34: Beyond Guidance: How School Counselors Support Kids, Families, and Schools

School counselors can be an incredible resource for kids who are struggling—but many parents don’t realize the range of support they can provide.

In this episode, I’m joined by Rachel Davis, former school counselor and founder of Bright Futures Counseling, to talk about how school counselors support kids with everything from friendships and executive function to emotional regulation and academic challenges. We also dig into how counselors work with teachers and parents—and how families can tap into this often-overlooked resource at school.

Key Takeaways:

• School counselors support much more than academics: their role can include social-emotional needs, executive function, friendships, behavior, and college/career planning.

• Support can look different depending on what a child needs: classroom lessons, small groups, short-term individual counseling, or support right in the classroom.

• Counselors can help connect what’s happening at home and at school: gathering input from parents and teachers to get a fuller picture of a child’s needs.

• School counselors can work directly with teachers: helping them understand behavior, recognize triggers, and use strategies that support students in the classroom.

• Counselors can be a bridge to additional support: connecting families with school resources, community services, or outside referrals when needed.

Connect with Rachel:

Bright Futures Counseling

Bright Futures Counseling Instagram

Book Recommendations:

The Anxious Generation by Jonathan Haidt (affiliate link)

Hunt, Gather, and Parent by Michaeleen Doucleff (affiliate link)

Connect with Scotti:

Website
Instagram
Threads
LinkedIn

Ask a Question:

Got a school question on your mind?
Submit it as a listener question for a future episode

Transcript

34: Beyond Guidance: How School Counselors Support Kids, Families, and Schools with Rachel Davis

Rachel Davis: [00:00:00] you can't be ready to learn, and, your prefrontal cortex can't be working if you're, like, in your fight or flight brain, if you're being very reactionary, if you're shutting down and anxious, you're not gonna be able to learn.

Scotti Weintraub: Welcome to Unlocking School Success, a podcast with the smart strategies and support parents need to help their kids thrive. I'm your host, Scotti Weintraub, parent coach, school navigator, and your go-to guide for turning School Stress and Chaos into clear strategies that work. Let's get started.

Hello, and welcome to another episode of Unlocking School Success. It is an especially fun day here because I am with Rachel Davis. Hi, Rachel.

Rachel Davis: Hi, Scotti. Thank you so much for having me.

Scotti Weintraub: And Rachel, you represent one of my favorite school support folks, school counselors. And I know you have been a school counselor for many years [00:01:00] representing a broad range of students, and now you support other school counselors in helping them better support students.

So welcome.

Rachel Davis: Thank you so much. Yes, I love school counselors. I think they are some of the best people in the world, so I can't wait to share how parents can connect with them.

Scotti Weintraub: I think then that's a great place for us to start. I have found in my conversations with many parents that they don't often know about the school counselors are, even are out there.

Or if they have a vague sense, they might have seen their name on a staff list perhaps, they don't really know kind of what the breadth of what they actually, the role they fill in the school. So can you tell us just a high level view, what are school counselors and what role do they play in our school communities?

Rachel Davis: Yes, I'm so glad you asked, and I always tell my counselors, I'm like, "We've gotta cut our parents some slack." Because to their credit, their role has changed. One, they may have not even had a school counselor when [00:02:00] they were kids. They may have a negative stigma around school counseling. That's common in society.

So I think it's really important that counselors explain what we do and we advocate for our role this way. So yes, you may have heard the term guidance counselor. That's kind of the old school version. I went to a school counseling conference, and we actually all had shirts that said Guidance counselor, and then guidance was like crossed out, and it's like school counselor.

So just to let your people know, the correct term is school counselor. And that shift is important for us because as guidance counselors, it was mainly just focused on postsecondary

Scotti Weintraub: o-

Rachel Davis: options. So college and career planning and those conversations. But now school counselors, we do still cover those things, but we cover so much more, and that's really the social emotional piece.

So there's three domains of school counseling. There's the academic, the personal-social, and then the career like college career piece. So those are the three areas where your child's school counselor can support you. And [00:03:00] on a basic level, we ... I like to think of it as like a little pyramid of three tiers.

And at the first tier at the bottom there, those are like our class lessons, and these are supports we're doing for all students. Students who are struggling, students who are not struggling all students are receiving this level of support. And it's like a preventative, proactive approach through class lessons, maybe like a character education program different workshops.

