School Health

Clear vision is foundational to student success, but traditional screening tools often slow down workflows, miss key indicators, or create challenges for students who can’t complete standard eye charts. That’s why more districts are turning to instrument-based screening, and one device consistently leads the charge: the Spot Vision Screener.

In our latest webinar, Micah Freeman, MSN, RN, from Trenton Public School District, shared firsthand from the school nurse’s perspective how the Spot truly allows schools to screen smarter and improve overall academic performance in the classroom.

Why the Spot is a Game Changer:

Unlike traditional tools that require verbal responses, letter recognition, or precise student cooperation, the Spot Vision Screener is a portable, instrument-based device that empowers nursing staff to screen children of all ages both accurately and efficiently in a short amount of time.

• Screens from a comfortable, three-foot distance—no touching, no complicated instructions.
• Uses lights and gentle sounds to hold students’ attention.
• Features a 97% capture rate, generating results of both eyes in just seconds.
• Displays results instantly so nurses know immediately if a full eye exam is recommended.

“Purchasing the Spot Vision Screeners was an investment in our nursing staff. We knew it would make their jobs easier to complete.” – Micah Freeman

Spot’s Benefits from Nurses’ Lens:

Nurses have been specifically impressed with how quick the Spot screens, its ease of use, and how it helps them productively meet district goals for screenings. They have also observed improvements in students with vision issues who received follow-up care, such as enhanced reading skills and positive behavioral changes. Core benefits include:

• Speed: Screens an entire class quickly, with minimal training required for new staff.
• Accessibility: Ideal for individuals with special needs, attention issues, or language barriers.
• Accuracy: Identifies amblyopia and refractive errors that standard charts often miss.
• Consistency: Offers objective, repeatable results, ensuring state screening requirements are met.

“We consider these strategic purchases that allow us to meet state mandates, but more importantly, help support overall academic success of our students, as vision loss is often tied to literacy and behavior issues in the classroom.” – Micah Freeman

To get the most out of instrument-based screening, schools have found these strategies especially effective:

• Using a dimmed room to reduce glare.
• Keeping students lined up and ready to maintain flow.
• Positioning the device about three feet away for optimal capture.
• Reducing environmental distractions to help students stay engaged.
• Leveraging teachers or support staff to assist younger grades or large groups.

Tips for Implementation & Training:

• Host a professional development day to kick off initial Spot Vision Screener training.
• Bring in the School Health team for on-site, hands-on instruction.
• Have nurses complete at least two screenings to build confidence with the device.
• Schedule refresher sessions a few months later with School Health for any refresher training needed.
• Encourage experienced users to train new staff within the district.

What You Get Working with School Health:

• Expert training: Receive personalized support tailored to your district’s unique needs from experts who know school workflows and state requirements.
• Baxter Service Program: Enjoy peace of mind with comprehensive coverage, maintenance, and support for your devices, at no extra cost.
• Robust inventory levels: With our wide assortment of screening tools readily available, you’ll always have everything you need to keep your program running smoothly.
• Exclusive rebates: Savings on new Spot Vision Screener purchases help stretch your budget further while implementing cutting-edge vision screening equipment.

At School Health, we’re more than just a distributor. We’re your full-service partner for building a vision screening program that makes a lifelong difference in students’ lives.

Start transforming student vision care today by connecting with our team.

“We praise our school nurses for following up with the referral to the parents to make sure students who need vision corrections get the treatment that they need. When students come to school with their new glasses, our nurses feel they’ve helped make a difference in their lives.” – Micah Freeman

Vision screening isn't just a best practice—it’s a requirement in most states. Experts say that 1 in 4 school-aged children have an undiagnosed vision problem that can interfere with their ability to learn, making regular vision assessments critical. The challenge? The “what, when, and how” of screenings look completely different from state to state— from which grades require testing to what equipment can be utilized.

In our recent webinar, School Health’s Senior EHR, Vision, and Hearing Specialist, Maryellen, broke down state vision screening guidelines and shared best-practice strategies to help districts build a reliable, compliant screening program for better student outcomes.

Why State Screening Mandates are a Must:

• Early detection of amblyopia and refractive errors is crucial to prevent vision disorders from hindering a child’s development.
• Accessibility for children who are non-verbal, have developmental delays, or language barriers (ESL).
• Accuracy in identifying risk factors before school age.
• Education and development to ensure all children have an equal opportunity to succeed in school.
• Improve academic performance as vision problems can directly impact a student’s ability to learn, read, and thrive in the classroom.

