Supadupakids

31/03/2026

A little glimpse into what’s happening behind the scenes 👀

Tarryn has been working closely with learning centres, seeing what’s actually happening in real classrooms… not just theory.

Watching what works.
Understanding what children need.
And bringing that back into practice.

This is where real support starts.

We’re so looking forward to many more fun, playful sessions ahead 💛

30/03/2026

One of the biggest ah-ha moments from our masterclass:
Young children are still learning to recognise internal signals (interoception).

They might not know they're:
Hungry
Thirsty
Too hot or cold
In pain
Needing the toilet

They just know they feel BAD.
And that can show up as challenging behaviour.

What changes when you know this:
Instead of asking "What's wrong?" (they don't know)
You offer: "Let's have a drink" or "Let's have a snack" or "Do you need the toilet?"

You're teaching them to recognise their body's signals while meeting the need.

Try it next time, behaviour seems to come from nowhere.

25/03/2026

Great teachers impact lives every day. They care about kids as people, not just students. They learn what they’re good at, see what they’re capable of, and push them to be better than they thought they could be. They don’t give up on them when it’s hard, and they don’t lower expectations just to make things easier.

That’s why, outside of a child’s family, a teacher is often the most important adult in their life. Not because of a lesson or a standard, but because someone believed in them, stayed consistent, and expected something from them.
That one teacher.
That one degree of difference.
That’s what changes a life.
https://www.amazon.com/dp/B0FNLC6R1L

25/03/2026

💡 Important Reminder!

25/03/2026

Did you know we are on LinkedIn 🤓👇🏼

If you’re an early childhood educator or therapist working with young children, this is for you. Across classrooms, we see the same pattern: Children who are dysregulated. Strategies being used consistently. But the behaviour still isn’t shifting in a meaningful way. That’s where it gets frust...

25/03/2026

Interactive challenge: Walk through your classroom now and count:
How many sources of noise?
How many bright lights?
How much visual clutter?
How many transitions do children make in a morning?

Environmental factors ACCUMULATE throughout the day.

One source of noise? Manageable. Fluorescent lights + echo + 20 children + visual clutter + constant transitions?
Overwhelming.

Especially for sensitive children (Turtles) and neurodivergent learners.

Try this: Identify your top 3 environmental stressors. Pick ONE to modify this week.

What will/can you change first?
Comment below 👇

24/03/2026

One of the most practical prevention strategies we covered: Proprioception (heavy work) can be a powerful regulation tool for many children. Pushing. Pulling. Carrying. Stretching.

These inputs can support body awareness, organisation, and readiness to engage.
But it’s not one-size-fits-all.

Through a temperament lens:

🐯 Tigers (high energy)
Often benefit from regular opportunities for movement and heavy work

🐬 Dolphins (social, sensory-seeking)
May engage best when heavy work is playful, purposeful, and interactive

🐢 Turtles (more cautious, sensitive)
May find it grounding when introduced slowly and predictably

🦉 Owls (generally regulated)
May use it occasionally to maintain regulation

Same strategy. Different response.

Easy ways to build it into your day:
• Wall pushes before mat time
• Carrying chairs during clean-up
• Helping move equipment
• Stretching breaks between activities
• Pushing or pulling heavy objects

Not rewards. Not privileges.
Regulation tools.
Available when needed, not earned.

Try it tomorrow:
Add 2-3 minutes of heavy work before a challenging transition and observe what changes.

Want to better understand the children in your classroom?

Take our free Child Temperament Quiz:
https://www.supadupakids.com/temperament-quiz-child/

24/03/2026

Let’s talk about sensory tools. We covered this in our recent masterclass and it’s worth repeating:

Sensory tools are regulation tools, not something children have to work for.
👉Noise-cancelling headphones. 👉Fidget tools. 👉Wobble cushions. 👉Weighted lap pads. 👉Calm spaces.

These are supports that help children stay organised, engaged, and ready to learn.

They can absolutely be used within structure and guidance, but they shouldn’t sit behind behaviour, compliance, or completion of tasks.

Think of it like glasses.
You wouldn’t expect a child to “earn” the ability to see clearly.

Same with regulation.

Question for you:
Are sensory tools naturally built into your classroom environment,
or are they something children can only access at certain times or under certain conditions?

What might shift if access was more proactive, rather than reactive?

We'd love to see your amazing little sensory regulation corners in your classroom, feel free to share a pic in the comments and share ideas with other educators.

24/03/2026

"Before any Behavioural Strategy: Build the Relationship." This isn't fluffy advice. It's clinical reality. Children must feel safe and connected to you before they can regulate with your support.

Without this foundation, no behaviour strategy will work effectively. An Educator approach:

With children:
• Give individualised attention daily (even if it's just 5 minutes)
• Make time for 1:1 connection
• Use positive facial expressions and body language
• Offer genuine, specific praise

With families:
• Show authentic interest in their child
• Position yourself as a partner
• Create safe spaces for sharing
• Respect their knowledge and reasonable requests

Try this tomorrow:
Pick one child you're struggling with.
Spend 5 minutes in a genuine 1:1 connection.
No teaching. No correcting. Just connection.

Then watch what changes over the next week.

Looking for more information?
Our Pre-Recorded Masterclass:
The Missing Piece: Predicting and Preventing Challenging Behaviours Before They Start, is available for you right now or when you are ready (no pressure). Explore the "why" behind behaviour and gain immediate insights and strategies that you could apply in your classroom tomorrow! P.S. We also have an amazing add-on resource pack available for you! Ready-to-use! https://www.supadupakids.com/the-missing-piece-masterclass/

23/03/2026

You drop your child off, give a quick wave, and head to work.

But here's what happens after you leave.

By 8:30am, their teacher has already helped three kids through tears at the door, noticed that your child seems a little off today and made a mental note to keep an eye on them, and quietly resolved a disagreement before it became a meltdown.

She hasn't had coffee yet.

By lunch she knows who is struggling with their pencil grip, who needs an extra minute before transitions, and who is going to need a little more gentleness this afternoon because something is clearly weighing on them.

She knows your child. Not just their name. Their quirks, their spark, their tells.

And when you ask "how was school?" at pickup and your child says "fine," their teacher has quietly had one of the fullest, most demanding, most meaningful days imaginable.

We don't always see it. But it's happening. Every single day.

To every kindergarten teacher doing all the things nobody sees: we see you. 🍎

Share this for the teacher who knows your child better than you might realise. 💛

What else do people think teachers do (but don't?)? ☁️

21/03/2026

Very interesting read...

Honored to have a chapter in this year's World Happiness Report about the population-scale harms of social media. If you want a full rundown of the evidence that social media is harming teen mental health, I lay out 7 lines of evidence here. Five of them show causation not (just) correlation.

The 7 lines of evidence:
1️⃣ What the victims say
2️⃣ What the witnesses say
3️⃣ What company documents and insiders reveal
4️⃣ Cross-sectional studies
5️⃣ Longitudinal studies
6️⃣ Randomized controlled trials of time reduction
7️⃣ Natural experiments

Link in comments!