How Rituals And Routines Foster A Supportive Environment

Source: WINGS for Kids

By Guest Blogger Wings for Kids. To view this original publication, click here.

Many of us follow an established morning routine: wake up, shower, eat breakfast, and get ready for the day. It’s routines like these that serve our mental, physical, and psychological well-being. In the same way, adults benefit from a daily routine, children feel more secure and confident when their day-to-day activities are familiar and predictable.

In fact, they are essential to their development and health. Research suggests that parents with preschool-aged children who regularly practice family routines like singing, reading, playing, and eating together have greater social-emotional health. Children depend on rituals and routines to provide structure throughout their day. These repeated events provide a foundation for daily life and can help establish an understanding of rules, expectations, and accountability. 

What’s The Difference Between a Routine and a Ritual?
Although sometimes used interchangeably, rituals and routines have their own specific attributes.

Routine
A routine, according to the National Association for the Education of Young Children (NAEYC) is defined as:

• Predictable;
• Repeated and;
• Provides a foundation for daily tasks

As an example, at WINGS the Program Director establishes a routine for each day, week, and program year. This predictable schedule of events remains consistent, providing a basic framework around all program activities. Specifically, kids start each day with group time called Community Unity. There is a weekly routine of giving each other Positive Feedback or Heys & Praise on Mondays, and every year our programs routinely host a WINGS Graduation for students. This familiarity helps kids know what to expect and when to expect it.

Ritual
A ritual, on the other hand, is defined by the NAEYC as “a special action that helps…enhance aspects of our daily routines to deepen our connections and relationships.” As adults, we typically think of rituals similar to traditions like making certain snacks or food for the SuperBowl party. In this case, having the SuperBowl party is the routine and making the “family recipe” chili is the ritual. They provide ways to acknowledge the importance of such events and are usually comforting.

To illustrate, one daily WINGS routine is to say Words To Live By—seven kid-friendly verses that teach SEL skills—as a group. During this time, WINGS leaders can implement a ritual like a group chant, making up distinct hand motions to use during the Words, or ending the Words a certain way like making a unique face or hand gesture.

Why Are Rituals and Routines Important at School?
Like home, children thrive in a school environment that creates consistent rituals and routines throughout the day. A day with interspersed rituals and routines help children:

• Know what is happening now and what comes next
• Engage in learning
• Feel in control of their environment
• Reduce confusion or anxiety

Imagine this: you walk into your office at work in the morning and no one looks up to greet you. No “Hello!” or even a “Hey.” How does that make you feel? Uncomfortable? Maybe bitter or confused? Now imagine someone looked up, made eye contact, greeted you with a genuine smile, said your name, and maybe even gave you a fist bump. How much more welcomed would you feel?

A morning ritual like being greeted each day in this way helps to communicate simple messages:

• You are valued and included.
• We’re glad you’re in our community.
• Greeting others by name and using good manners helps everyone feel more comfortable.

Even the simplest rituals and routines can have a remarkable impact. They help children feel supported, secure, and ready to learn.

“The impact of creating rituals and traditions is long-lasting. They build connections and provide an opportunity for everyone—children, families, and staff—to learn about themselves and others. They create a safe, warm, and secure environment where children are able to learn and grow. They offer learning experiences for children, staff, and families alike. They positively enhance both program and classroom environments.” - Jacky Howell & Kimberly Reinhard, Rituals and Traditions: Fostering a Sense of Community in Preschool, 2015

Make It Fun and Engaging

When teachers and staff develop creative routines and procedures, it’s a win-win. Adults provide kids with the necessary support structure to be successful and kids enjoy a fun and unique ritual or routine that helps them reduce stress or anxiety. These engaging environments provide excellent opportunities for positive interactions between children and adults, which are necessary for social emotional learning to be effective.

In addition, simple, repetitive activities can relieve stress on teachers and staff by taking the guesswork out of transitions between classrooms or gaps between lessons. Instead of making transitions feel like a chore, shake things up.

Make it fun! Here are a few ideas to make everyday tasks feel more like a game:

• To get students’ attention, say “One, two, three. Eyes on me!” and the group replies “One, two. Eyes on you!”
• Use a unique handshake for your group or even for each student to greet them each day
• At the start of academic time, use a breathing technique or calming ritual to regain focus

Source: Ever Forward Club

Things To Consider
By approaching rituals and routines intentionally, you can find new ways to not only help support your kids, but also help them know what to expect, stay engaged, and feel a sense of community with you and their peers. Consider these tips as you dive in:

Include kids in decision-making: As you develop a thoughtful plan of routine activities in all learning areas, be sure to include children in discussions and planning. Don’t be afraid to have your kids help you put rituals in place and switch them up throughout the year. You’ll be surprised how quickly the kids will catch on and appreciate the consistency. Children are more motivated to work hard and learn more during daily academic time if they feel that they’ve made a contribution to plans and are emotionally engaged.