Quick Guide to Navigating State-Level Guidelines:

1. Understand state requirements: Each state has its own mandates for frequency, grade levels, and types of vision screening. Find state-specific tools that align with your needs here.
2. Align with evidence-based practices: Use validated screening tools, like the Welch Allyn Spot Vision Screener, and follow standardized procedures.
3. Train and certify screeners: States often specify who can conduct screenings.
4. Foster strong follow-up systems: Track referrals and confirm that students get eye exams and treatment.

State-by-State Vision Screening Requirements:

Approximately 40 states and the District of Columbia mandate vision screening for school-age children, though the specific grade levels and screening frequency vary significantly. Preschool screening is required in about half of all states, and Head Start adds another layer of expectations by requiring evidence-based vision screenings within the first 45 days of enrollment. While not a mandate, the American Academy of Pediatrics (AAP) also influences best practices by recommending instrument-based screening beginning at 12 months and continuing annually until a child is ready for traditional visual acuity testing.

Best Practices Checklist for Compliance

                                                                                                                                                                               Source: Prevent Blindness

Clear vision is the gateway to learning, and a strong program plays a pivotal role in student success. With the right tools and expert guidance from School Health, districts can build confident, effective programs that make a meaningful difference for the students they serve.

Ready to take the next step towards healthier student vision? Connect with our specialist for personalized guidance on navigating your state’s guidelines, training support, and more.

When a student collapses and seconds matter, will your school be ready? Or will confusion slow your response? In our recent webinar, emergency preparedness experts shared what every school health professional needs to know about knowing what to do during a cardiac emergency. AED legislation varies from state to state and changes often, so it’s critical to stay informed and ensure your school is always in compliance.

Types of AED Legislation in Schools

The intricacies of AED legislation can make it challenging for schools to stay compliant, especially if you don’t fully understand what’s required. Each state has its own laws that can vary widely, and nearly every state has proposed new AED legislation. Much of it targets schools, often creating a “follow the leader” effect as states model their requirements after others. Staying on top of these changes isn’t just smart — it’s essential to keeping your school prepared and protected.

Common elements of AED legislation include:

• Good Samaritan/Civil Liability: A legal protection to those who voluntarily offer assistance
  • Schools: Generally covered if they comply with laws and AED is maintained and tested according to manufacturer guidelines.
  • Personnel: Generally covered if staff or bystanders use the AED in an emergency in “good faith” and without “willful or wanton misconduct”.
  • Trainers: Individuals or entities providing training are generally covered if they comply with statutory requirements and without “willful or wanton misconduct”.

• Basic AED Placement Laws: Having AEDs in the proper locations
• AED Use Reporting Laws: Reporting every incident an AED is used
• AED Training Requirements: Who, if any, must be trained?
• AED Placement Laws: Which entities must have an AED?

SH Connect's law center lets you easily review current and upcoming regulations to keep your school informed of urgent updates. 

AED Placement in Schools

• 37 states require at least one AED on site at schools
• Many states require AEDs to be registered with local EMS
• Some states: 
  • Require AEDs at all athletic events
  • Require AEDs at all school sponsored events
  • Require AEDs in prominent locations around buildings
  • Try for AED placement allowing a 3-minute response time
  • Differentiate between public and private schools

Get a better idea of your state's AED requirements using the map below.

*CERP = Cardiac Emergency Response Plan. Learn more about CERPs here.

AED Training Requirements

Some states have few or no mandates for AED training, while others have multiple. Most commonly, athletic coaches and trainers need to stay certified, usually renewing every two years through the American Heart Association (AHA) or the Red Cross. In some states, schools take it a step further by establishing emergency response teams with certain personnel.

It’s not just staff—many states require students to have AED training or education, sometimes making it a high school graduation requirement. In some places, students start learning as early as 7th grade as part of their health curriculum.

Staying compliant and prepared doesn’t have to be complicated. School Health has the tools and expertise you need to create a complete AED Emergency Plan—so your staff knows exactly what to do when every second counts. 

Our expert, Vince P., can provide a no-obligation consultation to help ensure your school is ready for a cardiac emergency.

