School

School makes up a majority of your child's life experience from 4-5 years old until they reach 18. Even then, depending on their future plans and goals, higher education may be in store for them for several more years to come.

In addition to this fact, the classroom represents a sort of mini-society where rules of conduct and behavior are learned, mistakes are made, authority figures are listened to or challenged, individual and collective goals are reached, and the groundwork is laid down for your child to follow in several repeating cycles throughout their years of continuous growth and development.

One of the themes I have emphasized throughout this site is the notion that your child's current energy settings are determined by their past experiences as well as historical precedents. Let's examine what this means by focusing more closely on these 3 categories.

Your child's current energy settings related to the classroom are certainly different than the settings they use at home. This is learned very early, and in fact is modeled by you as parents.

Kids are very perceptive and they will imitate our own use of different settings or ways of behaving out in public versus in our own homes.

If you can just remain aware of the fact that how your child acts and behaves and performs in school is based on what has come before in their experience, you can be proactive in diminishing those influences that they no longer need or have outgrown (like fear of being away from home or from you) and reinforcing or emphasizing the newer more appropriate activities they are learning or exhibiting like independence and responsibility for their actions.

Let's say your child has had difficulty with teachers in the past. This will almost surely play a role in how they view teachers now, even if their current teacher is quite different from the previous ones.

What is most important for your child to learn, is that teachers have individual characteristics just like we all do, and each person should be interacted with based on their own merits, not in comparison to others in their same vocation or role.

This is a very valuable lesson that can be used to understand and improve other relationships as well.

I am a strong advocate for reinforcement. What I mean by this is: you can help to remind or reinforce to your child where they have been, what they have experienced, and what can be learned and implied from that experience.

If this is not pointed out to your child, it is very easy to see where a pattern may be put into place, like thinking "All teachers are against me".

This is obviously detrimental to your child's school experience and should be sought out and corrected as soon as possible.

You can use this reinforcement technique whenever appropriate and in numerous circumstances. Use your own discernment and judgement as to its best use and timely application.

If for example, your own experience of going to school in childhood was marked by anxiety and pressure to perform and get good grades, or if you suffered negative consequences for getting poor grades, this will have an energy effect on your child even if they know nothing about your history.

I need to mention something that I refer to as age reciprocal resonance. This concept refers to the energy overlap between parents and their kids, particularly the bringing to the surface of age associated events and experiences from the parent's history and how this affects the child's energy dynamics in the present.

I have given more details on this in my book called Energy Medicine Principles for Parents.

Continue to work on these aspects of your child's school settings. The current mode of operation for them in school will be made easier by knowing what they have experienced before as their past settings and what they may be exposed to historically through your settings.