So I'm sure your child is seeing their counselor on some level through push-in support that way, hopping in all the classes. And then on the second level is more like small group level. So that's where we'll see students who are, referred to the counselor. Perhaps they're struggling with friendships or social skills or anger management or executive functioning.

And if we have students who have a similar need, we'll group them together, maybe meet once a week in small groups. And then on that third tier, that's even more intensive, and that's like the one-on-one individual counseling [00:04:00] supports at school. So maybe for a student who's struggling with something more personal like grief or divorce or if it's a student who has a need, but there's other students don't have a similar need, then we might see them in a one-on-one setting as well.

So those are the three areas in which we support students. There's so much more. There's... But I'll be brief on a little intro. Yes.

Scotti Weintraub: I appreciate that kind of framework because I think parents may know about, a little bit about some of those, but maybe don't understand the sort of breadth and the wide variety of supports that counselors are doing, partly because it's a little unseen from a parent perspective.

Rachel Davis: Yes, definitely. And I'm always encouraging the counselors I work with to get out of their office and go be a visual person on campus, introduce yourself to parents. We're recording this around back to school season, and I love to do a meet the counselor [00:05:00] booth at a open house or back to school night where parent or counselors can share a little more about their role and how they can support students, and how it's a positive thing we can do, and we can really partner with the parents.

So yeah, I would just encourage parents to introduce yourself to the counselor. Hopefully, they introduce themselves first, but if not, find out who they are and then find out how you can access their services. So I'm always telling my counselors to do a meet the counselor lesson with students and staff.

But they could also share with parents, like, where the office is, how you can contact me, how to make a referral. And we, the counselors I work with have made it really simple now. They'll have little digital referral forms. They can just shoot you a quick link, and you can fill it in and say, "Hey, my child's struggling with this right now.

I could need more support with this." Honestly, nothing too big or too small because, like I said, we have our different levels of support, so we can help through a variety of ways. Sometimes perhaps the child just needs [00:06:00] you to collaborate with the teacher on some strategies they can use in the classroom.

Perhaps it's they don't need to be pulled out once a week for six weeks to see you, but maybe they're just struggling with reacting, having a meltdown if something goes wrong in class. So instead of pulling them out of class, we like to push in and help support skills in real time, so sometimes the counselor could sit in the class and then be there to kind of model, appropriate responses for different reactions.

Scotti Weintraub: Okay you gave us a, a, a bunch of really meaty things to dig into. So let me start by saying I'm so glad you brought up that we're talking back to school time because I too often suggest to people that they attend those kind of back to school events if they can because it is a great time to, to just see the array of things that are happening at school.

Because I've found it's hard as a parent when you're not there every day, and you have a sense that there is all [00:07:00] this other stuff happening besides what's in your child's classroom, which you may be getting more communication about But there's all this other stuff. So those back to school events, I always encourage parents to go to too, and introduce yourself to your child's teacher, to those specials teachers, to the other resource folks like the school counselor, because it is, one built-in opportunity to make those connections.

But you touched on a couple of other really important pieces, I think, and that is that you encouraged folks to think about how specifically a counselor can help your individual child. Because you mentioned a couple different ways, right? And that it can vary depending on what's happening or what the needs are with that individual kid.

And I think that's an important part, because it can be so individualized

Rachel Davis: Yes, absolutely. I am a big fan of group counseling. For one practical reason, just as a school [00:08:00] counselor, we're often stretched for time, so it's a great way to be like, "I can help more kids in the same 30-minute block than I could help a one-on-one."

But the real reason I love it is because the kids really, you would be surprised how much they can open up and share and learn from one another. And the cool thing about these groups are that even if you're working on a skill, let's say academic, like a study skills or executive functioning group, even if you're working on that, just the fact that you're in the group, you're practicing things like social skills conflict resolution.

Things are gonna naturally come up in group that you can work through. So it's really like a two-for-one. You're, e- every group almost always has the benefits of a social skills, conflict resolution, friendship group, even if you're working on a different skill explicitly, if that makes sense.

Scotti Weintraub: It does. And then you also mentioned the ability for counselors to work directly with the teacher. Talk to us a little bit more about that, 'cause I think that can also be a really valuable piece.

