The festival season has arrived, bringing with it bright lights, festive gatherings, excitement, and hope for many families. For some children and adults, especially those with sensory sensitivities or neurodivergent profiles, the same celebratory elements can pose hidden challenges.
In this article, I’d like to explore how to honour the joy and traditions of the festival season while caring for sensory needs and well-being.

I’ve always loved the festival season. Growing up, winter celebrations were full of excitement, colour, and connection. Visiting family and attending multiple social gatherings over a short period of time felt novel and exciting for me. For some children, however, the same lights, sounds, and smells that embody festive joy can easily feel overwhelming, and that’s worth exploring.

What Makes the Festival Season Sensory-Heavy?

Holidays often combine many sensory inputs: bright decorative lights, music, crowds, new foods and smells, textured clothing or scratchy outfits, and lots of new experiences. These can overwhelm children whose sensory systems are more sensitive than average.

A change in routine, more events, altered meal or sleep times, and increased travel, all add unpredictability, which can add stress on top of sensory load.

When many of these triggers coincide (lights + noise + smells + change + social demands), the “sensory storm” can feel intense, even for children without a formal diagnosis of sensory issues.

With that in mind, it helps to look more closely at what exactly makes holiday environments so sensory-intense.

The Cost of Overload: Stress, Dysregulation & Emotional Impact

Sensory overload or disrupted routines during holidays can lead to emotional or behavioral stress: irritability, fatigue, difficulty focusing, meltdowns, or emotional dysregulation.

For children who rely on routine and predictability, unexpected changes like irregular mealtimes or unfamiliar surroundings can be especially hard.

Over time, repeated exposure to overwhelming stimuli without support can make holidays less joyful and even anxiety-provoking for children (and by extension, for families).

Fortunately, there are practical steps families can take ahead of time to reduce the intensity and smooth out the experience.

Preparing Ahead: Tools to Build a Sensory-Friendly Holiday

 Use visual or written holiday schedules (on the fridge or in a calendar) to map out what’s happening – visits, events, downtime – so children know what to expect.

Talk with children in advance about upcoming plans: who’s coming, where you’ll go, what might be loud or busy and giving them a chance to mentally prepare.

Let children have input: ask what traditions or parts of celebrations they’d enjoy versus what might feel like too much. This empowers them and reduces pressure.

Then, when celebrations are underway, these preparations become invaluable anchors for children navigating busy holiday days.

During Festival Events: Strategies to Manage Sensory Overload

Create a “sensory-friendly kit”: noise-cancelling headphones or ear defenders, sunglasses (if lights are bright), comfort items (soft blanket, favourite toy), fidget toys, and familiar snacks to help a child self-regulate.

Designate a “quiet spot” or retreat space (at home or at a gathering) where your child can go if overwhelmed. Make it clear there’s no pressure to stay in noisy or crowded areas.

Allow agency and choice: give permission to skip parts of events, arrive late or leave early, or take breaks. Flexibility is more important than “doing it all.”

If travelling or attending multiple events, try to preserve small parts of routine where possible – consistent bedtimes, familiar meals or snacks, downtime to decompress.

Of course, not every tradition needs to stay the same across the festival season, sometimes adjusting expectations makes space for real connection.

Adapting Traditions: Flexibility Over Perfection

It’s okay, and often kinder, to rethink traditions: shorten celebrations, pick simpler or quieter activities, or skip events that feel too overwhelming.

Focus on what truly matters for your family: comfort, connection, calm. A smaller, calmer holiday may offer deeper meaning than a frantic, overstimulating “perfect holiday.”

Use this as an opportunity to create new family rituals, ones that reflect your child’s needs and bring joy in ways that feel manageable.

This kind of flexibility often works best when paired with clear communication and a shared understanding among everyone involved.

Encouraging Empathy, Understanding & Communication

Talk openly with extended family, friends, and guests about your child’s sensory needs, share what helps (quiet space, headphones, breaks), and what may feel overwhelming.

Teach or prepare simple ways your child can signal they need a break, for example: “I need a quiet moment,” “can we sit over there?” so they don’t have to explain in stressful situations.

Reinforce the idea that comfort and inclusion matter more than meeting external expectations. Families succeed when all members feel safe, seen, and supported.

With awareness, empathy, and a willingness to adapt, it becomes clear that holiday success isn’t about doing it all – it’s about what works for your family.

Redefining Success

Festivals don’t have to be “perfect” or look like picture-book celebrations to be meaningful. What counts is connection, comfort, understanding, and care.

When families combine planning, flexibility, empathy, and attention to sensory needs – holidays can become inclusive, calm, and genuinely joyful for all members, regardless of neurotype or sensitivity.

When the lights go up and plans begin to pile on across this festival season, take a moment to pause. What does holiday joy really mean for your family this year? Maybe all you need is a quiet corner, a familiar snack or routine, or a shorter get-together to find that magic.