HELPFUL RESOURCES

• Sudden Cardiac Arrest Webinar Recording
• SH Connect Compliance Management System
• AED Drill Checklist
• Cardiac Emergency Response Plan Example 1 & Example 2
• CPR & AED Training Equipment & Courses

Cardiac Emergency Response Plans

When a student collapses on the gym floor, there’s no time to wonder who should call 911 or where the AED is kept. Chaos, hesitation, or confusion in those critical moments can cost a life. A Cardiac Emergency Response Plan (CERP) ensures that every second is used to save one. That’s why CERPs are becoming mandated across the country — 38 states and counting now require schools to have a clear, written protocol for exactly what to do when every second matters.

Common elements of a CERP include:

• A designated Cardiac Response Team (CERT)
• Clear protocols for activating the CERP and EMS
• A CERP communication plan for EMS, staff, students, and parents
• Integration with local EMS
• Trained and assigned staff with specific roles
• Accessible AEDs with documented locations
• Annual review and drills (including practice drills)
• Post-event debriefing for review and reflection of what went well and what could be improved on

[See CERP examples: Example 1 & Example 2]

Developing a Cardiac Emergency Response Team

Creating an effective Cardiac Emergency Response Team (CERT) starts with involving your school administration and nurse. The school nurse or health coordinator plays a significant role in planning and implementing the team, while the school administrator or principal provides overall command and coordination during an emergency.

A strong team includes CPR- and AED-trained staff members. Ideally, your team should include a at least 5–6 individuals to ensure coverage across different areas of the school. Athletic staff and coaches, security or custodial staff, and office or front desk personnel are all important members who can respond quickly when minutes matter.

It’s essential to remember that response plans are not one-size-fits-all. Each plan should be tailored to your school’s unique layout, population, and resources.

When developing your response plan, clearly assign the following responsibilities:

• Calling 911: Quickly alerting emergency services
• Retrieving the AED: Ensuring it reaches the scene immediately. AED placement is crucial – our emergency preparedness expert can help you make sure your AEDs are located within 3 minutes of every location in your school.
• Performing CPR: Having a second rescuer ready to assist and switch every two minutes. Need help with CPR training or keeping track of certifications? We have tools to make sure everyone is always ready. Contact us.
• Record Keeper: Documenting actions taken during emergency

By defining roles and responsibilities ahead of time, your school can respond to cardiac emergencies efficiently and effectively, giving students and staff the best chance for survival.

Several states have specific requirements for schools to have CERPS in place:

• Illinois: All public schools must have CERPs starting January 1, 2025
• New York: Requires CERPs with AED plans and trained personnel for all public schools
• Mississippi: Mandates CERPs beginning with the 2024–2025 school year
• Virginia: All public elementary and secondary schools must develop and practice CERPs annually.
• Maryland: Middle and high schools must have venue-specific emergency action plans for athletic facilities by July 1, 2024
• Kansas: New requirements take effect January 1, 2025
• Some states: 
  • Require CERPs and AEDs only at athletic events
  • Require CERPs for all school events and hours
  • Differentiate between public and private schools
  • Make compliance dependent on funding availability
    • Funding can entail direct state funding
    • State grant programs focused on disadvantaged schools
    • Allowing for the acceptance of donations

Laws vary by state and frequently change — SH Connect simplifies compliance by helping you track the latest AED and CERP requirements in your state.

Cardiac Emergency Response Team Training

A key part of Cardiac Emergency Response Team (CERT) training involves performing practice drills at least twice a year, which can be done with or without students present. To make drills realistic, it’s recommended to inform your CERP team that a drill will occur within a given timeframe, but don’t tell them the expected day or time.

For the drill, you’ll need:

• A CPR manikin
• An AED trainer
• An AED drill checklist
• CERP team members

After the drill, ask questions like:

• What went well/poorly?
• Were there any delays or confusion?
• Are AEDs accessible and functioning?

We're your one stop partner for everything emergency preparedness. With our tools and equipment

Looking for assistance on building a quality Cardiac Emergency Response Team tailored to your school? Connect with our expert.

HELPFUL RESOURCES

• AED Drill Checklist
• Cardiac Emergency Response Plan Example 1 & Example 2
• SH Connect Compliance Management System
• Sudden Cardiac Arrest Webinar Recording
• CPR & AED Training Equipment & Courses

October isn’t just the month for costumes and candy. It’s also Sudden Cardiac Arrest Awareness Month — a time to spotlight the leading cause of death that strikes without warning and affects over 350,000 people outside of hospitals each year.

