The BRIDGE Initiative offers a free, statewide portal with plain-language tools, training, and partnerships that help families and schools collaborate on IEPs, inclusion, literacy, and NJTSS. The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More The BRIDGE Initiative Helping Families and Schools Work Together ABOUT THE BRIDGE INITIATIVE Engagement of Parents of Students with Disabilities The Building Resources for Inclusive Development and Growth in Education (BRIDGE) Initiative is a new partnership between Rutgers University and the NJ Department of Education Office of Special Education. It promotes strong partnerships between families and schools to help students with disabilities make steady progress towards their learning goals. The BRIDGE Initiative's work is centered around: SEPAG Development, Improvement, and Sustainability Family and School Literacy Partnerships NJTSS Understanding and Home Support There are many resources about special education and family engagement, but it can be hard to know what you need, what to trust, and how to use it. BRIDGE brings the best materials together in one place. Our team curates, creates, and organizes high-quality resources so you can easily find what works and get support in putting it to practice. UPCOMING EVENTS Join us for upcoming webinars, workshops, and learning opportunities. BRIDGE events bring together families, educators, and district leaders to share strategies, build connections, and strengthen support for students across New Jersey. See All Events OUR MAJOR FOCUS AREAS SEPAG Development, Growth, and Sustainability Special Education Parent Advisory Groups (SEPAGs) facilitate the exchange of information, ideas, and input between families and school districts on matters affecting students with disabilities. The BRIDGE Initiative supports both district and parent leaders and makes free resources available online. QUICK ACCESS Join Our Mailing List Follow us on X Book a SEPAG Office Hour See Upcoming Events Access Free Resources FEATURED RESOURCES Explore guides, toolkits, and strategies designed to support families and educators. Our resources provide practical information on special education, SEPAGs, literacy, NJTSS, and family engagement that you can use right away. Resource Library One-Pager What is a SEPAG? Toolkit SEPAG Parent Leader Starter Kit Webinar Supporting SEPAGs: Practical Guidance for District Leaders FROM THE BLOG Special Education Why Transitions Matter: Helping Children with Special Needs Move from Summer to School Spotlight BRIDGE Spotlight: Leslie Ponzo Working Group Member & SEPAG Leader Special Education Celebrating 36 Years of the Americans with Disabilities Act: A Milestone in Civil Rights Special Education Disability Pride Month: Celebrating Identity, Inclusion, and Belonging FEATURED OPPORTUNITIES For SEPAGs : Direct Support & Training The BRIDGE Initiative provides assistance to parent and district-affiliated SEPAG leaders including leadership training, meeting planning and facilitation, resource development, and strategies for growing membership. We also work to cultivate and support parent leadership opportunities within groups. The BRIDGE Initiative is funded by the NJ Department of Education Office of Special Education (Engagement of Parents of Students with Disabilities; Grant #26000007) through the Individuals with Disabilities Education Act (IDEA-B; 84.027A). Rutgers is an equal access/equal opportunity institution. Individuals with disabilities are encouraged to direct suggestions, comments, or complaints concerning any accessibility issues with Rutgers websites to accessibility@rutgers.edu or complete the Report Accessibility Barrier / Provide Feedback Form . Copyright 2025 Rutgers, The State University of New Jersey

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More Why Transitions Matter: Helping Children with Special Needs Move from Summer to School Anna Lasek, Communications Assistant As a new school year begins, the transition from summer routines to the structure of the school day can be a significant adjustment, especially for children with disabilities and other support needs. Learn how preparation, predictable routines, communication, and strong family-school partnerships can help children navigate change, build confidence, and ease into the school year one step at a time. Return to Blog Why Transitions Matter As summer comes to an end, families are beginning to prepare for the upcoming school year. For some, that means backpacks are packed, school supplies are purchased, and calendars begin to fill with new schedules and activities. Yet, it can also be a significant transition for children and families. For children with disabilities and other support needs, moving from the flexibility of summer to the structure of the school day may require additional preparation and support. Changes in routines, environments, expectations, and daily activities can feel overwhelming, particularly for children who rely on predictability and consistency. The good news is that families can take small steps before and during the first weeks of school to help make this transition more manageable. Why Are Transitions So Difficult? The transition from summer to school involves much more than changing a bedtime. It may mean adjusting to a new schedule, classroom environments, activities, social situations, teachers and support staff, and so much more. For some children, these changes can require significant emotional and mental energy. It may involve taking more energy to focus, or navigating new emotional responses, such as nervousness, fear, or even anxiety as they engage in new and unfamiliar spaces. Sensory processing challenges can also make new or busy environments more difficult to navigate. Important to remember is that challenging behaviors observed during a transition period do not necessarily mean that a child is being “difficult” or refusing to cooperate. Resistance, avoidance, frustration, or emotional