In many international schools, inclusion has become a core value thoughtfully woven into classrooms, counseling offices, learning support programs and staff conversations. We invest time and energy into ensuring that every student can learn, thrive and participate fully in academic life. This work is essential, and it has transformed countless children’s school experiences for the better. Yet in our commitment to building inclusive school communities, we sometimes forget that children do not only belong to schools. They belong to families, neighborhoods, cultural groups, recreation spaces and the broader local community of Beijing. If we want true inclusion, our efforts must extend beyond the classroom walls and into the world our students live in every day.

One of the most common challenges families of children with disabilities share is that school feels inclusive, but the rest of life does not. I recall a parent telling me that her son, who thrives in his school support program, is still met with confusion in the public park when he uses sign-language to say hello. Another family mentioned to me how their daughter is welcomed during school group work but feels ignored in her apartment courtyard because other children don’t quite know how to interact with someone who communicates with the help of an augmentative and alternative communication (AAC) device. These stories remind us that inclusion is not a policy. It is a skill set, a mindset and a community habit. When the environment changes, the responsibility to build bridges returns to all of us.

Creating inclusive spaces is possible anywhere, and often it begins with the smallest gestures. In school, a teacher might pair students intentionally, so every child experiences meaningful collaboration. At home, a parent might model patience by explaining a sibling’s sensory needs and demonstrating how to be supportive. In a community park, a passerby might choose to smile warmly at a child having a difficult sensory moment rather than staring or stepping away. These everyday micro-moments of understanding and connection are as powerful as any formal program; they shift the culture toward belonging.

Inclusion beyond the classroom also means advocating for accessible public spaces, culturally responsive community programs and opportunities for individuals with diverse needs to participate in local life. Our city has made significant strides with metro signage improvements and sensory-friendly museum programs, and adaptive club and sport initiatives are growing. But community inclusion is not built by governments alone; it is strengthened by neighbors who choose empathy, peers who choose curiosity, and community members who choose patience rather than judgment.

As educators, parents, and community members, we share a responsibility to carry the principles of inclusion with us wherever we go. The classroom can teach empathy, but the city tests it. The school can model acceptance, but the community completes it. Inclusion is most powerful when it becomes a lived experience rather than a school-based concept.

So, on behalf of SENIA-Beijing, we would like to leave you with this question, which you are invited to sit with, reflect on and act upon: Who in your daily life, at school, at home or somewhere in our Beijing community, needs you to open a door, extend a hand or offer understanding today?

If you would like to join our community, all community members – educators, professionals and families are warmly invited to our upcoming SENIA-Beijing Fall 2025 Conference on Nov 28, 2025, 8.30am-4.30pm. Visit https://www.seniachapters.org/beijing/#conference for details and registration.

Images: SENIA

Why does my kid always forget their lunchbox? (Or PE kit. Or homework. Or … everything.)

Spoiler: It’s not laziness. It’s executive function.

You hand your child their bag, remind them twice, and even walk them to the door. Five minutes later, the lunchbox is still sitting on the counter next to a half-eaten piece of toast. If this sounds familiar, you’re not alone.

Parents tell me this story every week. It’s one of the most frustrating parts of parenting a child with ADHD and one of the easiest to misunderstand.

We tend to think, “They just don’t care.” But most kids do care. Their brains are simply wired differently for remembering, organizing and following through.

The Real Culprit: Executive Function Gaps

ADHD isn’t about trying harder. It’s about how the brain manages information, time and actions.

The same brain systems that control focus and motivation also handle planning, organization and remembering multi-step routines – like getting out the door with shoes, water bottle and homework. Research from the Child Mind Institute and Harvard’s Center on the Developing Child shows that executive function skills such as working memory, organization, and task initiation develop more slowly in ADHD brains. Children with ADHD can lag 1-3 years behind their peers in these areas.

So when your child forgets their PE kit, they aren’t ignoring you. Their brain simply drops information somewhere between “I hear you say it” and “I do it.”

This isn’t disobedience. It’s a developmental gap and, like all gaps, it can be bridged.

Three ADHD-Friendly Scaffolds That Actually Work

Here are simple, science-backed tools to reduce stress and build your child’s memory and independence.

1. Make the Invisible Visible
   

Verbal reminders vanish fast. Visual cues stick. Try a small checklist by the door with pictures or words: lunch, water bottle, homework and shoes. Let your child tick them off themselves, as this creates ownership and frees you from the reminder loop.

Why it works: Visual prompts engage the part of the brain that stores spatial and visual memory, which is often a strength in ADHD learners.

2. Connect Before You Cue
   

Before giving an instruction, connect first. Get eye contact. Touch their shoulder. Use their name. Smile. ADHD brains filter out background noise, including your voice, when they’re hyperfocused elsewhere.

A quick connection moment helps your words land where they can be remembered.