SCA Survival Depends on Two Things:

1. Immediate and effective CPR
2. Quick access to and implementation of a working AED

The scariest part of all is when an AED is simply not ready when you need it most, which can cost lives. Manual AED checks are like chasing shadows. One moment they’re there—checked boxes, scribbled signatures, clipboard in hand—and the next, they’ve vanished. Paper logs mysteriously disappear. Tasks slip through the cracks. Human error sneaks in. And just when you think you're compliant...surprise! You're not.

This October, Ask Yourself:

• Have any AED pads or batteries expired?

• Do we know when each AED was last fully inspected — or even who’s responsible for doing the checks?

• Can we provide compliance and readiness if asked today — by parents, administrators, or regulators?

No More Haunting “What Ifs?” — with SH Connect

In schools, where safety matters most, relying on paper trails and guesswork is similar to walking through a haunted house blindfolded.

SH Connect is your all-in-one solution for emergency equipment management. No more late-night hunts for missing logs or second-guessing what was checked — or if it was checked at all. Our platform gives you real-time oversight of every inspection, every asset, and every requirement, all on one spooky-free, stress-free dashboard.

Chasing compliance shouldn't be a nightmare. Let SH Connect help you keep students and staff safe this spooky season and the ones to come. 

Connect with us to learn more.

We want to extend our heartfelt thanks to school nurses for the incredible work you do each day. Your role is vital in protecting the health and well-being of students across our schools. Whether you're administering medication, treating injuries, offering emotional support, or promoting healthy habits, your dedication is truly invaluable.

In honor of School Nurse Day, we asked you to share what inspired you to become a school nurse or the moment you knew this profession was meant for you. Your stories gave us a deeper appreciation for the powerful impact you have on students’ lives. Below are just a few of the wonderful responses we received.

What paved your path to school nursing?

• “I decided to become a school nurse because I never had a safe person to help me learn about my body growing up. I strive to be a known, safe person to the children in the schools I work at and teach them to advocate for themselves so they can feel empowered to care for their bodies in a healthy way.” - Chelsea W.
• “When I was 14, I had a strep infection and was hospitalized. I saw nurses taking great care of me. They were thoughtful and kind when I was apprehensive about being in the hospital. I knew from then on that I wanted to be a nurse! Being a school nurse was a great way to inspire other kids to go into this profession as well.” – Marjorie B.
• “My school nurse from high school inspired me to become a school nurse. I was a 'nurse’s assistant' to her during my study period and learned a lot about school nursing and what they do which inspired to go to nursing school when I graduated and follow my dream of being a school nurse!” – Caitlin J.
• “What inspired me to become a school nurse was the positive impact a school nurse had on me during my own time as a student. I remember feeling anxious and overwhelmed some days, and she was always a calm, caring presence. Her ability to make students feel seen, safe and supported left a lasting impression on me. I realized how important it is to have someone like that in school setting, and I knew I wanted to be that person for others.” – Dolores G.
• “I truly enjoy working with children, and I believe that becoming a school nurse is one of the best ways to make a meaningful impact in their lives. Interacting with children from ages 3 to 13 brings me immense joy and fulfillment. They are our future, and it is our responsibility to provide them with the best and safest care possible in schools. By doing so, we help pave the way for their success both academically and in life.” – Delia M.
• “I was an oncology nurse for years and was facilitating a monthly cancer survivors' support group at the hospital that I worked at. One of the patients that came was a retired school nurse. She led me to look in school nursing; I have been a school nurse for 8 years now and am glad that I made the career change! I love serving the students, families, and staff.” – Jamie H.
• “My great grandmother was a nurse and she used to let me look at her nursing books when I was young. I was so intrigued with them at such an early age and watching her in her uniform. I started saying then that I wanted to be a nurse. As I grew older, I continued with that passion. When she passed, she left me her books. I still have them to this day and love my passion and drive for nursing. I owe it all to her.” – Racheal T.
• “My passion for caring for the students in a holistic way. If they need comfort when they're away from their parents or fell on the playground, I want to be a safe place where they can come to talk, rest or get an ice pack. For the older students who might be struggling in middle school with friends or figuring out this new phase of life, I want to be a place they can come for reassurance. Meeting the needs of every student where they are is why I became a school nurse.” – Katie B.
• “Being a mom myself, I wanted to be the advocate, protector, and safe place for students while they are at school. In order to create the ideal environment for learning, students and their families must feel safe and well taken care of. I just want to provide that for my students as I would want someone to care for my own children.” – Kaitlin H.
• “I was inspired to work in school health because I believe every person deserves to feel loved, seen, and valued. I want every student and staff member to know they are important and that they matter. It only takes one caring adult to change the trajectory of a child's life, helping them find success, confidence, and purpose. Being that supportive presence for others is my passion and my calling.” – Kelly W.