outbursts are often a child's way of communicating that a change feels overwhelming or that they need additional support. Understanding what may be behind a child's reaction is an important first step toward helping them. Start Preparing Before the First Day One of the most helpful ways families can support a transition is by preparing gradually rather than waiting until the night before school begins. Families can begin reintroducing parts of the school-year routine a few weeks before the year starts. Such changes can include adjusting bedtime and wake-up times, establishing regular mealtimes, or creating a more predictable morning routine. Families can also practice specific parts of the school day ahead of time. This may look like practicing getting dressed, packing their backpack, or eating breakfast. A visual schedule can be a great way to supplement this practice (more below). These small opportunities introduce students to a new environment, and also establish familiarity with consistency and time. If possible, establishing a meet and greet with teachers and other support staff can also be beneficial to establish familiarity with the adults the student will interact with. Make the New Routine Predictable Predictability can be especially helpful during periods of change. Consider creating a visual schedule that shows what your child's morning, school day, and afternoon will look like. Depending on the child's needs and preferences, this could include pictures, written instructions, or a combination of both. It can also be helpful to preface the changes students may soon be experiencing, whether it’s a new schedule, system, or more. Giving children information about what to expect can make a new experience feel more manageable. At the same time, families should recognize that not everything can be predicted. Helping children practice flexibility and cope with small changes is also an important part of preparing for the school year. Listen to Your Child's Concerns Not every child will say, "I'm anxious about going back to school." Instead, concerns may appear as changes in typical behavior, difficulty sleeping, irritability, avoidance, or physical complaints. If your child expresses worry about returning to school, listen and acknowledge those feelings rather than immediately trying to make them disappear. Validating statements such as, "I can understand why that feels difficult," or "It can be hard to start something new," can help children feel heard. When appropriate, families can then work with their child to identify strategies for handling specific worries. Encourage them to share their preferences and communicate steps and methods they can use to get ready for the transition. Asking them what they would prefer to do first and how they would like to do it allows the student to develop their own autonomy and level of comfort, while simultaneously transitioning them to a new schedule and environment. Partner With Your Child's School Families do not have to navigate the transition alone. If your child has access to additional supports, communicate with their teacher and Child Study Team before the school year begins. Sharing information about current routines, strategies, communication preferences, sensory needs, and previous successful transition strategies can help school staff understand how to support your child. Families might also ask whether their child can visit the classroom, meet their teacher, or practice entering the school before the first day. For children who have difficulty separating from caregivers, it may be helpful to plan ahead for who will greet the child and help them get settled into the classroom. These conversations can help create consistency between home and school and give children a stronger sense of what to expect. Remember: A Bumpy Start Is Still a Start! Perhaps the most important thing families can remember is that the transition does not have to be perfect. The first day, or even the first few weeks, may not go exactly as planned. A child may resist getting ready, become overwhelmed at drop-off, have difficulty adjusting to a new schedule, or generally need more support than expected. These experiences do not necessarily mean that the strategies are not working or that the school year will be unsuccessful. Adjusting takes time. Rather than expecting children to immediately return to a full school-year routine, give them opportunities to practice, slowly adjust, and build confidence. Celebrate small successes, maintain consistent routines when possible, and continue communicating with your child's support team. Children may need time to ease into new expectations, and parents can help by being realistic and responding to challenges with patience and encouragement. A New School Year, One Step at a Time The transition from summer to school is a big change for children, and for families. For children with disabilities and other support needs, preparation, predictability, communication, and consistency can make that change feel more manageable. There is no single strategy that will work for every child. What matters most is getting to know what helps your child feel safe, prepared, and supported, and then building those strategies into the transition. A successful transition does not necessarily mean that every morning goes smoothly. Sometimes success looks like getting through a difficult morning, trying a new strategy, asking for help, or taking one small step toward becoming comfortable with a new routine. As the new school year begins, remember: it is okay for transitions to take time – and they often do! With preparation, patience, and support, children can build the confidence they need to navigate change, one step at a time. Helpful Resources Families looking for additional information about supporting children through transitions may find the following helpful: Child Mind Institute, Why Do Kids Have Trouble With Transitions? Child Mind Institute, How Can We Help Kids With Transitions Child Mind Institute, Back-to-School Anxiety Child Mind Institute, Back-to-School Dos and Don'ts Child Mind Institute, Back-to-School Tips for Parents Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link The BRIDGE Initiative is funded by the NJ Department of Education Office of Special Education (Engagement of Parents of Students with Disabilities; Grant #26000007) through the Individuals with Disabilities Education Act (IDEA-B; 84.027A). Rutgers is an equal access/equal opportunity institution. Individuals with disabilities are encouraged to direct suggestions, comments, or complaints concerning any accessibility issues with Rutgers websites to accessibility@rutgers.edu or complete the Report Accessibility Barrier / Provide Feedback Form . Copyright 2025 Rutgers, The State University of New Jersey