Why it works: You’re activating emotional regulation before executive control, which is a key step in how the ADHD brain prioritizes attention.

3. Build Predictable Anchors
   

Routine strengthens memory. Pair everyday actions with specific triggers:

“When socks go on → shoes go on.”
“When the light goes off → grab your bag.”

These anchors reduce cognitive load. You’re helping their brain automate daily tasks, one small routine at a time.

Why it works: Predictability lowers anxiety and creates consistency without relying on willpower, something ADHD brains struggle to maintain.The Reframe That Changes Everything

Forgetfulness isn’t a moral failure. It’s a skill gap. When you switch from “Why can’t you remember?” to “What might help you remember?” you move from frustration to teaching.

Involving your child, young or older, in problem-solving builds their confidence and insight into their own brain.
Each small success strengthens the neural pathways for independence. You’re not just helping them today. You’re building the mental architecture that their adult self will rely on.

Why It Matters

Children with ADHD hear 20,000 corrections or criticisms by the time they turn 18. They’re told to “focus,” “try harder,” and “stop being careless.” Over time, that shapes their self-worth. Many teens internalize those messages as “I’m not capable.”  When adults replace criticism with curiosity, “What support does this brain need right now?” we build resilience, not shame. Because shame doesn’t fade with age. It lingers, often showing up later as avoidance, anxiety and burnout in adulthood.

The Takeaway 

Next time the lunchbox sits on the counter, pause. That moment isn’t defiance. It’s the gap before a skill develops. With small, consistent scaffolds, your child can build systems that make life smoother.

Parenting ADHD kids isn’t chaos. It’s brain science you haven’t been taught yet.

Images: Freepik

For many families, school brings both excitement and challenges. One of the most common learning differences children may face is dyslexia, a condition that affects how the brain processes language. Understanding dyslexia is vital not only for educators but also for parents and caregivers who want to support their children’s growth. While dyslexia does not reflect a child’s intelligence or potential, it does change the way learning unfolds. By recognizing its different forms and impacts, families can help their children thrive academically and emotionally.What Is Dyslexia?

Dyslexia is a neurodevelopmental condition that primarily affects reading and language processing skills. It is not caused by poor teaching, lack of motivation or low intelligence. Instead, dyslexia is linked to differences in the way the brain processes written and spoken language (California Learning Resource Network [CLRN], 2025). These differences make decoding words, spelling and fluent reading more difficult, which in turn can affect overall learning.

Researchers have identified several types of dyslexia. Phonological or dysphonetic dyslexia, for example, involves difficulties breaking words into their component sounds, while surface or dyseidetic dyslexia involves challenges recognizing whole words by sight (Dorwart, 2022). There is also rapid naming deficit dyslexia, where children struggle to name familiar objects, colors or letters quickly. Each type brings unique challenges, which is why a “one-size-fits-all” approach to reading instruction rarely works.

How Dyslexia Affects Learning

Children with dyslexia often find learning to read and write frustrating. Because reading is such a cornerstone skill, struggles in this area can ripple into other subjects like math, science and history, which often require heavy amounts of reading (CLRN, 2025). Beyond academics, difficulties with literacy can affect self-esteem and confidence, making children hesitant to participate in class or engage with peers.

However, dyslexia does not mean a child cannot learn effectively. Instead, it means they may require different teaching strategies. Evidence-based reading interventions, structured literacy programs, and supportive classroom environments can make an enormous difference. Early detection is key: The sooner dyslexia is identified, the earlier a child can receive the help they need.

Screening for Dyslexia: The Role of DIBELS

One of the tools schools frequently use to screen for reading difficulties is the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). DIBELS is a set of short, research-based assessments that measure foundational literacy skills such as phonemic awareness, letter naming and oral reading fluency. By administering DIBELS several times throughout the year, educators can monitor student progress and identify children who may be at risk for dyslexia.

While DIBELS does not diagnose dyslexia, it serves as a valuable early-warning system. When combined with further evaluations and professional assessments, it helps schools determine which students need targeted reading interventions. For families, knowing that their child’s progress is closely tracked can be reassuring and can lead to earlier support if challenges arise.

Dyslexia Across Languages

Interestingly, dyslexia does not look the same across all languages. A child learning to read in English, for example, may face different hurdles than a child learning to read in Spanish, Chinese or Hebrew. This is because languages differ in how letters or characters map to sounds and in the complexity of their writing systems.

Research by Rueckl et al. (2015) postulated that proficient reading activates similar brain regions across different languages, but that each language activates additional systems. For English, that area is located in the left frontal gyrus, whereas reading and writing in Chinese activate more of the back of the brain, the area closely associated with visual memory. Various forms of dyslexia can manifest depending on the first language of literacy. Children learning logographic writing systems such as Chinese may struggle with visual recognition of characters if they have dyseidetic (visual) dyslexia, whereas a student with dysphonetic dyslexia may not experience issues until they are learning to read and write in a phonics-based system like English.