Across the country, legislation is driving the conversation on access to period products in schools, with many states passing laws requiring them to be provided for free. Studies show that nearly 1 in 4 students struggle to access period products  (State of the Period 2023), which can negatively impact their education, health, and well-being. These initiatives acknowledge that period products are essential, not a luxury.

That’s where Aunt Flow comes in. As a certified woman-owned business, Aunt Flow is on a mission to ensure high-quality period products are freely accessible, championing the belief that “Toilet paper is offered for free. Why aren't pads and tampons?” Today, Aunt Flow products are stocked in over 600 schools nationwide—helping school districts prioritize student health, dignity, and academic success.

As of January 1, 2025, 28 states and the District of Columbia have enacted legislation requiring schools to provide free period products to students. However, the specifics of these laws vary, with differences in funding provisions and the grade levels affected. 

Beyond passing legislation, where these products are placed within schools plays a crucial role in accessibility. Some schools debate whether to stock them in bathrooms or the nurse’s office, often citing concerns about restocking, vandalism, or theft. But to truly support students, period products should be available where they’re needed most—inside school bathrooms—ensuring easy, immediate, and stigma-free access.

The Benefits of Offering Free Period Products in Schools

Providing free period products in schools comes with several important benefits:

• Supports student health, dignity, and attendance: 84% of teens have missed class or know someone who has missed it because they didn’t have access to menstrual products (State of the Period 2023). Ensuring students have access to necessary products helps them stay in school without unnecessary disruptions. 

• Reduces stigma around menstruation: Normalizing period products as everyday essentials helps eliminate shame and discomfort around the topic.

• Aligns with similar initiatives like free toilet paper and soap in restrooms: Schools already provide other essential hygiene items—period products should be no different.

Why Location Matters: Bathroom Access vs. Nurse’s Office:

Even in schools that do provide period products, where those products are located matters. Many schools only offer menstrual products in the nurse’s office. The reality? Requiring students to visit the nurse’s office for period products can create unnecessary obstacles.

As Jennifer Christensen, Principal of Olympus High School in Salt Lake City, Utah, explains, 'Students in the past would have to come to the office or the counseling center, and they would have to come in and ask if they had any kind of period products. It would be scary and nerve-racking for a lot of students to come in and ask for anything they might need. I would say every school needs to have something easily, readily available for students.'

Barriers to access: Students may feel embarrassed asking for products, lose valuable class time, or face limitations on availability. In fact, 44% of teens report stress and embarrassment due to a lack of access to period products (State of the Period 2023). 

Not to mention, sending students to the nurse’s office takes them out of class. If a student has to leave to get a pad or tampon, that’s time lost from valuable learning opportunities—just for something as simple as managing a period.

A more effective solution: Placing products in bathrooms allows for immediate, discreet, and equitable access, empowering students to manage their periods without disruption.

Addressing Concerns: Dispenser Maintenance, Restocking, and Respectful Usage

Some schools hesitate to place period products in bathrooms due to concerns about maintenance and misuse. Let’s dive into some proactive strategies that can help give schools some peace of mind!

Dispenser Maintenance and Restocking

Launching a free period program is a great first step—but long-term success depends on consistent upkeep. That’s where your maintenance and facilities teams come in—they’re the real MVPs! 

Set them up for success by putting the right systems in place:

• Set clear procedures and schedules for restocking, dispenser maintenance, and reordering.

• Provide training for staff and establish protocols for responding to feedback.

• Maintain open communication about supply levels and streamline access to reordering information.

Once you’ve completed staff training, keep your period program running smoothly:

• Monitor usage patterns and adjust stocking levels accordingly.

• Gather feedback from users (anonymous surveys work great!) and document any issues or complaints.

• Track costs and optimize ordering to minimize waste.