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More Celebrating 36 Years of the Americans with Disabilities Act: A Milestone in Civil Rights Anna Lasek, Communications Assistant July 26 marks the 36th anniversary of the Americans with Disabilities Act (ADA), a landmark civil rights law that transformed access, opportunity, and inclusion for millions of Americans with disabilities. This article reflects on the ADA’s lasting impact in education and beyond while highlighting the ongoing commitment to creating accessible, equitable, and inclusive communities where everyone can thrive. Return to Blog Passing the ADA July 26, 2026 will mark the 36th anniversary of the Americans with Disabilities Act (ADA), a civil rights law that transformed opportunities for millions. Signed into law on July 26, 1990 during the Bush administration, the American with Disabilities Act prohibits discrimination against individuals with disabilities in employment, public services, transportation, public accommodations, telecommunications, and many other areas. Through grassroot work and years of countless advocacy, the signing of the ADA recognizes the work and the advocacy organizers did to advocate for access, opportunity, and participation for all in our communities. Why the ADA Was a Historic Achievement Prior to the passing of ADA, barriers in education, employment, and public life made it difficult for individuals with disabilities to fully participate. Inaccessible buildings, transportation systems, workplaces, and public services often prevented individuals from accessing opportunities that others took for granted. Curb cuts, ramps, elevators, accessible parking spaces, captioned media, accessible websites, and workplace accommodations were added as features in many communities and although these improvements often go unnoticed, they have expanded opportunities for millions of people. The ADA's Impact on Education For educators and families, the ADA continues to play an important role in promoting equal access to educational opportunities. While laws such as the Individuals with Disabilities Education Act (IDEA) provide specific educational protections, the ADA reinforces broader civil rights by helping ensure that students with disabilities can participate in school programs, extracurricular activities, and community life without discrimination. Flexible learning environments, accessible instructional materials, and inclusive practices create opportunities for all students to engage, participate, and succeed. Progress and Continuing Challenges Thirty-six years after its passage, the ADA has had a lasting impact, but the work of building more accessibility continues. Work in digital accessibility, inclusive employment opportunities, equitable healthcare, transportation, and community participation remain important areas for continued improvement. Meaningful inclusion requires more than compliance with laws. It involves listening to the experiences of individuals with disabilities, removing barriers before they arise, and designing environments where everyone can participate fully. Looking Ahead The anniversary of the ADA offers an opportunity to celebrate the progress that has been made while recommitting ourselves to the work that remains. For schools, this means continuing to build inclusive classrooms where students of all abilities feel welcomed, respected, and empowered. For families and communities, it means advocating for accessibility and recognizing the strengths and contributions of individuals with disabilities. The ADA changed the landscape of civil rights in the United States by affirming that disability should never prevent someone from participating fully in society. Thirty-six years later, its legacy continues to inspire efforts to create communities where accessibility, equity, and inclusion are not aspirations, but everyday realities. Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link The BRIDGE Initiative is funded by the NJ Department of Education Office of Special Education (Engagement of Parents of Students with Disabilities; Grant #26000007) through the Individuals with Disabilities Education Act (IDEA-B; 84.027A). Rutgers is an equal access/equal opportunity institution. Individuals with disabilities are encouraged to direct suggestions, comments, or complaints concerning any accessibility issues with Rutgers websites to accessibility@rutgers.edu or complete the Report Accessibility Barrier / Provide Feedback Form . Copyright 2025 Rutgers, The State University of New Jersey