Rachel Davis: Yes. [00:09:00] So counselors can push into classrooms to have a plan. If we already know, okay, this child was referred.

But again, a lot of times what happens, and I know sometimes teachers will be frustrated, honestly, 'cause they'll be like, "The kid's having a hard time. I'll send him to the counselor." And then they're like, "Oh he had fun in your office 'cause you have the squishy pillows and the games- and stuff, and of course they're an angel for you." But then they come back, and the relationship with the teacher may still be damaged. And the point is they're at school to learn, right? So our job as school counselors, how we differ from a therapist, is that we're short-term and solution focused.

So we're trying to help students get ready to learn and get back in the classroom, 'cause that's why they're at school. But we also know that Maslow's hierarchy of needs, you can't be ready to learn, and, your prefrontal cortex can't be working if you're, like, in your fight or flight brain, if you're being very reactionary, if you're shutting down and anxious, you're not gonna be able to learn.

So- We [00:10:00] understand that part's essential. So depending on the severity, there's kind of two types here. If we have a child who's having a big reaction which more is like crisis response, then we may need to take them to our office, help them calm down, get ready to learn, and then go back. But if the child is just trying to navigate like I mentioned earlier, responding to rejection or responding to getting a negative grade on a paper or something- where they would typically hide under the table or, I don't know, I'm thinking of some more extreme behaviors I've heard. Sure. Yeah, but where they would typically do something like that or yell at the teacher or, push a classmate or something. If we're in the classroom, we can see their triggers, see what's happening, physically in their body and be like, "Oh, you look like you're about to do this.

Let's practice one of our coping skills." So that's a cool way to do it in real time. Oftentimes that might be a support that we do as we phase out of group or individual counseling. So like I said, short-term and solution-focused. So [00:11:00] if we're seeing a group for six weeks and we're working on, self-regulation and how to cool down and notice our triggers, then a- after the group ends, then we'll be like, "Okay, now we can practice these things in real time," and then maybe the counselor will pop into the classrooms of the students they saw in group just to see how they're doing.

To accompany this, we also like to track data. So you may see that your counselor sends home a behavior survey. That's something I send to parents. So I'll send one to parents and teachers for you just to highlight the behaviors you're seeing based on the skill we're targeting. So if we're targeting self-regulation, I may say, in the behavior survey, at home when your child's upset, how likely are they on a scale of one to five to, explode, or how likely are they to use a coping strategy or

And these data tools are really helpful because we can see sometimes students are different in different environments, right?

Yeah. The parent may be seeing something at home that the teacher's not seeing at [00:12:00] school or vice versa. So it's really helpful. So if your counselor does request a behavior survey I, we would really appreciate if you fill it out.

It can really give us a complete picture of what's going on.

Scotti Weintraub: I think that is such a great example of being able to work with parents and gathering information about what's happening at home because you're right, and I hear this from parents too, that sometimes behavior is different.

And responses to stimulation or triggers of any kind, they can be different at home than they are at school. And so really gathering that information, I talk a lot about being a detective and, digging into what are you noticing. And being able to share that with school is so valuable

Rachel Davis: Yeah, it makes me think, my kids just started school today.

They're just kindergarten. But their teacher was saying "Now, be aware, they're, like, usually on their best behavior at school. They're all trying so hard. It's new, but then when they get home, they're just [00:13:00] gonna crash and be, like, their worst self for you, 'cause you're their safe space," so she's even if they're had a great day at school, you might see a lot of behaviors these first couple weeks, as they're adjusting.

Scotti Weintraub: I love that the teacher pointed that out- ... because I think it surprises people. I thought they were excited to go to school, especially when they're younger, and there is a lot of new excitement, and then, they have an after-school, dysregulation. That can be really frustrating for parents.

So I'm so happy that your teacher knows this, understands it, and communicated it with parents- ... so they can just be aware.

Rachel Davis: Definitely. Another thing I was gonna mention, I was talking about how we work with teachers. In addition to those classroom push-ins, we oftentimes meet with teachers without the student to provide teachers with strategies.