This insight highlights the importance of considering cultural and linguistic context when supporting children with dyslexia. Families raising bilingual or multilingual children should be aware that their child’s learning profile might look different depending on the language environment and language of instruction.

Supporting Children With Dyslexia

For parents, the journey often begins with noticing small signs: a child taking longer to learn the alphabet in English, confusing letters or struggling to remember sight words. If concerns arise, families should seek guidance from educational psychologists or pediatricians who can recommend assessments.

Support strategies include:

• Structured literacy instruction: Explicit, systematic teaching of phonics and word recognition for alphabetic languages.
• Technology tools: Audiobooks, text-to-speech software, and speech-to-text programs can help children access content while building literacy skills.
• Positive reinforcement: Focusing on strengths, such as creativity, problem-solving or verbal reasoning, can boost confidence.
• Family advocacy: Parents play a crucial role in ensuring schools provide appropriate accommodations and interventions.

Importantly, dyslexia is not something children “outgrow.” Instead, they learn to manage it with the right strategies and support. Many individuals with dyslexia go on to excel in higher education and in careers where creative thinking and problem-solving are valued.

A Path Forward

Understanding dyslexia means recognizing it not as a barrier, but as a different pathway to learning. With tools like DIBELS and the Dyslexia Screener for Chinese, adopted in November 2024 for use on the Chinese mainland, early screening, culturally informed approaches to literacy, and family-centered support, children with dyslexia can thrive. For families, the key lies in partnership – with educators, with specialists and most importantly, with their children – walking together on the pathway of literacy.

What Parents Should Know About Dyslexia

• Dyslexia is common. It affects the way the brain processes language, not a child’s intelligence.
• Different types exist. Some children struggle with sounds (phonological dyslexia), while others struggle with recognizing whole words (surface dyslexia).
• Early screening matters. Tools like DIBELS help schools spot children who may need extra support with reading.
• It looks different across languages. Dyslexia can show up in unique ways depending on whether a child is learning English, Spanish, Chinese or another language.
• Support makes a difference. Structured literacy programs, technology tools and strong family advocacy can help children succeed.
• Confidence counts. Encouraging your child’s strengths – creativity, problem-solving, big-picture thinking – builds resilience.

With the right strategies, children with dyslexia can flourish both in school and beyond.

What Kids With Dyslexia Should Know

Dyslexia Superpowers!

Did you know that having dyslexia just means your brain works in its own special way? It doesn’t mean you’re not smart. In fact, many amazing inventors, artists, and leaders have had dyslexia!

Here are some good things to remember:

Your brain is unique. You may find reading and spelling tricky, but you might be awesome at art, sports, problem-solving or creative thinking.

Different doesn’t mean less. Lots of people with dyslexia see the “big picture” and think of ideas that others miss.

Help is out there. Teachers and parents can give you tools – like audiobooks, special reading programs or extra time on tests – that make school easier.

You are more than dyslexia. It’s just one part of you. You have talents, dreams and strengths that go way beyond reading.

Remember: Dyslexia doesn’t stop you from being amazing. It just means your journey to learning is a little different – and that’s okay!

References

California Learning Resource Network. (2025, January 11). How does dyslexia affect learning? California Learning Resource Network. https://www.clrn.org/how-does-dyslexia-affect-learning/

Dorwart, L. (2022, March 12). The types of dyslexia. Verywell Health. https://www.verywellhealth.com/types-of-dyslexia-5214423

Rueckl, J. G., Paz-Alonso, P. M., Molfese, P. J., Kuo, W.-J., Bick, A., Frost, S. J., Hancock, R., Wu, D. H., Mencl, W. E., Duñabeitia, J. A., Lee, J.-R., Oliver, M., Zevin, J. D., Hoeft, F., Carreiras, M., Tzeng, O. J. L., Pugh, K. R., & Frost, R. (2015). Universal brain signature of proficient reading: Evidence from four contrasting languages. Proceedings of the National Academy of Sciences, 112(50), 15510–15515. https://doi.org/10.1073/pnas.1509321112

Images: Freepik

We have all seen those bullies on TV – the ones who physically attack innocent new kids in the school. Well, in the playgrounds of parks and compounds, some kids are lethal in terms of their verbal and physical abuse of other children. On TV, you often see parents disciplining their own child but not other people’s children. In China, however, most parents do try to educate and correct other people’s children if they have wronged their own child. But should they be doing that?

Speaking from experience, I know what it is like to be cyberbullied. I remember clearly that once during PE class, we were playing tag, and when I chased a girl down the field, I accidentally tripped her, and she scraped her knee. She got really mad, and even after I apologized to her, she swore and then walked away to the teacher, saying that she needed to go to the nurse. I thought that was it and the issue was over. However, little did I know, she publicly started insulting me in Chinese on her WeChat Moments, saying that she wanted to cut off my legs and other physical threats. Luckily, I had a friend who had her WeChat and took a screenshot of the Moments post and asked me what had happened between us. After I told her what had happened, she was the only friend who empathized with me throughout the process and cared about what had happened.