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More News & Blog FEATURED POST Special Education Why Transitions Matter: Helping Children with Special Needs Move from Summer to School LATEST POSTS Special Education Why Transitions Matter: Helping Children with Special Needs Move from Summer to School Spotlight BRIDGE Spotlight: Leslie Ponzo Working Group Member & SEPAG Leader Special Education Celebrating 36 Years of the Americans with Disabilities Act: A Milestone in Civil Rights Special Education Disability Pride Month: Celebrating Identity, Inclusion, and Belonging EXPLORE ALL POSTS Special Education Why Transitions Matter: Helping Children with Special Needs Move from Summer to School Special Education Disability Pride Month: Celebrating Identity, Inclusion, and Belonging Special Education Meaningful Supports for Students with ASD NJTSS How NJ Schools Support Students: What Parents Need to Know About the NJTSS Spotlight BRIDGE Spotlight: Leslie Ponzo Working Group Member & SEPAG Leader Literacy Making Reading Time Count: How to Choose the Right Book SEPAGs Understanding SEPAGs: A Simple Guide for Parents and Communities Literacy There’s a Science to Reading. Here's What Parents Need to Know Special Education Celebrating 36 Years of the Americans with Disabilities Act: A Milestone in Civil Rights Mental Health Children’s Mental Health Awareness Day: Moving from Awareness to Action SEPAGs The Power of Partnership: Why SEPAGs Matter in Special Education Literacy Raising Readers: How New Research Can Help At Home The BRIDGE Initiative is funded by the NJ Department of Education Office of Special Education (Engagement of Parents of Students with Disabilities; Grant #26000007) through the Individuals with Disabilities Education Act (IDEA-B; 84.027A). Rutgers is an equal access/equal opportunity institution. Individuals with disabilities are encouraged to direct suggestions, comments, or complaints concerning any accessibility issues with Rutgers websites to accessibility@rutgers.edu or complete the Report Accessibility Barrier / Provide Feedback Form . Copyright 2025 Rutgers, The State University of New Jersey

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More Making Reading Time Count: How to Choose the Right Book Belal Jonaid, Research Communications Specialist This piece explores how parents and caregivers can make shared reading time more meaningful by choosing books that match a child’s interests, abilities, and learning needs. It offers practical guidance for finding engaging, appropriately challenging texts, highlights the valuable role educators and librarians can play in the selection process, and shares key signs that can help families determine whether a book is the right fit for a young reader. Return to Blog In the face of declining reading skills, many parents actively look for ways to mold their children into lifelong readers. Research consistently shows that one of the best ways to achieve that is by reading together. This begs the question, however: how do you find the right book for your child? Choosing texts your children will find accessible yet stimulating enough to really stretch them can be a challenge. Here are some ways to choose books that make reading time both enjoyable and useful. Sparking Joy Children are more likely to read when they care about a topic. Whether your child is interested in animals, sports, or art, choosing a book that connects to those interests can make reading feel more enjoyable and less like a chore. Medium or format matters here as well. Newer readers and visual learners might prefer graphic novels, while children who enjoy language itself might be interested in poetry. Reading regularly and with more confidence might allow your child to begin reading across more diverse formats eventually. Choosing books that match your child’s interests can also help boost engagement. Young readers are likelier to continue reading when they encounter unfamiliar words or challenging concepts in a book they find intriguing to begin with. Research on the topic demonstrates that children are more likely to remain focused when they read material they find interesting than when they read texts towards which they have neutral attitudes. Team up with the Literacy Experts Luckily you don’t have to figure this out alone. Your child’s school district is packed with professionals, and understanding the resources available to you is important. Classroom teachers: Consulting with teachers can be a great way to gauge your child’s reading level before selecting books. They can give you an accurate snapshot of your child’s current reading level and suggest specific titles. Remember that educators are working with grade-level appropriate texts in classrooms themselves! School librarians: Librarians at your child’s school understand best what titles and series are popular with different age groups and can help recommend hidden gems based on your child’s specific interests. Just sending a quick email to your school librarian asking for recommendations on different topics can help kickstart your shared reading journey. Reading specialists and case managers: If your child struggles with reading, these professionals can offer targeted guidance. Communicating with reading specialists and case managers can help prevent you from choosing texts that might be too challenging for your child. While You Read Reading together with your child in a structured environment can be helpful as well. In this environment, monitoring how a child engages with the text is key. Important things to look out for include if your child encounters too many unfamiliar terms, consistently stops to decode terms, is frequently frustrated, or exhibits difficulty understanding context. On the other hand, fluency and consistent engagement with the text are often signs that the book is at an appropriate reading level. Sometimes it can be too easy to adopt a “sunken cost” approach, where it might feel like an obligation to stick to a book you have already started. It is important to avoid that and simply stop reading a book if it isn’t clicking with your child! If your child is losing interest, reading becomes a battle, or comprehension remains low, it might be time to look for another book. Think of reassessing and changing books as being about finding a better match instead of giving up. Happy Reading! Finding that “just right” book can be a journey of trial and error, but it’s not one you have to take alone. Consult with educators and experts, trust the science, and follow your child’s lead. Once time with a book starts to feel less like a chore and more like a choice, you are demonstrating that reading is an adventure worth undertaking. References Anderson, R. C., Shirey, L. L., Wilson, P. T., & Fielding, L. G. (2021). Interestingness of children's reading material. In Aptitude, learning, and instruction (pp. 287-300). Routledge. Lawson, B. (n.d.). What is the science of reading? The Reading League. https://www.thereadingleague.org/what-is-the-science-of-reading/ Noble, C., Cameron-Faulkner, T., Jessop, A., Coates, A., Sawyer, H., Taylor-Ims, R., & Rowland, C. F. (2020). The impact of interactive shared book reading on children's language skills: A randomized controlled trial. Journal of Speech, Language, and Hearing Research , 63 (6), 1878-1897. Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link The BRIDGE Initiative is funded by the NJ Department of Education Office of Special Education (Engagement of Parents of Students with Disabilities; Grant #26000007) through the Individuals with Disabilities Education Act (IDEA-B; 84.027A). Rutgers is an equal access/equal opportunity institution. Individuals with disabilities are encouraged to direct suggestions, comments, or complaints concerning any accessibility issues with Rutgers websites to accessibility@rutgers.edu or complete the Report Accessibility Barrier / Provide Feedback Form . Copyright 2025 Rutgers, The State University of New Jersey

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More BRIDGE Spotlight: Leslie Ponzo Working Group Member & SEPAG Leader Anna Lasek, Communications Assistant Meet Leslie Ponzo, a parent leader, advocate, and member of The BRIDGE Initiative’s Working Group, where she collaborates on developing resources that strengthen partnerships between families and schools. Drawing from her own experiences navigating special education, Leslie empowers families, supports local SEPAGs, and champions collaboration that helps create more positive outcomes for students. Return to Blog Leslie Ponzo: BRIDGE Working Group Member & SEPAG Leader We're shining the spotlight on Leslie Ponzo, a dedicated parent leader and advocate whose passion for supporting families has become a driving force behind her tremendous contributions to The Rutgers Bridge Initiative. Leslie's journey into advocacy began when she advocated for resources and tools for her youngest daughter's IEP. Through this experience, she recognized the evident gap that exists in developing truly transparent and open relationships between parents and school districts. As she worked to ask the right questions, understand what supports were available, and identify what was needed to ensure her daughter's success, Leslie came to recognize the importance of building strong relationships with teachers and school districts. These partnerships, she believes, are essential to better understanding the systems in place and ensuring families receive the support they need. Her years of advocacy have reinforced the power of teachers and collaboration in providing resources for families facing similar situations. Leslie is passionate about helping parents and administrators better understand how to work within the system while building positive relationships that ultimately benefit students. Although the work itself can be challenging, balancing work, familial responsibilities, and volunteering, Leslie's passion for advocating for parents, students, and families fuels her drive to continue making an impact not only for her daughter, but also for community members who share similar experiences. By developing road maps, action plans, templates, and resources, Leslie hopes to help other SEPAG parent leaders develop the relationships and avenues of support necessary to ensure that students, families, teachers, and administrators develop cohesive relationships and truly collaborate. Leslie's work with BRIDGE first began as a webinar presenter. Shortly afterward, she connected with Rutgers CESP after being encouraged to share her ideas and resources, eventually leading to her current partnership with the Bridge Initiative at CESP. Today, Leslie serves as co-lead of her SEPAG alongside fellow parent leader Dori Newton and a team of other parent advocates including Klarissa Bruno-Martin and Silvanna Greaux. Together, they continue to create opportunities for families to access resources, build connections, and strengthen collaboration between parents and their school district. Leslie's work within her SEPAG begins with her core team, where collaboration and shared experiences help guide initiatives that support families throughout their advocacy journeys. Being a parent SEPAG leader has been an eye-opening experience for Leslie. Through her work, she has gained valuable insight into the impact that informed, engaged families can have when working alongside educators and school leaders. She continues to use her own experiences to empower others and encourage meaningful partnerships that help students succeed. Prior to leading her SEPAG, Leslie built a career as a professional musical theater performer, She earned her bachelor's degree in theater and speech from Wagner College. While her professional path has evolved, her passion for advocacy is now at the forefront of her work, and she hopes to continue doing what she loves by supporting families and sharing her knowledge with others. Outside of her advocacy work, Leslie enjoys spending time with her husband and their three daughters. She also enjoys movement and finds an oasis in reading. Looking ahead, Leslie is excited to continue her collaboration with The BRIDGE Initiative and share her passion for advocacy with others. We're grateful to have Leslie as a key collaborator and appreciate the knowledge, resources, creativity, and dedication she brings to the team. Her commitment to strengthening relationships between families and schools continues to make a meaningful impact on the communities she serves. Thanks for all you do, Leslie! Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link The BRIDGE Initiative is funded by the NJ Department of Education Office of Special Education (Engagement of Parents of Students with Disabilities; Grant #26000007) through the Individuals with Disabilities Education Act (IDEA-B; 84.027A). Rutgers is an equal access/equal opportunity institution. Individuals with disabilities are encouraged to direct suggestions, comments, or complaints concerning any accessibility issues with Rutgers websites to accessibility@rutgers.edu or complete the Report Accessibility Barrier / Provide Feedback Form . Copyright 2025 Rutgers, The State University of New Jersey