Pro tip: Create a map of all dispenser locations to share with your facilities team—it makes restocking and maintenance much more efficient!

Encouraging Respectful Use

While overuse and vandalism are uncommon, they can occasionally occur in adolescent-heavy environments like K–12 schools—often simply because students are adjusting to something new in their bathrooms. 

When period products are introduced, there may be initial curiosity or concern about scarcity. But once students trust that products will be consistently available, misuse tends to decrease. Educating students about the program and involving them in its rollout helps foster respect, reduce waste, and create a shared sense of responsibility.

Here are a few effective solutions:

• Educational Signage: It’s vital to educate people on the importance of such products' accessibility and the importance of ensuring that they are not misused. Download Aunt Flow's signage to place next to your dispenser!

• Education and Awareness: Language is power! Understanding and talking about the experiences of menstruators and the challenges associated with period poverty and menstrual equity can help form empathy and positive attitudes toward free-vend dispensers. 

• Bathroom Tours: Quite a few schools have led “school bathroom tours” once their Aunt Flow dispensers are implemented. That way, students can see the dispensers, learn how to use them, and dispose of products properly. Students love the “field trip” they get out of it and respect the products!

From Legislation to Implementation: Building a Sustainable Period Program

If your school is looking to comply with or implement policies regarding providing free period products, the first step is to understand the legislation in your state and then work with School Health to stock your bathrooms with Aunt Flow products. 

Schools can take steps to implement sustainable programs by:

• Leverage funding and community support: Many schools don’t realize they can tap into existing federal and state funding—like Title I, Title IV, and McKinney-Vento—to cover the cost of period products. Beyond that, districts can apply for grants or partner with local organizations and education foundations to strengthen their programs.
• Create a consistent restocking plan: A sustainable program isn’t just about launching—it’s about keeping it running smoothly. That starts with building a plan for regular restocking, aligning with your facilities team, and budgeting for ongoing supply needs.
• Use plug-and-play implementation tools: Aunt Flow and School Health offer ready-to-use education kits, signage, and staff training materials that simplify rollout and help students access products without confusion or stigma.
• Track usage and measure impact: We provide tools to help schools track product usage, gather student feedback, and evaluate the program’s success—so you can report on impact and keep the program thriving.

Ready to get started? Aunt Flow and School Health are here to help you feel equipped and empowered for a period program at your school! 

The 2025 edition of the ATIA Conference provided a lot of great information as well as some new devices which can better support all our individuals. Presentations and activities brought forth some of the leading experts in the field to share insights as well as look toward the future in this time of uncertainty. Recognition was given to outstanding members in our field like Deb Fitzgibbons from OTAP being recognized with the Joy Zabala Award and Caroline van Howe who is retiring from her role at ATIA. It was great to see so many of the names that we all recognize in the field, leading presentations and evening events as well.

One of the topics that arose this year was the uncertainty around funding and the future of Special Education. Funding has been an issue for us for a very long time and so there are some things that we can look to do to keep us in alignment with supporting our individuals as best we can. Ironically, that aligns with my blog from earlier this year on “future-proofing” your AT. Two of the main ideas from that blog were also thoughts discussed in Florida. The first idea we can focus upon is reviewing what we have and seeing how those devices can be re-purposed or used in multiple manners. Those of you who have heard me speak or read some earlier blogs know that assistive technology can be utilized in manners well beyond the single use for which they might have been purchased. Feel free to reach out to me after you have put together a list of what you already have and we can discussed alternative uses of those products. That list can also supply you with the information you need to understand some gaps where other types of devices would be helpful. That way, districts are not constantly ordering the same products when the budget allows while not addressing those gaps.

The next idea is to use your state or regional lending libraries.  All states have some form of a lending library. Some of the ones you may be aware of are groups like AzTAP working in conjunction with Northern Arizona University, the T/TAC teams in Virginia, OCALI in Ohio, and so many others. These lending libraries have the devices and the expertise to support you with your questions and concerns when working with your students. There are also some companies that offer trial programs. Be sure with those cases that you understand the expectations. For example, at School Health, we have a program for certain devices that has a set time frame for the trial along with an agreement to be signed and shipping back to the office after the trial ends. Other groups may have fees associated with the trial. I am concerned with groups that simply hand things out without anything being signed. I have heard that there are newer companies that will do this and then send out an invoice later without discussion. Be sure you know what the “rules of the road” are when using a program for trialing devices before purchasing as this is still the best way to ensure you are getting what the individual needs.