That evening, my mom asked in a parent group chat which member was the parent of the girl who bullied me, and after we added her, my mom sent her mom the screenshot of the girl’s Moments. Later, we were in a call together and the girl apologized to me (or at least I think she did). It doesn’t matter to me if she actually felt sorry, but it surprised me how ugly things can be and how lethal teenagers my age can be.

In terms of physical abuse, I unfortunately also have an experience. It was back in first grade, and it was during recess. The elementary school principal was playing soccer with me and the other first graders, and the team that I was on won. I celebrated my victory, but then got hit in the legs or somewhere by a boy in my class. I did not know what to do because I was the new student in the grade, and I did not yet have any friends around me who would speak up for me. The principal saw me getting physically abused by that boy, and fortunately, the boy later apologized to me.

But the boy was infamous for physically abusing others. He had already gotten himself into trouble multiple times before for hitting other people at school, but the main reason for the occurrence of his actions was because of domestic violence in his family, which resulted in him using similar methods of violence on his peers. Even though all the parents of the children in my grade knew that his family was going through a rough time in terms of the relationship between his father and mother, the parents whose children got abused by him did not hesitate when it came to bringing up the issue to his parents and trying to educate that boy.

Before writing this article, I did not know that in some countries other than China, parenting other people’s children may not be as common, because from my experience, my parents never hesitated to put another kid in their place. I had a friend back in kindergarten who asked me which university I wanted to go to in the future, and I said that I wanted to go to Harvard (like every other child when they were in kindergarten). She immediately responded, “Only smart kids can go to Harvard.” I was silent because I didn’t know what to say, but my mom replied, “So, do you think you are smarter than Margaret?” which made her go silent.

So, what do you think? If your child is getting bullied at school, would you step in or let them deal with it on their own? If you’ve been bullied and want to share your experience and how you handled it, get in touch with our editor Mina Yan, at Wilhelmina87 on WeChat to share your story. You can remain anonymous if you want. It’s important for you to know that you can speak up and for others going through something similar to know they’re not alone.

Images: Pexels,  Freepik

Parenthood is a journey filled with unique challenges, and when raising a child with ADHD, those challenges can feel even more complex. Every child with ADHD is different, requiring tailored strategies to help them thrive. Educators, too, act as dedicated guides, working to unlock each student’s potential through patience, creativity, and expertise.

Today, we explore the insights of professionals who specialize in special needs education. One of our readers shared a pressing question, and we turned to Dr. Gerald Anthony, Chairman of SENIA Beijing and a seasoned special needs educator, for his expert perspective.

Dear Dr. Anthony,

I have a friend whose young son has ADHD. I know that kids with ADHD are more active, but I don’t have much experience with kids like this. He’s a great, smart kid, but he tends to act aggressively towards my child at times.

Let me give you an example: A week ago, they were playing and getting along, but suddenly he tried to push my child into doing something dangerous and that he was not ready for. I broke it up. Nothing happened. His mom is a friend, so we had a chat about it after. She explained that because he has ADHD, in his mind, he was fixated on showing his friend something he thought was cool, and it’s difficult for him to take into account his friend’s feelings while his mind is fixated on a task.

So for me, this isn’t an easy situation where I can prevent them from hanging out, nor do I want to. At the end of the day, they’re friends. Do you have any tips on how I can prepare my child for when they do spend time together and how his parents can help prepare him for future playdates?

Sincerely,
Let’s All Get Along

Dear Let’s All Get Along,

First of all, thank you for writing with such honesty and empathy. You’re clearly trying to balance protecting your child with honoring your friendship and understanding the nuances of a child with ADHD. That’s no small feat!

Here are some suggestions that should be helpful to both families in this situation.

ADHD Is Not a Character Flaw.

Kids with ADHD often operate with Ferrari brains and bicycle brakes. They’re impulsive, enthusiastic, deeply creative – and yes, sometimes struggle with self-regulation. What looks like “aggression” might not be intended as such. It could be excitement, poor impulse control, or a mismatch between thought and action. This doesn’t make it okay, but it does help us approach it with curiosity instead of just correction.

Pre-Play Date Is Everything.

Before the next playdate, consider doing a bit of a “huddle” with your child. Use clear, simple language to prep him. For example:

• “Sometimes your friend gets really excited and might not notice if you’re not ready for something.”
• “It’s okay to say, ‘Stop,’ or ‘That makes me uncomfortable.’”
• Role-play these moments. This gives your child both language and confidence.

Also, give your child permission to take a break during the playdate. Even something like “If it gets too wild, just come tell me or grab your book.”