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More Children’s Mental Health Awareness Day: Moving from Awareness to Action Anna Lasek, Communications Assistant This piece highlights Children’s Mental Health Awareness Day by encouraging families and educators to move beyond awareness and into meaningful support. It discusses common signs of emotional distress in children, the importance of early intervention, and practical ways to create supportive environments at home and in school so children feel safe, understood, and empowered to thrive. Return to Blog May 7th is Children's Mental Health Awareness Day On May 7 th , during Mental Health Awareness Month, we also acknowledge Children’s Mental Health Awareness Day. It is an opportunity to recognize how mental health shows up in the lives of children, and what meaningful support can look like both at home and in schools. According to Substance Abuse and Mental Health Services Administration (SAMHSA, 2026), “one in five youth has a diagnosable mental, emotional, or behavioral disorder”. Many children experience mental health challenges each year, yet a significant number do not receive the support they need. Increasing awareness is an important step, but awareness alone is not enough. For families and educators, the question becomes: what should we look for, and what can we do next? What Does Mental Health Look Like in Children? Mental health in children does not always present in obvious ways. While some challenges may be more visible, others can be quieter and easier to overlook. Children may show signs of emotional distress through: Persistent sadness, worry, or irritability Changes in sleep or appetite Sudden changes in behavior Difficulty concentrating or engaging in school Withdrawal from friends, family, or activities they once enjoyed These behaviors may be dismissed as “phases” or typical developmental changes, yet ongoing or intensifying patterns may signal that a child needs additional support. It is also important to recognize that mental health conditions such as anxiety, depression, and ADHD can affect daily functioning in various ways. While some may perceive certain conditions as more or less “serious,” each can present real challenges for children depending on their environment, supports, and individual needs. Mental Health and Disability: Expanding the Conversation Mental health diagnoses may also require support in school settings through 504 plans or Individualized Education Programs (IEPs). If qualified, these plans can support student learning and development, especially when conditions begin to impact learning and participation. Expanding our understanding of disability to include mental health helps ensure that all students receive the support they need to learn and thrive. If You’re Concerned About Your Child It is not always easy to know when to step in or seek help. For many families, the first step is simply paying closer attention. If you are concerned your child may be struggling: Observe patterns over time: take note of changes in mood, behavior, or routines. Start a conversation: use open-ended, age-appropriate language to check in. Connect with school staff: teachers, school counselors, and support staff can offer insight into how your child is doing in different environments. Seek professional guidance: pediatricians, school psychologists, and licensed mental health providers in your community can help assess concerns and recommend next steps. Early support makes a meaningful difference . Reaching out does not mean something is “wrong”, it means you are paying attention and taking good care. Supporting Mental Health at Home While professional support is important when needed, everyday interactions also play a powerful role in maintaining children’s mental health. Some simple ways to provide support at home include: Maintaining consistent routines to create a sense of stability Creating space for regular check-ins about feelings and experiences Modeling healthy strategies, such as taking breaks or talking through challenges Encouraging open communication These seemingly small but consistent actions can help children feel safe, supported, and understood. Moving Forward Children’s Mental Health Awareness Day reminds us that supporting mental health is not a one-day effort, it is an ongoing commitment. By recognizing early signs, expanding our understanding of disability, and taking proactive steps, families and educators can work together to better support children’s well-being. Awareness is an important starting point. What matters most is what we do with it. For more information and other resources, visit SAMHSA’s Mental Health for Children and Families page here: samhsa.gov/mental-health/children-and-families References Substance Abuse and Mental Health Services Administration. (2026, April 6). Children’s Mental Health Awareness Day . https://www.samhsa.gov/about/digital-toolkits/childrens-mental-health-awareness-day Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link The BRIDGE Initiative is funded by the NJ Department of Education Office of Special Education (Engagement of Parents of Students with Disabilities; Grant #26000007) through the Individuals with Disabilities Education Act (IDEA-B; 84.027A). Rutgers is an equal access/equal opportunity institution. Individuals with disabilities are encouraged to direct suggestions, comments, or complaints concerning any accessibility issues with Rutgers websites to accessibility@rutgers.edu or complete the Report Accessibility Barrier / Provide Feedback Form . Copyright 2025 Rutgers, The State University of New Jersey

