Bo and the Plan That Worked Better the Second Time: Advanced TRY at Poplar Hollow
Bo’s supply cart works perfectly on solid ground but sinks into the first muddy patch of the Poplar Hollow trail. Learn how Advanced TRY helps children pause after setbacks, identify what worked, adjust one meaningful part, and turn an unsuccessful attempt into information for the next step.
Lily, Finn, Piper, and the Repair That Needed More Than “Sorry”: Social Repair at Poplar Hollow
When Piper tears Lily’s banner and Finn’s joke adds to the embarrassment, a quick “sorry” cannot repair everything. Learn how children can listen to impact, take responsibility, make practical repairs, respect boundaries, and rebuild trust through changed behavior.
Finn and the Voice That Made Every Mistake Bigger: Self-Compassion at Poplar Hollow
When Finn discovers that one of his trail signs points in the wrong direction, his mind turns a repairable mistake into proof that he ruins everything. Learn how self-compassion helps children acknowledge what happened, reduce shame, repair mistakes, and speak to themselves with honesty and care.
Lily and the Canoe That Stayed Beside the Dock: Tiny Steps for Anxiety at Poplar Hollow
Lily wants to join the Poplar Hollow canoe trip, but anxiety keeps her beside the supply shed. Learn how the TRY skill helps children break safe challenges into tiny steps, repeat manageable practice, and build confidence through steady growth.
Su and the Yes That Stretched Too Far: Boundaries and Assertiveness at Poplar Hollow
Su wants to be dependable, so she says yes to every request until one small question becomes too much. Learn how children can notice their limits, communicate boundaries clearly, tolerate another person’s disappointment, and ask adults for help when a boundary is ignored.
Soren and the Moment That Was Already Here: Mindfulness and Co-Regulation at Poplar Hollow
Soren sits beside the Poplar Hollow campfire, but his mind is already racing through tomorrow’s possible problems. With Sal’s steady presence, he learns that mindfulness does not require an empty mind or instant calm. It begins by noticing what is happening right now and choosing what comes next.
Three Campers, One Trail, and More Than One Good Plan: Flexible Thinking at Poplar Hollow
When a fallen tree blocks Soren’s carefully planned route, he believes the entire hike is ruined. With help from Su and Jasper, the campers learn how to separate the goal from the original plan, use both-and thinking, consider different perspectives, and choose another workable path.
Piper and the Lantern That Would Not Cooperate: Frustration Tolerance at Poplar Hollow
When Piper’s lantern keeps falling apart, frustration tells her to push harder and then destroy the whole project. Learn how children can notice rising frustration, regulate their bodies, identify the real obstacle, and choose whether to retry, adjust, ask for help, pause, or stop.
Owen and the Bridge That Would Not Stay Put: Problem Solving at Poplar Hollow
When a crooked bridge disrupts Owen’s lantern-making plan, he assumes the whole afternoon is ruined. Learn how the PAWS skill helps children define the real problem, compare safe choices, ask for help, and take one workable step forward.
Bo and the Step He Did Not Feel Ready to Take: Opposite Action at Poplar Hollow
Bo wants to lead the campfire rhythm, but when the moment arrives, fear tells him to run. Learn how Opposite Action helps children notice emotional urges, check for safety, and take small steps toward what matters even when they do not feel ready.
Jasper and the Story His Brain Told Too Fast: Cognitive Reframing at Poplar Hollow
After one missed jump, Jasper’s brain decides that he ruins everything and everyone thinks he is terrible. Learn how the TAIL skill helps children slow down automatic thoughts, investigate the evidence, and find a more balanced way to understand difficult moments.
When One Calm-Down Trick Is Not Enough: Advanced NEST at Poplar Hollow
One calming strategy will not work for every child or every stress response. Join Bo, Owen, and Maya at Poplar Hollow as they learn Advanced NEST: a flexible way to notice body signals, soothe the senses, release tension, and find the support their bodies need.
When Isela’s Feelings Felt Too Big: Teaching Kids the VALUE Skill
Teach kids the VALUE skill, a gentle SEL tool for self-validation and sensitive feelings. With Validate, Accept, Listen, Use kind words, and Ease forward, children can learn that their feelings matter without letting those feelings take over.
After the Big Feeling: How Nova Learned the PAWS Skill
Teach kids the PAWS skill, a simple SEL reflection tool for after big feelings, stress, or overwhelm. With Pause, Acknowledge effort, What worked, and Support yourself, children can notice what helped, recover with care, and build confidence for next time.
The Day Nova Tried One Tiny Step: Teaching Kids the TRY Skill
Teach kids the TRY skill, a simple SEL tool that helps big goals feel smaller and more possible. With Tiny tasks, Repeat effort, and Yield steady growth, children can practice hard things, build confidence, and notice progress one small step at a time.
When Big Feelings Are Really Body Clues
Teach kids the NEST skill, a simple body check-in that helps them notice hunger, movement needs, overwhelm, and body clues before big feelings take over. This SEL tool supports emotional regulation in classrooms, calm corners, counseling offices, and at home.
When Big Feelings Hit Fast
Teach kids the SOFTEN skill, a gentle SEL tool that helps them pause, notice body tension, slow their reaction, and respond with more care. This skill supports emotional regulation, flexible thinking, and calmer choices at home, in classrooms, counseling offices, and calm corners.
How to Help Kids Stop Overthinking: The SIFT Reality-Check Skill
Some kids don’t just notice what’s happening around them.
They notice…
and then their brain fills in the rest.
A look becomes a story.
A whisper becomes a conclusion.
A moment becomes a meaning.
How to Teach Kids to Speak Up: HOWL for Communication
They notice when the tone changes. They notice when someone seems upset. They notice when a plan will not work. They notice when something feels off.
But noticing is not the same thing as knowing how to speak up.
Little Cryptid Compass part 2
What if cryptids were real?
And what if neurodivergent people could see themselves in them?
And what if both could learn how to connect with the human world—and each other?