Like I mentioned, counselors, unfortunately sometimes we're split. I know when I was in California, it was, like, me for two different schools. So it's 1,200 kids for one counselor. Oh, wow. Yeah. [00:14:00] The ideal ratio is 250. I believe that's what the American School Counselor Association recommends, but rarely is anyone getting 250 to one.

But anyway, so any time, I'm always telling the counselors I work with try to outsource yourself. If you can, work with the teachers and teach them some of the skills, then they can then implement in class. And likewise with parents I like to encourage the counselors to send home a newsletter.

So you can even look on your school website. There may be, like, a counselor's corner that you haven't noticed before, or they may be sending home a newsletter once a month with some strategies for parents to use at home with their child that go with the class lesson. So if we're pushing in classes and teaching social skills that month, then I would send home in the newsletter some strategies that parents can use at home with their child to reinforce that skill.

Scotti Weintraub: Yeah, I think there is so much happening, and it's hard to keep track of. And I think you're right that counselors are [00:15:00] so overscheduled maybe. They have so many kids on their on their radar that it can be really challenging. So the, I think the more we as parents, if we have a concern, to bring that- to a counselor and perhaps not wait for the big escalation or the problem to appear.

I like to encourage families to be proactive. If they know that there's something that their child is struggling with or has struggled with last year in school, to be proactive and have a conversation about that. Maybe tell me a little bit about how a parent could go about doing that if, for instance, they know that their child really struggled with dysregulation, for instance, and, frustration tolerance.

What would be a way for them to take that information to the school counselor?

Rachel Davis: Yeah I recommend you just reach out directly to your counselor, find their email, or stop by their office if you're on campus, and just ask if you could, have a [00:16:00] minute. We do parent meetings all the time to just, in-person parent meetings are the best, or a phone call, just to kinda hear what's going on.

But if- If, you don't have time for that, you could just tell the teacher if you're already communicating with your child's teacher the concerns, and they could relay it to us, or you could just simply fill out a little referral form, saying, "This is the area I'm worried about," and a few additional notes, and the severity level of it.

One of those ways to contact the counselor, and then we would, follow up and determine if we think this needs to be scheduled, like a group or an individual session that's ongoing for a few weeks. And I mentioned briefly earlier about data, but we do like to track data to determine the next best steps.

So if we're like, "Okay, your child's struggling with self-regulation. I'm about to start a self-regulation group for fourth graders. We're gonna meet once a week." We'll find a time that works. Sometimes it's during, we'll do a lunch bunch, we call it. Sometimes it's during lunch. They'll bring lunch to the office.

And I will say, we do [00:17:00] make it fun for the kids. It's not like the kids are gonna feel like they're going to sad therapy or something. That we try to do we do fun icebreakers. Usually the kids love counseling, and I'm like, "You graduated. You learned your skill." And they're like, "I wanna come back."

I'm like, "No." But like I was saying with the data, so we'll do a pre and post self-assessment with kids to see where they're at, and then we look at the data after and determine the next best step. So it's not like I don't want parents to be hesitant to sign their child up for counseling or to talk to the counselor thinking it's gonna be a ongoing thing.

Like I said, short-term solution focused. We'll say, "Okay, we're gonna address this. Here's the objective we're gonna work on over six weeks. We'll play games and do different activities to practice the skill." A lot of discussion cards, a lot of role play, those kind of things. And then at the end, we'll look and we, we can communicate with the parent, "Okay, as a result of the data, it looks like the child's improved a lot.

Let's, the group's over. They'll go back to their regular [00:18:00] class, and we can see how this all plays out, see if we're noticing improvements at home and at school now after." Or maybe we're like, "Oh, it looks like they're continuing to struggle," or, "This is a little more challenging than we thought.

Maybe the group isn't enough. Maybe they need something more individual." Or if they're already an individual and we think they're continuing to struggle, perhaps they need an outside referral. So sometimes we will refer to, outside agencies if that's an option, if we think that's necessary as well.

Scotti Weintraub: I'm glad you brought that up because I have found counselors to be a great wealth of information in terms of, a lot of our listeners have kids who are neurodiverse or have learning disabilities. And so counselors often are the, are one of the few staff sometimes in a in a school building who have broader knowledge about some of these topics that we're dealing with and can be, a source of information in terms of, referrals to services, but also referrals to information.

And, if [00:19:00] your child is has a diagnosis or needs different supports, they often can point you in the right direction.