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More The Power of Partnership: Why SEPAGs Matter in Special Education Anna Lasek, Communications Assistant Special Education Parent Advisory Groups (SEPAGs) are parent-led groups that work with districts to create inclusive environments for students with disabilities. These groups provide a structured space for parents, educators, and administrators to collaborate on policies, programs, and practices that impact students with disabilities. Return to Blog Special Education Parent Advisory Groups (SEPAGs) are parent advisory groups that work with districts to create inclusive environments for students with disabilities. From providing inputs on curriculum and class instruction to making sure there is adequate facilitation, SEPAGs play a critical role in ensuring that there is an adequate and structured spaces of learning for all students. These groups, required by New Jersey law, provide a structured space for parents, educators, and administrators to come together and collaborate on policies, programs, and practices that impact students with disabilities. SEPAGs are successful and embedded in partnership. They provide an opportunity for families to share their lived experiences, raise concerns, and offer feedback—all of which help shape more responsive, inclusive, and effective services. For schools and districts, SEPAGs offer valuable insight into what’s working and where improvements are needed. Transparency, feedback, and change are key to developing an inclusive environment for schools for all students. Here's how to get involved: Contact your local school district Inquire about the SEPAG: learn how to get involved Attend meetings: Stay involved and attend meetings to stay up to date with what is happening within school districts. Express your interest: Stay active and show involvement, they know that you are interested in joining the group. Participate in discussions and activities: Share your experiences, concerns, and ideas related to special education in the district. Stay informed: Stay active and informed with new updates Engage with other parents. SEPAGs are a great opportunity not only to develop strong connections between families and the school district, but also for families to connect with one another! Whether you're a parent, educator, or administrator, engaging with your local SEPAG is a meaningful way to strengthen your school community and advance equity in education. Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link The BRIDGE Initiative is funded by the NJ Department of Education Office of Special Education (Engagement of Parents of Students with Disabilities; Grant #26000007) through the Individuals with Disabilities Education Act (IDEA-B; 84.027A). Rutgers is an equal access/equal opportunity institution. Individuals with disabilities are encouraged to direct suggestions, comments, or complaints concerning any accessibility issues with Rutgers websites to accessibility@rutgers.edu or complete the Report Accessibility Barrier / Provide Feedback Form . Copyright 2025 Rutgers, The State University of New Jersey

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More Meaningful Supports for Students with ASD Anna Lasek, Communications Assistant This piece reflects on World Autism Awareness Day with educators in mind, reminding us that awareness is just the starting point. It shares practical, inclusive ways to support autistic students, like offering flexibility, creating supportive classroom environments, and listening to student voices, while helping all learners feel a sense of belonging. Return to Blog April 2nd is World Autism Awareness Day World Autism Awareness Day is recognized to reflect on the experiences of autistic individuals, their families, and their communities. For educators, awareness is only the start. Knowing that some students learn and experience the world differently is important, but it must be paired with practices that actively support inclusion and belonging. As the conversation has evolved, so too has the question: what does meaningful support look like for students? As educators, this can look like: Designing lessons that offer multiple ways for students to engage with the material and demonstrate understanding Creating classroom environments that are structured, predictable, and flexible Encouraging peer collaboration and community-building Recognizing and valuing diverse student strengths, interests, and perspectives Collaborating with the child study team to provide supports and resources that promote equity in the classroom Meaningful support also involves listening-to students themselves and inviting them into conversations about their education. At CESP, our work with educators and schools is grounded in the knowledge that inclusive practices benefit all learners. Approaches that prioritize clarity, flexibility, and student voice do not just support specific individuals or groups - they strengthen learning environments. World Autism Awareness Day is an opportunity to reflect, but it is also a reminder that inclusion is an ongoing practice. Moving beyond awareness means continuing to ask how systems, classrooms, and communities can better support all students-not just on April 2, but every day. Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link The BRIDGE Initiative is funded by the NJ Department of Education Office of Special Education (Engagement of Parents of Students with Disabilities; Grant #26000007) through the Individuals with Disabilities Education Act (IDEA-B; 84.027A). Rutgers is an equal access/equal opportunity institution. Individuals with disabilities are encouraged to direct suggestions, comments, or complaints concerning any accessibility issues with Rutgers websites to accessibility@rutgers.edu or complete the Report Accessibility Barrier / Provide Feedback Form . Copyright 2025 Rutgers, The State University of New Jersey