Understand expectations: When approaching established or new routines, it’s important that students understand the expectations, which will save time managing any behavior challenges later. It’s important for adults to address both inappropriate AND appropriate behavior with kids. Both actions serve as models for what’s acceptable behavior, so focus on developing a plan that reinforces positive behavior for optimal success. 

Build a sense of community: Rituals and routines can also be helpful in building a sense of community. Kids and adults alike crave a sense of belonging in and outside the classroom, and forming these bonds is the product of positive interactions over the course of time. Have a vision for what you want your community to stand for, what values it should have, and then authentically engage with your kids to build the foundation for your vision.

Be flexible: As with all activities, we know sometimes things don’t go according to plans. Life’s full of surprises, and when these surprises occur it’s important to be flexible. As significant as rituals and routines are, don’t exclude the opportunity to have a spontaneous experience once in a while or create a new ritual to keep things fresh and fun.

Ensure equity: Make sure your routines and rituals are equitable for all. An intentional design of routines and rituals—that value a range of student voices—will help to promote equitable and inclusive participation of students.

Flexibility and ingenuity are key when it comes to finding ways to support our kids and their social emotional health. Experiment with what you imagine might work for your students, observe the results, and make adjustments as needed. Continue to embrace the things that work, and gently let go of the things that don’t. 

Next Steps
Take a moment to reflect on the different routines and rituals you may already be using. Ask yourself a few questions to assess how you could improve or add other routines and rituals to your day:

• Do you already use any rituals in your classroom? If so, what are they and when/why do you use them? How might you adjust them for various age groups and different purposes?
• How could you take a routine and insert fun and engaging rituals into it? What, if any, benefit might there be to ritualizing certain practices in your classroom or program?
• What preferred routines do you use in your classroom or program already? Why do you use them? (Be more specific than simply justifying your practices by saying you do them “to operate efficiently”).

To read previous LIAS Blogs on routines and rituals, click here.

The Importance of Routines and Rituals in Afterschool Programs

Source: www.pexels.com

By Guest Blogger: Rebecca Fabiano, MSED, Executive Director of FAB Youth Philly

 

I saw this tweet several years ago and it’s stayed with me: “Structure provides predictability. Predictability enables preparation. Preparation raises confidence. Confidence is energy.” It made me think about the ways afterschool and out-of-school time (OST) programs use rituals and routines to achieve similar results for the children and youth we serve. They even often benefit our adult staff.

 

Routines are the day-to-day habits that help create and maintain structure and predictability, thus, leading to better preparation. This could be standing at the door and saying hello to everyone as they enter your space.

 

Or adhering to a specific schedule, daily chores, etc. Routines create a sense of predictability, which is very important to children and youth of all ages. 

 

“Predictability, or being able to know what to expect, is an important ingredient for healthy development. Predictable routines and consistent relationships provide a foundation of trust and security for children. When children know what to expect and who they can rely on, they have the confidence to explore the world around them and develop new skills.” - Future Learn, Predictability and Development

Predictability can help children who need consistency every day to stay on task, and routines can help reduce off-task behaviors, especially during transitions, which is when children tend to be most off track (think in between classes in the hallways, transitioning from independent stations to group work). Predictability provides those who need a sense of control something they can count on. Routines also become the ‘boss’ and they can diminish arguments about what is and isn’t fair, and what is and isn’t going to happen, or how it is or isn’t going to happen. This is important both for younger children who care about right and wrong from the perspective of concrete thinking to older teens who are trying to understand the nuances of right and wrong.

“Predictability is a stabilizing force for teens, but it’s been disrupted by the pandemic.” - Teen Mental Health: A Vulnerable Stage of Life

Here are a few more examples of routines you may expect to see in an OST program:

• Procedures are in place for getting materials, sharpening pencils, discarding paper, etc.
• Group leaders use signals and/or cues (clapping, music, chimes, quotes, etc.) to gain students’ attention.
• Expectations for productive group work are established and clearly communicated orally and/or in writing.  

Adults benefit from routines too (and naps!), and the predictability of them can help them to better prepare. Having a deadline to submit lesson plans, a weekly learning community meeting with peers, scheduled prep time, are all examples of routines that provide structure for adults. Think about how more confident you often feel when you are prepared. Children and youth also feel more confident when they are prepared. OST programs by nature are designed to help children and youth to build confidence and that happens most when we implement intentional strategies like rituals and routines.