Rachel Davis: Yeah, I actually had my intern one year, one of their project was to compile a community resource guide just so we could have one place that we could send parents to for different referrals and things.

Scotti Weintraub: I love that because having been a parent who felt very overwhelmed by my own child's needs and didn't know where to turn-

...

Scotti Weintraub: It is so helpful to know that there is someone who you can turn to who not only will understand, but will also be able to help guide you towards the information that you really need.

Rachel Davis: Yeah, absolutely. And one thing I've done, I feel like we don't do them counselors don't do them as often as they would like just because of constraints, but parent workshops. Sometimes there are parent workshops. I know we've offered some in the past when I worked at, in California at the public elementary school, and we would provide [00:20:00] food and childcare so to get people there.

The parents were like, "Heck yeah, free dinner and childcare. I'll come watch your presentation." But it was a great way to collaborate, get to know the families. And then we could really customize them to fit their needs. So if, different schools have, different community needs.

So for example, one might be on cyberbullying or screen time, that kind of thing. One might be on conflict resolution or self-regulation. So you could always reach out and see if they're offering any workshops. Hopefully they are.

Scotti Weintraub: As I said, not all staff in school understand neurodiversity and other challenges that some of our kids might be facing.

And I have found that sometimes having counselors as a peer to a teacher can be really valuable-

...

Scotti Weintraub: In terms of sharing, again, not just to parents, but to teachers who maybe don't have a sense of what is self-regulation. I know teachers are doing more and more work on these things, but I think there's still, room for improvement.

So can you [00:21:00] speak just a little bit about what role you play in also helping school counselors helping their peers learn to understand kids better?

Rachel Davis: Yeah. So similarly to the parent workshops- ... we will often, I was just talking to a counselor about this the other day. She was like, "I wanna do a teacher workshop at one of our monthly," they have their PLC meetings or faculty meetings.

And I was encouraging the counselors "Ask your admin if you can just get one slot, you know, to do a little intro on something," whether it was, like, implementing calm down corners in the classrooms. They were gonna make their own calm down toolboxes as a staff or yeah, just doing a little mini PD on self-regulation or something like that.

I am a big believer in getting the whole school using the same language. I find that really helps. So for example, with self-regulation, if your school's using the zones of regulation. I'm not sure if you're familiar with that, but where- I am ... you get angry, you're in a red zone, but if it's like, we did that at one of my schools, and it's really [00:22:00] powerful 'cause we even had not only, the teachers and counselors and specialists and everyone, but the cafeteria workers, the recess duty people, everybody, bus drivers.

'Cause these, life is happening in all these places, not just in the classroom or in the counselor's office. So we trained everyone on the same language to use. So then it really helped reinforce it, and then if parents were doing that, too, that would be great if everyone... that's ideal, everyone's on the same page.

But yeah, I think there's an effort to, get teachers more on board and with a trauma-informed lens as well. I know that's been big lately is let, helping teachers see that not all behaviors are defiance, right? They're usually- ... communicating a lack of skills.

Scotti Weintraub: Yes, I, and I love that there are so many new resources coming out too for, not just for teachers, but also for parents around all of these issues.

I... unfortunately we have to [00:23:00] wrap up, 'cause I think we could keep going. This is such an interesting topic. Rachel, tell me, or tell the listeners where they can find you and a little bit about the work that you do to help other school counselors.

Rachel Davis: Yeah. So I was telling Scottie before we started recording, I am a former school counselor.

I wor- I'm from Georgia, so I still have kind of a Southern accent. I always say I worked in California, and people are like, "You're not from California." But then I went to grad school and worked as a elementary school counselor in California, and then I moved to Costa Rica, where I still live, and worked as a international school counselor for a K12 private school.

So two very different experiences, but both super valuable. I have three young kids, ages six, four, and one, so now I am at home with them and run an online business which is a membership for school counselors. I have about 800 school counselors that I work with who I provide lessons for essentially, and curriculum as well as professional development training.

So that's a little bit about [00:24:00] what I do, and you can find me, my business is called Bright Futures Counseling. I also have a few resources to support parents. Like I said, I've been doing a parent newsletter with my counselors to help share activities, conversation starters, and things that parents can do at home with their child.

