety of ways, sometimes frustrating, or they don’t include me at all.  As with everyone, there are some activities I am just not able to do, but the most successful experiences have been when someone asks me how I can participate or is open to my ideas of how I could be involved.

We can all find ways to be a kinder and more thoughtful about what we say and do and including and practicing person first language and presuming competence. Being intentional about this can help build a more understanding and inclusive world.

Here are a few additional resources for your reference:

·      National Institutes of Health (NIH) Style Guide: Person-First Destigmatizing Language- additional examples of person first language

·      ADA National Network Guidelines for Writing About People With Disabilities

·      SNRD Space (YouTube) What is Person-First Language? | Respectful Communication Explained  importance of people-first language—a way of speaking that puts the person before the condition. Whether you're a student, educator, healthcare professional, or just someone who wants to communicate more thoughtfully, this video breaks down the concept with easy examples and tips for everyday use.

Have any comments on Access Angle articles or ideas for future topics? Feel free to reach out to me at gryan@schoolhealth.com.

We tend to begin New Years with so much hope for the better in the upcoming months. As we transitioned into 2026, that hope is still there. However, unlike other years, there is still a cloud of uncertainty floating around hindering long term planning. With that in mind, we need to refocus our thoughts, look toward what is new, and design what we can with the tools we know will still be here.

We began this academic year with a focus on literacy and we are seeing that continue. The movement back to basics within literacy has shifted how we approach all students, let alone those who may struggle due to conditions beyond their control. What are those tools we can continue to count on and how do we make sure that they are being implemented properly? As we get ready for ATIA let me share my favorite tools going into the conference and any insights on updates that may be announced there.

Reader Pens have become an essential part of supporting our individuals who struggle with reading due to processing issues or other conditions like dyslexia. It seems that each year, a new pen appears at ATIA that seems to address the cost factor while doing everything we need. Unfortunately, those companies tend to be short-lived as their products, which seem to be too good to be true, in essence, are not what they are cracked up to be. Whether is be the installed hardware or the design and material of the pen, those pens do not work well, break down easily, and end up costing more in the long run. Those pens also give a bad name to reader pens in general and have IT Directors saying that a student simply needs and iPad/Tablet and text-to-speech software. 

As you know, there are two manufacturers that I firmly believe in and recommend. They are C-Pen and Scanmarker. The research that has gone into the design and implementation of these pens is solid. Students have found consistent success with these pens. Both companies make adjustments necessary to enhance the capabilities of the pens in order to continue to address the evolving needs of students. For those who argue with the reasoning of using an iPad/Tablet to capture a picture and then use text-to-speech software miss the fact that some of our individuals would find that approach confusing, cumbersome, and, sometimes, impossible. Reader pens, when used properly, allow for independent reading and a feeling of competence.

C-Pen introduced us to the Reader 3 pen last year. This touchscreen pen offers a great upgrade from the Reader 2 pen. For those who began by using a Reader 2, the transition was easy to the Reader 3. The fact that it offered touchscreen access to its controls promoted more confidence in the users. I still recommend the Reader 2 as well due to its design and the fact that it does not connect to the internet, adding a layer of security for students and districts alike. I like the features of both which support students in accessing physical text in so many different ways.

Scanmarker is introducing a new version of its pen this year with the Scanmarker Max. I have had the opportunity to try this pen and like that it has all of the features of the Scanmarker Pro, along with some new features, including a Phonics area which breaks words down into their phonemic sounds. This feature aligns itself with the Science of Reading, permitting students with dyslexia or other reading conditions to understand words from a phonics base.

I am also excited to see the developments within Cosmo by Filisia. This group is releasing their new Cosmo Learning System which takes the place of the older Explore and Excel versions. The new version comes with 8 Cosmo Dots allowing many more uses, including being able to play a full octave of notes. They also have their app suites which now include some STEM activities.  When purchasing the Cosmo Learning System, users will have full and lifetime access to all of their apps.

I will share other ideas that I learn from ATIA in our next blog. I always prefer to see and interact with any new devices or software, come to an understanding of the research that has been done in the field, and hear of potential applications before I begin recommending it to others. I also enjoy meeting with so many of the presenters at ATIA to hear their stories as well as see the positive effects that they are having with their students and individuals with whom they work.

Attending conferences like ATIA and interacting with presenters throughout the year is what gives me the continued hope that there will continue to be successful approaches to making learning and life more accessible and inclusive. I understand the uncertainty that is out there. However, by working together, we can create a better world for our students and ourselves.

Schools rely on consistent pricing to manage tight budgets. But when prices change without warning, it becomes harder to buy what students need — and harder to stretch every dollar.

Unexpected prices can derail even the best planned school budgets. According to a recent report by the Institute for Local Self-Reliance, Amazon Business does not guarantee locked-in prices, resulting in huge pricing swings for schools. Traditionally, schools use contracts with local suppliers, like School Health, who bid to offer the best rates.

So, what does using a platform with fluctuating pricing mean for schools? Well, an employee of one school district could purchase a 12-pack of markers for $8, but an employee at a different school district in the same area might end up buying the same pack of markers for $20.

That deal you think you are getting? You may want to reconsider!

School budgets are already very tight and the lack of transparency when it comes to business practices like this make it even harder for schools to get what they need and use their budgets efficiently. Plus, according to the report, a price comparison between Amazon and an independent supplier found that the independent supplier was able to beat Amazon’s prices on 68 percent of products.

