During the last few days of school prior to winter break in December, we had the delightful opportunity to invite grandparents and grand friends to visit our campus, learn about our program, and join together with students in the classroom.
It was the first time we’ve been able to celebrate grands day in nearly three years – and the timing was impeccable. They were able to see our incredible new middle school space just days after it opened.
There is so much to love about grands day. These are unique and special events because grandparents often play an important and sometimes very significant role in the lives of their grandchildren. Their influence can be direct, but also indirect as well. From the child’s perspective, their indirect significance isn’t obvious, but it is equally important because it shows up in the support and assistance they provide to the parents.
Grandparents can help relieve stress, provide emotional care, serve as a sounding board, offer historical context, and help arbitrate when advocacy is needed. They can also be a second set of hands for pick-up or drop-off, carpool or after school care and so many other things that support a family.
I’ve witnessed so many grandparents go to great lengths to help in any way possible.
Grandparents are also amazing cheerleaders. Often, they are an incredibly enthusiastic presence in the lives of their grandchildren. Watching the way their faces light up when their grand child walks into the room is pretty heartwarming.
One of our goals for these events is to help grandparents and grand friends understand more about our program and why we exist as a school. We talk about the structured, explicit, and multi-sensory approach we use in the classroom. They are active listeners, energetic learners, and deeply empathetic. It’s not uncommon for me to finish describing language-based learning differences, only to have someone tell me afterward how much it sounds like their own experience. How they suspect they also, might be dyslexic and just weren’t diagnosed or fell through the cracks. Since we know dyslexia is hereditary, this isn’t surprising. It’s also true their generation had a much different educational experience.
It is also why they are so empathetic – because many of them know how it feels.
Even if they are not dyslexic, every grand wants their own children and grandchildren to be happy. One family reached out to us afterwards letting us know their parents attended grands day and how much they were moved by their experience. They also shared how they have all noticed how much happier the student is since starting at the school this year. Obviously, this change in behavior impacted everyone in the family.
As a parent, it can be so frustrating and scary when we realize school isn’t working for our student – and the feeling of isolation is real. Because of the way our current system of education works, this unexpected challenge can be so elusive to identify. The journey to finding HRS is unique to each family. Obviously, times change, and we know more all the time about child development. Grandparents aren’t perfect, but the lived experience and wisdom of grandparents can be especially helpful and calming in moments of parental panic.
Research shows the feeling of love and close personal relationships are a factor in brain development – and the relationship between a grandparent and a grandchild serves both parties. It is hard enough to navigate life, and having someone who offers unconditional support and stability, no matter what is happening in every other aspect of our day, is pretty awesome – or should I say, just grand.
Stacy Turner
Head of School
