In schools, every student brings a unique mix of strengths, needs, and experiences. At Renewed Perspectives, we focus on truly seeing the young person, beyond behaviours, labels, or diagnoses, to understand what they might be communicating through actions, energy, or silence.

Many students,especially those who are neurodivergent spend huge amounts of energy masking to fit in or meet classroom expectations. This can lead to dysregulation at home, before or after school, when the emotional load finally spills over. Even 'breaks' like recess or lunch can be stressful, as unstructured social time can drain their remaining energy.

Spoon Theory helps explain this: each student starts the day with a set number of 'spoons' (units of energy). Some use most of them just getting through routines, transitions, or social rules. Understanding this invisible effort helps us respond with compassion, not confusion or blame.

Supporting students includes helping them, and their educators find what truly restorative breaks feel like. Not every brain break works for every child in every moment, but when students have regular opportunities to recharge, they gain spoons rather than lose them.