Structure Is Your Superpower.

Spontaneous, unstructured play is where things can go sideways fast. Instead, try:

• Shorter playdates at first (think 45 minutes instead of 2 hours).
• Activities with clear goals – building LEGO sets, puzzles and scavenger hunts.
• Avoid highly competitive or chaotic games (like dodgeball).

Structure helps ADHD brains thrive. It also helps prevent impulsivity from hijacking the fun.

 Team Up With His Parents (Not Against Them).

From what you described, his mom sounds open and communicative.  This is a very strong win for both sides! You can gently collaborate. Maybe you ask:

• “Do you think we could talk to both kids together before the playdate about safe choices?”
• “Are there things that tend to trigger his impulsivity that I should be aware of?”

If he’s in therapy or working with a counselor, his parents might already have strategies they’d be happy to share.

 Affirm the Good Moments.

When something goes right, point it out like a disco spotlight:

• “Wow, that was really thoughtful of you to let her go first!”
• “Thanks for being patient when she said no!”

Kids with ADHD often hear what they’re doing wrong. Catching them doing right is transformative magic.

 Final Thought

Friendships between kids with differences can be messy, beautiful, and rich with growth. Your approach – curious, kind, and proactive – sets the tone for something wonderful to emerge. You’re teaching both kids that differences aren’t a dealbreaker. They’re an invitation to learn.

Regards,
Dr. Gerald Anthony
On Behalf of the SENIA Beijing Board

Dr. Gerald Anthony serves as the chairman of SENIA Beijing and the director of awards and scholarships for SENIA International, where he is deeply committed to advancing inclusive education across international communities. In his roles, Gerald champions SENIA International’s vision: “To live in an inclusive world where every individual is supported, resources are accessible, potential is maximized, and strengths are celebrated.” He upholds SENIA’s core values of collaboration, advocacy, and empowerment, working to ensure that individuals with learning differences are recognized and included within all educational and societal settings.

As Chair of SENIA Beijing, Gerald leads a dedicated board including Suzanne Robare, Kelsie Fitzgerald, Juliane Karlsson, Janice Bareng-Pineda, Stephenie Lee, James Rupasinha, Ruth Ren, and Meera Raghu – educators and specialists who collectively promote awareness, provide professional development, and build networks for inclusive practices throughout Beijing.

If you have a specific question you’d like us to find an expert to address, send a private message or email to minayan@beijing-kids.com. #DearReader

Images: Dr. Gerald Anthony

Grade 10 student Monica Cao is proving that you’re never too young to make an impact. This year, she’s spearheading a Children’s Day Online Charity Auction to support the Beijing Cherish Autistic Rehabilitation Center. The auction is live and will run until Jun 1 at 6.30 pm. This digital fundraiser invites everyone to scan the QR code and bid on great prizes, turning compassion into concrete help for those in need.

珍爱孤独症儿童康复中心 (Beijing Cherish Autistic Rehabilitation Center) is a center in Beijing for kids and adults with autism and other disabilities, like cerebral palsy. It started in 2007 in Tongzhou, and has helped over 200 people with therapy, special classes, and adult care. There are 50+ teachers doing one-on-one lessons, group activities, and therapy. The organization also has a place in Tangshan for older kids to learn skills and art. The group’s mission is to help people and make families happy.

We spoke to Monica to find out more about the charity auction.

What inspired you to organize this event, and why focus on children with autism? 

I was inspired to organize this online charity auction due to my school’s six-year commitment to supporting the Beijing Cherish Autistic Rehabilitation Center, as well as my family’s personal contributions in the past. This cause means a lot to us. The center’s dedication to providing essential therapy, education, and support for children with autism motivated me to contribute further. With the help of my father, “The Foodie Emperor,” we were able to get quite a lot of awesome auction items from the local F&B community. Also, participating in a school charity club trip to the center was an eye-opening experience. Witnessing firsthand the impact of the center’s work on these children inspired me to raise funds for food and supplies to keep their mission going forward. Because it really is a great cause!

How are the auction items selected? Are there any standout donations? 

Dad asked his friends in the F&B industry. And they are the unsung heroes in Beijing as they ALWAYS support the local community and were happy to help. The standout prize has to be TRB’s donation of dinner for two at one Michelin-starred TRB Hutong or lunch for six pax at Iberico by TRB, which was worth over RMB 5,000.

What has been the community’s response so far?

It started out slow since most students don’t have a lot of funds to spend, but then my parents started to push it out to friends, and then their friends pushed it out. So, it has gained a lot of traction in the past couple of days.

Can people participate if they don’t want to bid but still want to contribute? 

Absolutely! Anyone who wants to donate can add 宋宝玲 from (珍爱孤独症儿童康复中心). She’s the boss of the organization, and she’s an amazing woman. If you look at her moments, she is always transparent about any donations that she receives, and you can see that everything goes directly to the kids. You know what you donate is going to a good place and for a good cause.