Source: Ever Forward Club

Different from a routine (the day-to-day things that create predictability), a ritual is something that has special meaning. For example, on the first day of the program, roll out a ‘red carpet’ and have people dance into the building or classroom. Decorate a classroom or library door to celebrate historical figures during Black History Month. When distributing certificates of completion, give them out in alphabetical order by participant to participant, starting with the person with the last name starting with an “A” and them giving the certificate to the person with the last name starting with a “B”; and have that person give to the person with a last name starting with “C” and so on. Rituals can also be energizing because they evoke a different energy from the day-to-day routines. Think campfires at the end of a long week of summer camp, or an end of semester talent showcase by the senior class.

 

If you’re looking to re-energize your OST program, or to inspire more confidence, or looking to add a little more structure to your program, take some time to assess what rituals and routines you have in place. Ask your staff if they have any favorite rituals from when they were in school, or summer camp or as an OST participant themselves. Try them out! Assess whether your current routines are effectively creating structure and predictability, or if they just create bureaucracy. If people aren’t feeling prepared or energized by them, maybe it’s time to find new routines for your OST program.

 

[Note: Pictures and quotes added by Temescal Associates.] 

MORE ABOUT…

For nearly 25 years, Rebecca Fabiano has worked in various capacities across nonprofit and youth-serving organizations, served on boards and helped to build solid youth programs that engage, encourage, and create spaces for positive development. As a program leader, she has successfully raised funds and managed program budgets; hired and supervised staff; developed and sustained strong community partnerships and designed award-winning programming.

 

Fab Youth Philly (FYP) has a unique, holistic model for youth development. Their three-pronged approach to youth development is aimed at creating relevant, engaging, and empowering learning opportunities at the individual, professional, and community level. First, they provide innovative, award-winning summer and afterschool programs for teens with a focus on workforce development programming. Second, they connect with youth development professionals working with or on behalf of youth through their Center for Youth Development Professionals (CYDP), which offers competency-based professional development and networking opportunities. Third, they consult with other youth-serving organizations to provide a range of consulting services, ranging from curriculum development to retreats and small conferences.

To see additional tools to ensure a sense of safety for all youth, see our Youth Development Guide 2.0 here. Also, a new briefing paper on supporting LGBTQ youth. Feel free to share this resource with your network.

 

Youth Mental Health: What Can We Do in Afterschool (Part 2)

By Sam Piha 

“These [afterschool] programs are uniquely positioned to support and promote children’s healthy development, inclusive of mental health needs instigated by trauma. Children are not the only recipients; parents and the OST workforce can benefit from mental health supports provided directly or indirectly in these environments.” – Child Care Technical Assistance Network

In Part 1 of Youth Mental Health: What Can We Do in Afterschool, we explored which afterschool superpowers can be applied to address the youth mental health crisis. Below we offer additional ideas on how afterschool programs can lean into their strengths to improve youth mental health and COVID recovery. (Note: learning loss indicated by lower reading and math scores should not be the focus of afterschool.)

Predictability and Rituals

“Predictability, or being able to know what to expect, is an important ingredient for healthy development. Predictable routines and consistent relationships provide a foundation of trust and security for children. When children know what to expect and who they can rely on, they have the confidence to explore the world around them and develop new skills.” – Future Learn, Predictability and Development

Predictability reduces stress because children want to know what is going to happen next and what to expect. Familiar patterns are calming. This is especially true for young people who have experienced trauma. 

“Provide a consistent, predictable pattern for the day. Make sure the child knows the pattern. When the day includes new or different activities, tell the child beforehand and explain why this day’s pattern is different. Don’t underestimate how important it is for children to know that their caretakers are “in control.” It is frightening for traumatized children (who are sensitive to control) to sense that the people caring for them are, themselves, disorganized, confused and anxious. There is no expectation of perfection, however, when caretakers are overwhelmed, irritable or anxious; simply help the child understand why, and that these reactions are normal and will pass.” -  Dr. Bruce Perry, Importance of Predictability

When we repeat important activities on a regular basis, they become rituals that young participants can depend on. These activities include talking or check-in circles, particular ways that you always open or close the program, activities that acknowledge youth or staff that are departing the program, birthdays, etc. 

“Predictability is a stabilizing force for teens, but it’s been disrupted by the pandemic.” - Teen Mental Health: A Vulnerable Stage of Life

Promote Peer Interaction and Support
To address COVID-19 isolation, afterschool programs can help by emphasizing activities that promote peer interaction. Activities include check-in circles, group play and games and group projects.

