Esther Nahon

12/17/2025

This is what I see every day.
Not laziness.
Not kids who “aren’t trying.”
Not students looking for shortcuts.

I see kids bracing themselves.
Reading directions three times and still unsure.
Watching the room before they move, just to avoid getting it wrong.

I see kids working harder than anyone realizes,
using every ounce of energy to keep up with language, directions, social timing, and expectations that move too fast.

I see the confusion they’ve learned to hide.
The pause before they answer.
The way they wait until someone else starts before opening their notebook.
Not copying, they’re trying to figure out what the task even is.

Here’s my two cents:
Stop calling them lazy.
Stop saying they “aren’t trying.”
Stop worrying they might cheat.
Most of them are just trying to survive the moment.

Children with learning disabilities aren’t avoiding work.
They’re overwhelmed.
Afraid of getting it wrong.
Afraid of standing out.
Afraid of confirming what they already worry people think about them.

Learning disabilities don’t stay in one class period. They show up in conversations, group work, jokes, writing assignments.
They follow kids into every room.

Here’s what I know from experience:
When we slow down.
When language is taught clearly.
When expectations are broken into steps.
When adults understand what’s actually happening,
Children don’t suddenly become “better students.”
They become calmer.
They take risks.
They participate.
They trust themselves again.

And that changes how they move through school.

If this feels familiar, what you’re noticing matters.
It’s not overreacting.
It’s paying attention.
Attention is where change starts.

For those who see advocates, therapists, and educators doing this work every day
the quiet observing, slowing down, re-teaching, emotional labor,
don’t underestimate it.
It’s intentional.
It’s skilled.
It changes outcomes. 💛

12/12/2025

I need to say this out loud because I see it every day:
We are still teaching kids to memorize parts of speech such as nouns, verbs, and adjectives in isolation, and then wondering why their comprehension isn’t improving.

From my POV as an SLP, it’s honestly heartbreaking.
I watch students try to label every part of speech correctly… and still look completely lost when they try to understand a sentence.
Not because they’re not capable.
But because real comprehension doesn’t come from sorting words, it comes from understanding relationships.

The research in language is clear:
Language doesn’t work in isolated boxes.
It’s an integrated system made up of form, content, and use working together.
Researchers have long emphasized that sentence processing, especially complex syntax, is deeply tied to academic success and comprehension.
And newer research continues to show the same thing:
Children understand sentences when they can map who is doing what, to whom, and in what context.

When we shift from “identify the verb” to “understand the action and how the ideas connect,” EVERYTHING changes:
✔ Reading comprehension
✔ Writing
✔ Oral language
✔ Learning across content areas

This isn’t about abandoning grammar.
It’s about teaching it in a way that actually leads to meaning and not memorization.
If you’re supporting readers, writers, or learners with language challenges… this is the shift that moves the needle.

👇 I want to hear from you:
What moment made you realize parts-of-speech drills weren’t enough?

Research & Resources:
• Bashir, A. (1989). Language intervention and the curriculum.
• Bashir, A., & Singer, B. (2018). Wait…What??? Guiding intervention principles for students with verbal working memory limitations.
• Scott, C. M. (2009). A Case for the sentence in reading comprehension.
• Wexler, N. (2023). To improve students’ writing, teach them to construct sentences and outline paragraphs.
• Hennessy, N., & Moats, L. (2021). The Reading Comprehension Blueprint.

12/04/2025

People see speech-language pathologists and say, “Oh, you work on speech.” Yes, that’s part of it, the sounds, the fluency, the clarity, the articulation.

But that’s only the tip of the iceberg.

The real work? It’s language.

It’s helping students:
• find the words to explain their ideas
• organize thoughts so writing makes sense
• build the vocabulary that unlocks comprehension
• follow multi-step directions without crashing
• understand social cues and connect with peers
• advocate for themselves and their learning
• believe in their abilities, even when it feels hard

Every day, we’re lifting invisible weights.
We’re not “just speech teachers.”
We’re educators, cognitive coaches, cheerleaders, and advocates.

Some days, no one notices the invisible work we do.
The student who finally finds the words,
the moment a thought finally lands,
the connection that quietly blooms between peers.

Other SLPs, teachers, and parents know these moments too.
They’re small, hidden victories, but they change everything.
And if you’ve ever witnessed one, you know the weight it lifts, the confidence it builds, and the way it quietly transforms a child’s world.

This is the work behind the title of a Speech- Language Pathologist, and it is why we do the heart work that we do.

11/26/2025

I’ve been thinking a lot about what it means to be the “safe person” for so many kids… especially when you don’t have children of your own.

How they slip and call you “mom” without thinking.
How they hand you their worries like you’ll know what to do with them.

How they melt down, light up, grow, stretch, and rebuild themselves right in front of you and trust that you’ll steady the space around them.

This work asks a lot.
Emotionally. Mentally. Quietly.
In ways the outside world doesn’t always see.

And yet… I’m grateful.
Grateful to be the one they run to.
Grateful to be their calm when everything feels too loud.
Grateful for the tiny moments, the conversations, the breakthroughs, the “look what I did!”that remind me why I do this.

And I’m especially grateful for the people in my life who support me so I can keep supporting them.
The ones who check in.
Who remind me to rest.
Who help me hold what I hold.

Because this work may look effortless from the outside,
but it’s carried by a whole village behind the scenes.

Here’s to the kids who trust us,
and to the people who keep us steady enough to show up again tomorrow.