What is your fundraising goal? 

I would have been pleased with RMB 10,000 total. But today it went a little viral, and we are over RMB 12,000  already and still have a few days to go. Since this has been so successful thus far and we have had such amazing feedback, I plan to continue this online auction every Children’s Day going forward. Hopefully, I can get some more students involved and we can make it even bigger next year.

Do you have a personal connection to autism advocacy, or was there a specific moment that motivated this initiative? 

Going to Beijing Cherish Autistic Rehabilitation Center and seeing the kids was a shocking and eye-opening experience. Once you have been there, reality hits you hard. Really hard!

What has been the most rewarding part of organizing this auction? 

Helping the kids and giving back to the local community! I’m looking forward to working with Ms. 宋宝玲 and finding out what the children need. Then I will order the food and deliver it to the center before the end of the school year.

What message would you like to share with potential bidders and supporters? 

If you would like to bid in the auction, it has a deposit of RMB 100, which you will get back after the auction. The auction will end on Jun 1 at 6.30pm. If you win, please pay within 24 hours; otherwise, it will go to the next highest bidder. If you would like to support Beijing Cherish Autistic Rehabilitation Center, you can add Ms. 宋宝玲’s WeChat and donate directly. They accept all donations, including food (especially rice, flour, and oil). And if you could, please tell your friends and share this auction and cause with them!

Images: Monica Cao, TRB Hutong, Preston Thomas, freepik

Dr. Ira Canada is the founder of the Crucible Learning Network, a company that diagnoses children with neurodiverse symptoms. Armed with a doctorate in education with a specialization in autism, his diverse work experiences in the field, such as serving as a special educator, early intervention specialist, and behavior specialist, has helped him to gain invaluable insights into what is truly effective in the field of special education.  We are truly honored to have the opportunity to interview him to ask him about his journey, how his diverse work experiences shaped his current job, and what he has to tell parents about special education in China.

Special education may be a new topic to some, but it is the education for children who are physically, socially, or mentally different to their average peers to the extent that they are in need of modified education practices to aid them in academic and social development. “The inspiration to found the Crucible Learning network stemmed from my deep commitment to improving the quality of teaching and learning,” Dr. Ira says when asked about the inspiration that led hm to the founding of his company. “The name ‘Crucible’ was deliberately chosen for its powerful metaphor – representing a place of purification, transformation, and the emergence of strength and resilience through challenge.” The concept has shaped the mission of the company, and reflects the heart of their work.

When asked about assessment services the Network provides for young children and how to ensure reliability, Dr. Ira responds that they partner with Pearson Assessments US, an organization that is a global leader in assessment materials and protocols. All assessments, scales, and interventions at the Network are backed by the Pearson brand, and only assessment tools from Pearson Assessments are used. “We offer a comprehensive range of assessment services for young children,” Dr. Ira states, “including cognitive, educational, and behavioral assessments. Our assessments are designed to evaluate various aspects of a child’s development, academic performance, and behavior to provide valuable insights to educators, parents, and clinicians.”

One crucial message Dr. Ira would like all parents to understand about children with special needs is that having a diagnosis does not define a child’s potential or abilities in their future. They may perceive the world differently, or interact with the world in a way that most people cannot understand, but their uniqueness and the diversity they bring to this world is sometimes what all of us needs. Thus, the stigma around the discussion and requirement of special needs should be diminished. Parents should consider reaching out to the Crucible Learning Network for an assessment for their child if they have concerns about their child’s behavior, academic performance, or development. Early intervention is key in identifying any potential challenges or needs a child may have, and providing the appropriate support to help them thrive. It is always a better choice to know what support system a child should be under rather than limiting their chances of thriving in the future.

Dr. Ira has been in the field of special education for over two decades, working with children, families, and schools across the United States, and what he finds the most rewarding is witnessing the children’s growth, resilience, and accomplishments. In his words, “every milestone, no matter big or small, is a cause for celebration and a testament to the hard work and determination of both the child and the support system around them.” For Dr. Ira, building meaningful connections with these children, helping them discover their strengths, finding hope in their journeys, and witnessing their progress towards reaching their full potential are extremely fulfilling experiences. In his vast experience, there have been numerous success stories that have brought immense joy and satisfaction. One particular case that stands out is that of a student on the autism spectrum who initially started as nonverbal, but with dedicated support and intervention, progressed to actively expressing needs and engaging in conversations with peers throughout the school day. “Witnessing this transformation and the child’s newly established ability to communicate effectively was truly inspiring,” Dr. Ira said.

