Esther Nahon

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!

10/29/2025

As an SLP, I see this all the time.
A parent, teacher, or aide steps in to help: finishing a sentence, correcting an answer, or redoing a task.

And every single time, I know it comes from a good place. ❤️
From love. From care. From wanting to protect a child from struggle or frustration.

But when we do the thinking for them, kids start to believe they can’t do it on their own.
That’s when confidence fades.

When we give just enough support such as modeling, scaffolding, and encouraging effort, that’s when learning truly sticks.

Let’s shift from rescuing to empowering.
Because every child deserves to feel capable, confident, and proud of what they can do.

10/20/2025

https://www.npr.org/2025/10/14/nx-s1-5570756/test-scores-math-reading-students-pandemic?fbclid=IwZnRzaANi_BdleHRuA2FlbQIxMQABHoYl-1frKQNgqKteOyewcN--WOUpWZa63xVjkQAOMmYgVxCf7SNx1Q9QxGCn_aem_-_aDRlOXAGu_ETMMohr8qg

New 2025 testing data shows third- through eighth-graders scored far below 2019 levels in reading. In math, some grades have made gains, but all are lagging compared to before the pandemic.

10/16/2025

We don’t say “anyone can be a doctor.”

We don’t say “anyone can be a pilot.”

Because lives depend on skill, precision, and science.

So why do we still say “Everyone’s a teacher,” especially when it comes to children with learning-based disabilities?

I can’t tell you how many times I’ve met brilliant kids who’ve been tutored for years but never truly helped, not because they didn’t try hard enough, but because no one addressed how their brain learns.

That’s the difference between tutoring and intervention.

Tutoring helps kids practice what’s already been taught.

Intervention rewires how they process, retain, and apply information.

It’s the science of learning, not just the art of teaching.

When we know the difference, we stop labeling kids as “lazy” or “behind.”

We start seeing them for what they are: capable, intelligent, and ready to learn with the right support.

If you’ve ever wondered why progress feels slow, or why years of extra help haven’t “clicked”… it’s time to ask how your child is being taught, not just what.

Because the difference between frustration and success often comes down to one thing: knowing the science matters.

Instead of saying “Everyone’s a teacher,” let’s say:

🩵 “Every adult can play a role in a child’s learning.”

🩵 “Every parent can support learning, but teaching is a science.”

🩵 “It takes a village, and within that village, trained professionals make all the difference.”

Because true teaching, especially for children with learning differences isn’t just about helping.

It’s about understanding how the brain learns, and using that science to unlock potential.

When we honor that difference, we give every child the chance to succeed not by luck, but by design.

So no, not everyone’s a teacher.

But everyone can be a partner in a child’s learning journey.

That’s how we change outcomes together.

10/13/2025

Supporting a child with a learning disability takes equal parts skills, advocacy, and heart. 💛

It’s not about fixing.
It’s about seeing.
It’s slowing down, connecting first, and celebrating every spark of growth no matter how small.

Every time I sit beside a child who learns differently, I’m reminded: growth isn’t measured in test scores or reading levels. It’s in courage. Confidence. Connection.

This October, and every month, let’s celebrate the kids who teach us patience, creativity, and resilience.
Because when we honor how they learn, we help them discover who they are.

📸

10/03/2025

October is more than awareness; it’s a time to reflect on how we support students with learning disabilities.

The term “learning disability” was first introduced by researcher Samuel Kirk in the late 1960s to describe children who struggled in school despite average or above-average intelligence. In the 1970s, federal laws like the Rehabilitation Act (1973) and the Education for All Handicapped Children Act (1975) began guaranteeing access to education and support. This law later became the Individuals with Disabilities Education Act (IDEA), ensuring every child receives individualized support to thrive.

In 1985, President Ronald Reagan officially designated October as Learning Disabilities Awareness Month, giving a national platform to inform, educate, and advocate for these students. Over time, October has also become a month to highlight ADHD Awareness and Dyslexia Awareness, shining a light on the unique strengths, challenges, and needs of these learners.

Today, even as systems shift and resources are challenged, children still need adults who see them, believe in them, and provide the supports they deserve. As an SLP, I witness every day how targeted strategies, understanding, and advocacy can transform a child’s learning journey.

Children are not broken.
Struggle is not laziness.
Awareness isn’t about pity,
it’s about accountability, empowerment, and creating spaces where every child can thrive.

The truth is, individuals with learning disabilities, ADHD, and dyslexia are often working twice as hard just to be seen as half as capable. Awareness this month has to mean more than words; it has to mean shifting how we see struggle, how we measure effort, and how we define success. Success isn’t found in grades or test scores alone, it’s reflected in growth, resilience, creativity, and the unique strengths each learner brings.

09/30/2025

When kids step into a lesson, they shouldn’t feel lost in a foreign country. Front-loading (or pre-teaching) gives them a map previewing the words, ideas, and context so they can walk in confident and ready to learn. It’s not extra fluff. It’s science of learning, and it can change the story for every child.

As a Speech-Language Pathologist, this is at the heart of what we do every day. I don’t just support kids once they’re already in the thick of a lesson, I prepare them to enter it. I front-load vocabulary, connect ideas to their world, and build the background knowledge they need to unlock meaning. When we do this, we’re not lowering the bar. We’re giving children access to it.

Too often, schools treat reading and comprehension as abstract skills, “find the main idea, make an inference,” without first making sure kids actually understand the content. But comprehension grows from knowledge, and knowledge grows when we create entry points.

Front-loading is one of those powerful entry points. It helps children who struggle with language, attention, or processing feel confident instead of overwhelmed.
And the truth is, it benefits every learner, not just those with identified needs.

When I think about my teaching, I see how essential this practice is, not just in therapy rooms, but across classrooms. It’s one of the ways we can truly shift outcomes and remind kids: You belong here. You can do this.