Source: www.pexels.com

“The global pandemic, even though it affected all of us, especially caused children and teenagers to be isolated from their peers for prolonged periods of time—and especially during these developmental periods that they showed the most intense need for interactions with peers.” – Sarah D. Sparks, ED Week

Educate Youth and Normalize the Issue of “Mental Health”
It is important that youth understand that “mental health” does not mean “crazy”. They should understand that the impacts of COVID and isolation are real. These conversations can happen in group meetings and individual conversations. 

Create Opportunities for Youth to Contribute to Youth Mental Health

“Youth express a collective desire – they even demand – that adults involve them in creating a more responsive education system so that they can, as one student put it, ‘find our way back to loving learning.’” – Youth Truth Survey

Young people want to be involved in a way that’s meaningful.

“ASK FOR STUDENT INPUT. The fact that we don’t even get a say in what we want to discuss ... is frustrating.” — 12th grade student

Consider training students to spot peers with mental health struggles and guide them to help.

“I wish the school did more to train and educate its students on how to identify ... warning signs of deteriorating mental health, abuse, self-harm, and violence within their peers - and respond appropriately and compassionately.” —12th grade student

 “'Some students won’t get help because they’re just afraid to ask for it,' said Sofia, a senior at Davidson. 'But if a peer knows, and if their struggle is seen and heard, then they’re able to say, OK, yes, I do need the help. And we can get them to go to an adult themselves.'” - Students Train to Spot Peers with Mental Health Struggles and Guide Them

Provide Daily Exercise Activities
During the COVID shutdowns young people had few opportunities for exercise and playing with friends. It has been suggested that youth who suffered from COVID-19 isolation can benefit from physical exercise.  

“At a time when recess and physical education programs may feel a squeeze from schools seeking more time for reading or math, studies suggest boosting students’ physical activity time also has an important role. It may help students rebound from the social isolation many have experienced during the pandemic.” – Sarah D. Sparks, Kids Are Feeling Isolated. P.E. May Help Them Bounce Back

Source: www.pexels.com

We also know from research that free play and activities that introduce young people to the natural world are also healing. To learn more, check out our LIAS Blogs on Play and Nature.

“At Lawrence Family Development Charter School, Art, Music and Physical Education (Gym) are important to helping students interact with friends while participating in activities that take them away from desks and screens. These classes teach critical thinking, decision making and use a separate set of skills to interact with others. Gym in particular has an important role to play in helping children reduce anxiety and stress.” - Susan Dion Earabino, Ed.D, Principal at Lawrence Family Development Charter School 

Know How and When to Collaborate with the School and Parents and When to Refer to a Professional
It is recommended that program leaders check with their schools or organizations to see if there are policies that lay out protocols for this. Many schools have IEP or Care Team meetings that identify strategies for particular youth who are experiencing problems. Afterschool leaders should attend these meetings as they have a unique perspective to bring. 

Afterschool staff shall also receive training on when and how to collaborate with parents, the school and/or mental health professionals.  

A Word About Confidentiality and Referrals 

As you get to know young people in the program and they develop trust with you, many may share personal information, assuming it will be kept confidential. Older youth may feel safer knowing that you can and will keep their conversations confidential. However, there are certain times when you will not be able to keep confidentiality—such as when a young person lets you know that someone is hurting them, or that they are going to hurt someone else. 

It is important that adult staff understand the legal reporting responsibilities regarding child abuse and endangerment. If your program is addressing personal, sensitive issues with young people, it is important to have a clear policy on confidentiality that you can share openly with participants. It is particularly important with adolescents that they understand you will respect their privacy, and that there are limits regarding ensuring their safety.  There will be times when a young participant’s issues are beyond the scope of your program practice. It is important that staff members receive guidance on how to handle these situations and have access to their program supervisors to discuss situations where referrals to other professionals may be in order. 

UPCOMING WEBINAR

Play comes natural to kids and to out-of-school time educators! Research across youth development and education fields have identified principles that define playful learning and the positive youth outcomes that can come from intentional play. In this webinar, we will explore this topic and learn about free resources you can use to incorporate high-quality playful learning opportunities into your programs and how to advocate for more play in the lives of children.

Our featured speaker will be Dr. Carol Tang, the Executive Director of the Children's Creativity Museum, a member of LEGO's Playful Learning Museum Network. Tang is a Board Member of the How Kids Learn Foundation and the Association of Children's Museums. She previously led the Coalition of Science After School and was a program officer at a family foundation.

To learn more and register, click here.