General child needs

Because elementary school children are just developing a sense of themselves as learners, it is especially important to provide experiences of challenge and success. For example, you might have your child practice equations using fractions and then, when mastered, move on to applying fractions to real-world problems.

Middle school students have already developed some sense of what they are good at, but experiences of challenge and success can contribute to an even stronger sense of efficacy. For example, you want to make sure your child has mastered algebraic equations with one variable before moving on to more complex problems using more than one variable.

High school students have generally developed a sense of their strengths and weaknesses as well as their interests. Still, small successes can build their sense of efficacy even in tasks where they do not feel as strong. For example, make sure your child has mastered linear functions before moving on to quadratic and exponential functions. Students with strengths in an area may be eligible to take advanced placement or college-level courses for further challenge. 

Elementary school students need support to practice their developing self-regulation skills. Adults can act as coaches to remind students to engage in self-regulatory strategies such as monitoring their progress and using breathing techniques when they are stressed. They can also ensure that the environment is set up for optimal self-regulation by eliminating distractions, explicitly teaching self-regulatory strategies, and subtly prompting students to notice opportunities that require self-regulation.

Middle school students have typically mastered basic self-regulatory skills but may still act impulsively or be overcome by emotions in trying circumstances. Modeling positive approaches to addressing challenges, helping students problem-solve when they feel stuck or frustrated, and providing emotion regulation strategies such as mindfulness and deep breathing can help build strong self-regulatory skills.

Elementary-age children need opportunities to strengthen their social skills by engaging with peers and adults. Parents can ensure that student schedules and environments facilitate optimal socialization by including group instruction, frequent opportunities to collaborate with peers, and unstructured supervised time with peers.

Middle school students typically have mastered basic social skills but still need guidance through activities that incorporate group instruction and/or opportunities to collaborate with peers. Students also need unstructured time with peers to develop relationships, as friendships are critical to ongoing social development and general well-being. Students this age are particularly sensitive to fitting in, and family support to guide children in how to manage these pressures is essential.

High school students typically have developed social skills but still need opportunities to collaborate with peers and may need guidance with group instruction. They also need free time with peers to build and maintain friendships that are critical to their ongoing social development and general well-being. Challenges for high school students include understanding group dynamics, managing the influence of peer crowds on the formation of their own identity, and negotiating ongoing social interactions. They benefit from discussions about these challenges and from supportive environments as they develop their social groups. 

Parents of elementary-age students need to take an active role in establishing teaching and study schedules. However, students who give input into these decisions will feel more responsible for their learning. During the elementary years, when children are developing beliefs about their abilities, learning experiences must demonstrate that students can build their abilities through their efforts—known as a “growth mindset.” Adults can help facilitate students’ growth mindset by praising their effort and strategies rather than commenting that they are “smart” and by focusing attention on how students approach activities in addition to celebrating the outcomes. 

Middle school students can take an active role in setting up schedules for instruction and studying and in creating the guidelines and expectations that will help them accomplish their goals. Students can also participate in choosing which content they want to explore in greater depth. An environment that views mistakes and setbacks as opportunities to learn can help students take risks in their learning and persist through difficult material. Focusing on students’ efforts and strategies rather than on whether they are “smart in” or “good at” a subject will help to encourage a growth mindset, where students feel they can build their skills and become stronger in a particular area.

High school students can manage their schedules for instruction and studying and can provide input into what they will study according to their interests. Students develop accountability for completing their work and feel a sense of accomplishment when learning environments include clear expectations and guidelines. An environment that views mistakes and setbacks as opportunities to learn can help students take risks in their learning and persist through difficult material. Focusing on students’ efforts and strategies rather than on whether they are “smart in” or “good at” a subject will help to encourage a growth mindset, where students feel they can build their skills and become stronger in a particular area.

Elementary-age children can strengthen muscles by climbing trees or playing on gym equipment. Aerobic physical activity is most motivating for early elementary-age students when it is play-based (e.g., running, skipping, or group activities like tag). Students who live in rural areas may be able to incorporate exercise into daily living activities (e.g., helping with chores). Formal strength-based physical activity in a homeschool environment is not required for early elementary children. Upper elementary children can walk or bike to destinations for exercise. Families can take advantage of readily available materials, like using gallon containers filled with water for resistance exercises. When physical activity is incorporated into the learning environment, students are more likely to include fitness as part of a healthy lifestyle (Rink, 2009). 

Similar to younger children, participation in both aerobic and strength-building exercise three times weekly is healthy for middle school youth. However, specific interests may shift between sixth and eighth grades as outdoor activities, dance, and team sports become more appealing and available. Middle-level youth can understand the importance of health and can apply concepts they learn about the benefits of physical activity to their own lives. Due to their increasing social interests, physical activities that connect middle-level students with peers may be particularly motivating (Rink, 2009). 

It is wise for adolescents from 13 to 18 years of age to strive for an hour of physical activity daily. They are most motivated to stay physically active when they have role models in the home. Parents who exercise regularly and include their children are particularly good examples, as are active older siblings. Daily exercise can be as straightforward as walking the dog or running errands on foot or may involve structured activities such as team sports or jogging. Teenagers frequently enjoy socially oriented physical activities, such as shooting baskets or swimming in a nearby lake or pool where they can meet friends (Rink, 2009).