Shop Smarter & Discover the School Health Difference

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This is great news for school-based professionals, like our customer, Brenda, who said, “Your company never fails our school nurse. Everything that we order is always in stock and shipped out within 2 to 3 days of placing the order."

Real-person support from start to finish: Our team is here to help you place your order and ensure it’s delivered to you on time. Not satisfied with your order, or have questions? Our in-house customer care team is here to help. Plus, our experts offer product training on vision and hearing screening devices, professional development for our curriculum, and more.

One of our customers, Elizabeth, had this to say about her experience: “The customer service representative I spoke was so kind, she made my experience so easy!!"

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Another one of our customers, Ashley, said, “I find your site easy to use and love that I can search by a product number for quicker ordering. I also had an issue getting a coupon to work and emailed School Health Representative, Tim Michigan, back to let him know that it was causing an error and he got back to me so quickly and was willing to help me.”

Price Match Guarantee and Free Shipping: Our products are competitively priced, and our price matching policy guarantees we will match a price in a competitor’s catalog for the same published year, for identical items and quantities. Plus, qualifying orders over $125 get free shipping!

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When we think of the holiday season, we often look at the ideas of happiness and cheer. While these can be themes for many out there, there are some individuals who are not looking forward to the holidays for a few reasons. Some of those reasons are within our control and can help guide us to creating a sense of safety for those who are dreading this time.

One of the reasons that some individuals do not like this time of the year is due to the sights and sounds around them. It almost sounds counter-intuitive as the sights and sounds are exactly what creates feelings of happiness and joy in many. However, for those with sensory processing issues, all those sights, sounds, and even scents can create anxiety and lead to sudden escalations. We don’t want those individuals to become the one who “ruined the holidays” due to an escalation in front of others. So how can we help?

First, as we decorate our classrooms and buildings, let’s keep the lighting tasteful and fitting of the area. We are not looking to land airplanes in our hallways or trying to out do Clark Griswald in decorating with lights. Keep it simple with the lights. I have had people ask if there is a specific type of lighting that is best and the answer is no. We recognize that the issue is often too much lighting making it too bright and overwhelming. Think of the lighting on trees, walls, or even ceilings as an alternative to the fiber optic lighting we see in sensory rooms. Different colors and styles are fine, just don’t attempt to have your classroom seen from space!

The second item to consider is music and sounds. There are so many wonderful songs associated with the holidays, and they are nice to have in the background. It is the volume that can cause anxiety with some of our individuals. Aside from the music, loud excited groups of students and faculty can also add to the din potentially causing an escalation. For the students who are affected by loud noises, consider having a set of noise reducing headphones available. By reducing that sound, anxiety levels can be better controlled. Consider if this student uses noise reduction in other daily activities. If that is something which is part of their daily routine, be sure to include any activities where the sounds of songs and excitement need to be lowered.

One of the items some of you have heard me address before is that of scent. Please be careful before adding any artificial scents to the area, like pine or peppermint. While scents, especially ones like peppermint and citrus, may enhance aspects of the focus and attention of some students, they can also be a trigger toward escalation for others. Throughout the year, if you have introduced scents to all the students without issue, then feel free to continue those scents in moderation. However, new scents may bring about disruptions if you are not careful. We must remember that the olfactory is the strongest of the senses for some. We know that Olfactory Dysfunction is made up of several different types. Outside of those types, scents can be directly associated with traumatic experiences as well. We just want to be careful when introducing any new scents and not operate to excess with others.

The next item to be aware of is food allergies. We have so many students with food allergies these days that we need to be cautious of any treats brought into the building or classroom. Share with those offering to bring in treats some of the products to avoid, especially products made in locations where nuts may be present. Many more people are accepting of these types of allergies today as almost everyone knows someone with them. Be sure to have products like Neffy® available too just in case one of the individuals finds themselves going into anaphylactic shock. I like using Neffy® as an alternative to epi pens as it works and does not look as frightening as giving someone a shot.

As we look at those ways of support, we see that they are focused on physical inputs. We cannot forget the mental/psychological inputs that also occur at this time of year. Some individuals have lost people close to them during this time in other years. Losing a family member or even a dear pet can adversely affect how one views the holidays when that grief is not fully processed. Another issue which arises stems from how some of our individuals may be spending their holidays. We forget that for some of our students and even peers, the school environment is safe and protective. When they are home, that safety may not always be there. Even if the home environment is safe from physical or mental duress, it may be a time of loneliness. So, if some of our students shy away from the celebrations, talk to them first.

How do we support these students? First, find a time and space to talk to them about it. If they can communicate their concerns to you, honor those concerns. Look at some of the resources which Anne Kubitsky has put together for trauma-based instruction and support. She has done a wonderful job of creating products which can help without having to go to professional support. If things do seem serious for that individual, be sure to bring in counselors who can assist that individual in processing their own feelings and coming to a better understanding of the support systems in place for them.

As you prepare for guests at your house or being the guest in others’ homes, take some of these ideas with you. Make your environment festive and supportive. Understand how some in your family might be affected in your own home and seek to address it before it happens. When you travel, bring along items that can help you or yours deal with the sights, sounds, and scents in other places as well. Having plans to “escape” for breaks as well as signals when things get overwhelming can assist in maintaining calm, even when the environment is not.

Finally, take time for yourself this holiday season! Find a few minutes each day just to be you. Relax with a good book, some nice tea – my favorite at the holidays - hot chocolate! By starting with yourself, you are best able to be aware of the needs of others and be prepared for potential escalations along the way.

May you and yours have a wonderful holiday season and may 2026 be your best year ever!