❤️

11/23/2025

Coming home from the American Speech Language Hearing Association convention felt different this year. I left the convention feeling re-centered, inspired, and proud of the work we do, and then walked right back into a world questioning the legitimacy of the very professionals who hold so many families and lives together.

To every SLP, teacher, OT, PT, audiologist, social worker, and counselor:

You are not “non-professional.”

You are essential.

We are the ones helping students find their voice, literally and figuratively. We’re the ones supporting regulation, communication, literacy, safety, feeding, connection, language, and access to education. We are the ones who sit on the floors of classrooms, in therapy rooms, in homes, in hospitals, and in hallways with children who are trying their absolute best in a world not built for them. We are the ones who show up with patience, science, ethics, compassion, and skill.

I don’t take it lightly when our work is questioned. But I also know this: the impact we make speaks louder than any headline ever will.

I was reminded that our work matters. That staying grounded in evidence, ethics, equity, and human dignity matters. And that no administration past, present, or future gets to define the value of our profession or the worth of the families we serve.

So to my fellow clinicians and educators:

Keep advocating.

Keep showing up.

Keep doing the work that changes lives in ways most people will never fully understand.

We’ll continue to lead with knowledge, compassion, and integrity, because that’s who we are. And because the individuals we serve deserve nothing less.

11/19/2025

It’s official, we are LIVE!
It’s the new home of MINDINSYNC, a space where language, literacy and learning grow with evidence based support and heart ❤️.

MindInSync offers therapy, academic help & executive function coaching. Parent support, IEP guidance & advocacy for children, teens & adults.

11/19/2025

Sometimes I wish every adult could see what I see.

Every day, I work with kids who are doing the absolute best they can inside bodies and brains that are still growing, not failing.
And here’s the truth most people don’t realize until they’ve sat where I sit:
Kids aren’t reactive because they want to.
Kids don’t avoid reading because they’re lazy.
Kids don’t struggle socially because they’re trying to get into trouble.
Kids aren’t behind, they’re becoming.

As a speech-language pathologist, I’ve spent years watching kids try to wear “adult-sized jackets” of expectations: regulation, literacy, executive functioning, communication, responsibility, long before they’ve developed the skills to fit into them.

And some kids?
Their jacket isn’t just too big.
It’s heavy.
Dyslexia. ADHD. Anxiety. Language delays. Sensory needs.
And a world that expects them to perform like miniature adults.
What I’ve learned is this:
When we shift the narrative from “What’s wrong with this child?” to “What skills are still developing, and how can I support them?” 
EVERYTHING changes.
Behavior softens.
Connection strengthens.
Learning becomes possible.
And kids start growing into the very skills we thought they were avoiding.

If you’ve ever worked with or loved a child who struggles…
I want you to know this:
You are not failing.
They are not failing.
Their brain is developing.
And our job is to support their growth, not rush their timeline.

Let’s start a conversation ↓
What’s one expectation you realize now was “too big of a jacket” for a child in your life?
Your story might help someone rethink the way they see a struggling child with more compassion, empathy and understanding.
This is a safe, learning-centred community 🤍.

11/14/2025

What I’m reminded of, time and time again, in my work…

In the world of child development, learning support, and language and literacy intervention, it’s easy to get caught up in goals, data, and timelines. But every day, a child reminds me of something far more important: to slow down and remember what struggle actually feels like.

Remember the frustration of not getting it right.
Remember the overwhelm of learning something new.
Remember the longing for patience, understanding, and connection.

When I reconnect with those moments, I show up differently, as a more attuned, empathetic, and regulated adult. And that shift matters.

Children with learning disabilities, dyslexia, learning challenges, or language-based differences don’t need adults who know everything.
They need adults who know how it feels.
Adults who model emotional safety, co-regulation, and compassion.
Adults who understand that connection is the foundation of learning.

Time and time again, my work reminds me that our presence is the intervention.
Our empathy is the strategy.
Our humanity is what helps kids grow.

This is why I do what I do, and why attuned adults change everything.

11/10/2025

Parents, teachers, SLPs, and mentors
if you want to truly connect with a child,
listen up.

Here are 5 Things I Would NEVER Do When Trying to Connect With a Child:

1️⃣ Ignore collaboration. Kids thrive when parents, teachers, and therapists work together. Consistent support and teamwork create emotional safety and stronger learning outcomes.

2️⃣ Treat a child as “less than.” Age doesn’t equal less voice. Every child deserves respect, choice, and dignity. Building trust and confidence starts here.

3️⃣ Rush trust. Relationships can’t be fast-tracked. Time, patience, and consistent presence create connection, engagement, and better communication skills.

4️⃣ Put compliance above connection. Following directions isn’t the goal. Feeling seen and heard leads to engagement, self-advocacy, and social-emotional growth.

5️⃣ Forget the human behind the goals. Progress charts don’t replace empathy, curiosity, and relationship-based learning. Children learn best when they feel safe, respected, and valued.

✨Kids don’t need perfect therapy, perfect lessons, or perfect adults. They need connection, emotional safety, and someone who believes in them. The rest always comes later.✨

11/05/2025

Social Thinking has completely transformed how I approach teaching and support students. The new Let’s Solve It framework gives kids a concrete, visual way to unpack real social problems identifying what happened, how everyone might be feeling, and what choices they have before reacting. It helps turn those tricky moments into opportunities for insight and growth.

I’ve seen students become more reflective, regulate their emotions, and navigate peer conflicts with confidence and empathy. This approach doesn’t just teach ‘behavior,’ it builds the thinking and perspective-taking skills that lead to true social understanding.

So grateful for this powerful framework and the new tools that continue to support both educators and students in growing together!