Another discussion point that arose surrounded new devices and how to distinguish between something that has merit for our individuals and something that was just “thrown together” in an attempt for the designer to make money off a perceived need. It is always interesting to see some of the new products at shows like ATIA and follow them to see how long they make it. App developers tend to be the ones with the greatest turnover. There have been several developers who wanted to work with me. However, when I asked for their research and pilot study information, the only sound I received was that of the dial tone after they hung up. As you are evaluating apps, do not be afraid to ask where they tested this and if there are any additional costs associated with the app down the road. You also want to make sure that if any information on the students is kept, that all federal regulations are being met, including having the cloud where information is stored be secure and located within the US.

Of the new products I would recommend, there were two which stood out. First, C-Pen has added another device to its portfolio. The Reader3 was launched at ATIA with some fanfare. They have updated some of their features including adding a touchscreen and word-by-word translation for 5 imbedded languages which can be accessed offline and another 40+ online. It still has the features of the Reader2 which makes it an easy transition for many of our individuals. I know that some of our schools prefer not to have internet accessibility and that is why the Reader2 is still being manufactured with the same high standards.

The second product that meets a need for our individuals and stands out as very robust is the CMPSR. This device looks like a joystick on a power wheelchair but does some amazing things. It connects to your iPad through Garage Band and allows the user to play the instruments in Garage Band simply by moving the joystick in color-coordinated directions. The easy to access button combinations also permit shifting into chords from notes. Now, more individuals will have the opportunity to actively participate in their school bands as well as perform solos with “real” instrumentation and not just symbols or drums. We are starting to see more groups focus on creating access to the arts as that is certainly needed.

What comes next for our educational environments? We are definitely in a time of uncertainty. Know that we at School Health are here to support you!  Jodi Szuter and I will be at CEC in Baltimore along with other conferences throughout the year. You may see each of us individually at some state conferences as well like MI CEC and the Region X Conference in Texas. Feel free to reach out to see when we will be near you or when we can support you on a professional development day through a virtual or in-person presentation based on your needs.

We want you to have the opportunity to put your energy into supporting your students by allowing you to have us to support you on the technology and its variety of applications within the classroom. You can reach us at jszuter@schoolhealth.com or rheipp@schoolhealth.com.

One of the major themes which resonated at this year’s Closing the Gap Conference was that of inclusion. The general public has their ideas of inclusion and that has either helped or limited what we have been able to do in our schools.  When we look at what we are doing for inclusion, we can see that our focus is around classrooms which support our neuro-typical students, our neuro-diverse students, and our students who may bring other language experiences to the table. So how can we continue to build strong inclusive environments around those beliefs utilizing the tools and knowledge we already have?

The first step needs to be to define what our goal is and communicate that effectively to the faculty and staff. Part of that communication will include training for the approaches we may be choosing to use as well as the purpose for what we are doing. The unification and training of faculty and staff helps to clearly define the goal and design the action plan to move the building toward the goal. Many of us have experienced the passing on of an idea or a mandate from upper administration to pursue a goal without any explanation or support.  Situations like that lead to a failure to attain the goal and a lack of combined effort to reach that goal. Starting with a clearly defined goal and the supported steps to achieve it will unify the faculty and staff and create consistency within each of the classrooms and other areas of the school.

Next, we need to make sure that everyone is properly trained on accessibility. Even something like a presentation in PowerPoint should have an accessibility check completed so that the presentation, even in a pdf format, can be accessible. Training to make sure that pictures have alternative text is also important here. I know that some teachers may push back and say that they “don’t have students that need the extras.” Yet, if we have completed our first step properly, then this pushback lessens as everyone understands the impact and importance of accessible documents. I happened to hear an amazing point made recently on a radio call-in show. As many of you know, I am Cleveland born and bred and follow their professional teams through thick and thin. A few weeks back, Cleveland lost a long-time sports announcer and reported named Jim Donovan. Jim did many things throughout his career and is best known for being the voice of the Cleveland Browns since they returned to the NFL in 1999. He lost a long battle with cancer the day before a game. The following day, the Browns somehow won their game. On a call in radio show after the game, a woman called in regarding what Jim meant to her. She explained that she loved the Browns and was blind, so she followed them by listening to the radio. She broke down into tears (as did the hosts of the show and at least this listener) when she described how Jim made the games come alive for her and let her see them in her mind. Think of the power of that statement and what it means for inclusion. I know that other great announcers in sports like a Vin Scully have been know to create the same “mental pictures” for radio listeners. We are doing the same thing by creating accessible documents and accessible classrooms. Not all individuals might need the same levels of accessibility, but it is possible for so many to interact.