The Crucible Learning Network acknowledges the importance of mental health services for adolescents in China, and is planning to launch a campaign to address this concern by providing mental health screenings. Results from the screening will help determine if a comprehensive mental health assessment and treatment plan are necessary for particular children. If that is the case, an assessment and plan will follow to address the diverse needs of the students and provide them with holistic support. The company recognizes this issue not only locally but also on a global level. “Our upcoming campaign to provide mental health screenings is part of our commitment to addressing the mental well-being of young individuals, including those in China,” Dr. Ira states.

You can get in touch with Dr. Ira via email (thelearningdoc@outlook.com) and WeChat

Images: Dr. Ira Canada

Disclaimer: The following writing contains discussion of underage drinking, underage smoking, and self-harm. Please proceed at your own risk.

Let me start off by painting you a picture. I’m a middle schooler at an international school and part of a community that’s all about encouraging each other, encouraging curiosity, discovery, and positivity.

I had always thought that all my friends around me knew the difference between what they should and shouldn’t do, but the truth proved otherwise. I had to reevaluate my perception of my community and become more aware of who I am talking to with a lot more attention to detail and caution. My whole life I was told that the environment I was provided with is safe and that I would always be around people who are educated and encouraging. Why, you ask? Well, the story begins when some of my friends told me that a person I have been talking to at the start of this school year has been exhibiting some odd behaviors.

Let’s call this person Blake.

Blake identifies as part of the pride community. Blake and I were put in the same advisory group at the beginning of the school year, and since the first time we met, I could not tell if Blake identifies as a boy or girl. To this day, Blake has never told us their preference.

Sometime during December, all of the information about Blake crashed onto me like a wave, and to this day, I am still in shock at the craziness of the information.

I know we all say that gossiping isn’t good, but adults and kids all do it. It’s human nature to talk about things that strike our interest, especially when it’s about members of our own community.

The first thing my friends told me was that during one of our school’s off-campus trips last year, Blake wore a T-shirt one day, and what they saw on Blake’s arm made their jaws drop. A series of knife cuts went from Blake’s wrist all the way up to Blake’s elbow. I didn’t understand why. Is it the only form of stress release they could find, is it drugs, or are they actually considering ending their life? I have heard about people who are a part of the pride community struggling with mental health issues, but someone who is the same age as me, a middle schooler, already thinking about ending their life? That I had NEVER heard of until I met Blake.

The fact that Blake has cuts up their arm perhaps explains why they prefer to wear things to conceal their secret. Blake once wore those kinds of accessories that covered their wrists and part of their arms, as well as exaggerated-looking boots and clothing that looked like they belonged to someone going to a Halloween party dressed as a villain from a fantasy novel.

As time passed, there was one time when Blake was absent for a long time, and everyone was confused as to why. One of my friends scrolled through her WeChat Moments and saw that Blake had gone on vacation in a foreign country on an island with their boyfriend.

How did Blake even get a boyfriend this young, you may ask? Well, Blake met their boyfriend at a bar that Blake goes to regularly. Again, let me remind you that we’re middle schoolers and we LOOK like middle schoolers! Blake was once invited to one of my friends’ birthday parties at a KTV, and when Blake asked if any of the other friends wanted to drink alcohol, everyone at the party realized that drinking wasn’t a novelty for Blake. And true to tween behavior, Blake’s fondness for alcohol spread amongst our community.

This was already extremely mind-blowing for me, as I could not believe that there was someone like Blake in my immediate circle. Then came the stories of how Blake also smokes.

Two of my friends were playing on the soccer field once, and through the metal bars that separated the field from the streets, they saw Blake smoking. That explained why whenever I sit beside Blake during class, there is usually such a strong smell of cigarettes.

Perhaps I am just too naïve in feeling shocked about these matters. People, teenagers included, have engaged in these types of activities for such a long time and it is nothing new, but I have always felt so distanced from them. To me, they were stories you see in the news and rumors that you hear about “someone a friend of a friend knows.” The community that I am in is always so bright and clean, but all of this opened me up to a side of the city’s international school community that I never thought I would witness.

There’s a Chinese proverb “近朱者赤，近墨者黑” – you become who you spend your time with. So, choose wisely, and spend your time wisely with the people whom you want to learn from.

However, outside of all these matters, Blake is just like any other student and friend – Blake does math quite easily, Blake engages in conversations in class, and they are always trying their hardest. Blake is simply like any other tween you may know, but with some aspects of their life just a bit different. I try my best to remain neutral to people like Blake, and I guess that is the best you can do when you are put in the same environment. As harsh as it may sound, advising them to get out of this vicious cycle or even being there for them is not my job and honestly goes far beyond what knowledge I have of it. Who knows if my advice or guidance will help or actually do more harm? Right now, I’m working on acknowledging that not everyone may have the same values in life and staying away from them but not intentionally showing your fear and discriminative perceptions of them.

*These are the writer’s personal opinions, a member of our community whose voice has requested to be heard, and do not represent those of Jingkids. If you or someone you know has been harming themselves, please see a mental health professional to get the proper help needed.

Images: Pexels