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More Raising Readers: How New Research Can Help At Home Belal Jonaid, Research Communications Specialist As fewer children read for pleasure, parents are playing an increasingly important role in literacy development. This piece draws on the Science of Reading to offer practical, research-informed strategies families can use at home to support early reading skills and long-term engagement. Return to Blog Like many parents, you have likely wondered how to get your child to develop a habit of reading. In an increasingly digital world dominated by algorithms and bite-sized content, such concerns can feel pressing. Indeed according to one 2022 study, the percentage of American 9-year olds who read daily in their free time dropped a whopping 14% in just ten years (Heubeck, 2025). Parents can play an important role here. As new research on the frontiers of education and cognitive science teaches us more about how we learn to read, it becomes clear that reading does not simply start and end at school. In fact building language and meaning can occur in a wide range of environments, including at home. How can parents support literacy at home in everyday yet meaningful ways? How We Learn The Science of Reading is a broad approach to teaching literacy, informed by a large and evolving body of research. The method is based on systematically imparting five core skills: phonemic awareness, phonics, fluency, vocabulary, and comprehension. This means that in place of context clues and visual cues, a methodical code-based approach is used to help students more efficiently grasp the fundamentals of reading (National Center on Improving Literacy, 2022). Since the Science of Reading is not a specific product or program students can enroll in but rather a set of insights based on ongoing research, parents can utilize these techniques in a number of everyday settings. In practice this can look like consistent work in key areas at home. Practical Tips for Parents Use Available Resources : There is a broad range of available material on engagement at home, and finding the best content can be a challenge. Building Resources for Inclusive Development and Growth in Education (BRIDGE) is an initiative from Rutgers University and the New Jersey Department of Education that collects some of the most high-quality resources for parents in one place. Read Together Daily : Besides simply encouraging the habit, reading together also models fluency and can organically teach key concepts. It allows children to recognize letters and understand “print concept,” the idea that printed words symbolically carry meaning as well as the rules of text (Duursma et al., 2008). Prioritize Phonics and Word Work : Focusing on sounding out words while reading together can teach letter sounds, decoding, and blending in small, playful ways. These abilities foster knowledge of phonics and phonemic awareness, which form the foundation for reading (Reading Rockets, n.d., Science of Reading). Build Vocabulary and Language : Integrating new and more challenging words into everyday conversations with your child can help immensely. Explaining the definition of newer terms and using them in context can allow you to build vocabulary and encourage word consciousness, the crucial skill that allows young readers to appreciate new words and their definitions. Encourage Comprehension Skills : When reading with your child, it is important to ask “why” and “how” questions. These discussions cement meaning for kids and allow them to infer, connect ideas, and think more critically about the texts they encounter. Another useful way to build comprehension is to connect stories to life experiences (National Center on Improving Literacy, 2022). Beyond the First Page When encouraging your child to read, it is always important to remember that sustained everyday involvement matters more than perfection. Reading fluently can be a long journey, and enthusiasm and consistency are key. Celebrating small successes and sharing stories can be just as vital as decoding and comprehension. Needless to say, educating the next generation of readers remains a priority in education today, and parents have a crucial role to play by fostering important skills at home. _____ References Duursma, E., Augustyn, M., & Zuckerman, B. (2008). Reading aloud to children: the evidence. Archives of disease in childhood, 93(7), 554-557. Heubeck, E. (2025, June 12). Fewer parents are reading aloud to their kids. Why that matters. Education Week. https://www.edweek.org/teaching-learning/fewer-parents-are-reading-aloud-to-their-kids-why-that-matters/2025/06 National Center on Improving Literacy. (2022). The science of reading: An overview. https://www.improvingliteracy.org/resource/the-science-of-reading-an-overview Reading Rockets. (n.d.). Science of reading. ReadingRockets.org. https://www.readingrockets.org/classroom/evidence-based-instruction/science-reading Rutgers Center for Effective School Practices. (n.d.). BRIDGE portal. Rutgers University. https://cesp.rutgers.edu/bridge-portal Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link The BRIDGE Initiative is funded by the NJ Department of Education Office of Special Education (Engagement of Parents of Students with Disabilities; Grant #26000007) through the Individuals with Disabilities Education Act (IDEA-B; 84.027A). Rutgers is an equal access/equal opportunity institution. Individuals with disabilities are encouraged to direct suggestions, comments, or complaints concerning any accessibility issues with Rutgers websites to accessibility@rutgers.edu or complete the Report Accessibility Barrier / Provide Feedback Form . Copyright 2025 Rutgers, The State University of New Jersey