The third step is to understand that assistive technology is really technology that creates accessibility. There should never be any assistive technology which sits on a shelf! Those of you who have heard me speak on the topic or attended some of my trainings know that AT can be utilized by all teachers and students.  Again, the critical part of this step is to conduct training around these devices and make sure everyone understands the multi-purpose uses for these devices. AAC devices can become great ways to communicate directions, “read” stories independently, and give positive support as a few suggestions. Switches can become inputs for answering questions, playing inclusive games, inspiring movement, and interacting with sensory supports. Within this training, making sure devices like reading pens and other devices which interact with learning in both physical and digital environments are necessary to support students and should never be seen as “cheating.” I have colleagues who have shared that not only parents, but also some teachers do not like the use of assistive technology as it is misunderstood and therefore believed to be giving an unfair advantage. This misunderstood idea could not be further from the truth. Once we have begun to incorporate assistive technology into all classrooms, it becomes transparent to the students who are there and accepted as the norm, just like the transition into classrooms using interactive whiteboards from dry erase boards in the early 2000s.

The next step then is to teach and train on the use of sensory supports. Sensory supports can be used by all individuals. Think of how you or your colleagues might be using a “worry stone” or a “squeeze therapy ball.” By training our faculty and staff as to how to utilize socially and classroom appropriate fidgets and sensory items, we can create a learning environment where the focus can be on learning and anxiety can be decreased. Aside from using fidgets and other sensory items, things like visual timers can also reduce stress and anxiety within classrooms and any setting where time is being monitored. The critical piece is to formally train folks as to why visual timers do this.

After the inclusive environment has been established and is being used daily, the next step is to begin to include all other activities hosted at the building in inclusive manners. The assistive technology we have adapted to classroom needs should be used in parent evenings, school visitation days, board meetings, and extracurricular activities including athletic events. This inclusion helps to supply the parents and constituents coming into the building a real example of what inclusion means, not relying on any misunderstood rumors or beliefs.

Like any good program, this is a team process which requires planning and training. Should you have any questions about a process like this, I am happy to support.  Feel free to reach out to me at rheipp@schoolhealth.com to connect. The bottom line is that this process is for everyone within the building and can then begin to expand into the community when this is done well.

August is Sun Safety Month. As summer sports continue to heat up, so does the risk of sunburn, heat stroke, and dehydration. For your athletes, especially those spending hours training and competing outdoors, understanding sun safety isn't just a health precaution—it's a game-changer. The following are some tips to keep in mind as the heat hits its peak.

• Know the Signs: Some symptoms of heat exhaustion include dizziness, nausea, vomiting, extreme sweating, and a rapid heartbeat. When athletes experience any of these, it’s advised for them to take a break away from the sun to cool off and prioritize rest. Rubbermaid Cool Down Tubs and the Polar Life Pods are both reliable options for instant and effective heat relief.
• Hydration is Key: According to the American Heart Association, every pound of sweat you lose, is equal to a pint of water than needs to be replenished. Encouraging your athletes to drink water before, during, and after exercise (even if they are not thirsty), can make all the difference in preventing dehydration. Our selection of hydration must-haves include Gatorade High School Performance Packages, InFlow Generation 2, and more.
• UV Protection: Keeping your athletic training room stocked with sunscreen at all times is also beneficial. When outdoor athletes regularly apply sunscreen, it allows them to stay active and focused without the discomfort and dangers of sun exposure. Our Coppertone Sport Sunscreen retains SPF after 80 minutes of activity in the water or sweating!
• Timing is Crucial: The hottest outdoor hours are known to be between noon and 3pm. Taking extra precautions for your athletes is extremely important during this time frame. The Kestrel 5400 Heat Stress Tracker is your all-in-one solution for measuring heat stress index and humidity, ensuring your athletes are performing in safe environmental conditions.

Throughout Sun Safety Month and beyond, you can count on School Health for everything athlete safety and health. As your one-stop partner for Sports Medicine, we’ve got you covered.