So I know as a parent you guys are super busy already, so I don't want it to feel like, homework. "Oh, gosh, on top of all the other things I'm supposed to be doing, I have to get out these discussion cards." But if it feels right, if it feels fun for your family I have a free resource for you guys I'll send over that you can, some different social, emotional activities you can do with your child at home.

Scotti Weintraub: I know folks will be very interested in that, and I'll make sure that those links are in the show notes folks can find where to sign up for that. I'd like to finish my conversations with guests just asking about a resource, whether that's something that inspired your work, where, something you send parents or other school counselors too that might be useful to our listeners.[00:25:00]

Rachel Davis: Yes. So I have two books I wanted to recommend. The first one is The Anxious Generation by Jonathan Haidt. Have you guys are probably familiar. Yes. I know, I almost didn't recommend it 'cause I'm like, "You probably already know about it." But I said it the other day to one of my mom friends in passing.

"Oh, The Anxious Generation." She was like, "What?" I was like, "Oh, okay, maybe not everyone has read it yet." We actually did a school counselor book club on it a few years ago. But I just really love the work about, yes, it talks about the screen time and the social media and everything, but it's really the main idea of the risky play that I find really interesting.

And as recess time's getting taken away and we're seeing more and more behaviors in kids, I just feel like it's all connected. And I feel like it's so important just to let our kids be kids and have those experiences. And in addition to the risky play, I think it's so important for them to practice their social skills and conflict resolution and friendship in real time.

So this is something that since [00:26:00] becoming a mom I feel like I've noticed more. The, I've gotta go back into school, 'cause I'm like, now that I'm a parent I have- ... so much more perspective. 'Cause I was not a parent when I was a school counselor. But my children, for example, will be fighting about something, and I wanna intervene, and be like, "Okay, it's his turn."

I wanna be like, "Oh, it's his turn. Share with him. Okay, now this." So with my own children, they'll be having a conflict, and I so badly wanna jump in and intervene and, do these conflict resolution strategies.

But sometimes it's better just to let it play out and see them negotiate and struggle and get disappointed and have to learn. And that's where we learn these skills as humans is through experience. So yes, I like to go in a classroom and teach a lesson on empathy. We do that all the time.

I'll do a small group on empathy or go do a class lesson on empathy. But there's only so much I can do, teaching them, and we'll do role play and stuff. But it's even better if they can just, have that true experience of empathy. So obviously, it's a [00:27:00] combination, and I think as a school counselor, we introduce these concepts and support them.

Risky play and all that. Less screen time, more in-person time. And then my second one is a little different, but I personally really found it interesting. It's called Hunt, Gather, and Parent.

Scotti Weintraub: Have you heard

Rachel Davis: of this one? Okay. That's a new one for

Scotti Weintraub: me, so I'm eager to

Rachel Davis: hear about

Scotti Weintraub: it.

Okay.

Rachel Davis: Yeah. It's on what ancient cultures can teach us. So this woman had a child and then, it was just, it was mainly like toddler behavior struggle, typical things. But she was like a journalist and went to all of these different indigenous cultures around the world and just saw how they were parenting.

And she makes some like practical takeaways on things that similarities they had even from Scandinavia to Mexico, like places that were completely different. There were some overall themes of parenting in these cultures that were really interesting. Yeah, so I totally recommend that one as well-

Scotti Weintraub: Okay

Rachel Davis: for a parent. I'll

Scotti Weintraub: put those links in the show notes too, 'cause [00:28:00] I know folks listening might want to check those out. I will just mention, too, when you talked about that sort of risky play- ... that I did an episode a little while ago all about summer camp, 'cause I feel like summer camp is such a valuable experience.

And I'm gonna link to that one, too, because we did talk about that sort of supported way that camps allow kids to take risks.

Rachel Davis: Yes. Yes, I know. I could just go on and on about that. I know, right?

Scotti Weintraub: I know we could. Yeah, love it. We

Rachel Davis: could. I was just thinking of how like kids get so limited time after school and then, like to play, and a lot of times the play is in a team sport, an adult-led- team sport, which is fun. They love it. My kid loves soccer, all the things, but it's just finding that balance of letting them have the free play to- ...

Scotti Weintraub: yeah. To explore and take safe risks. Exactly. Yeah. Okay. Well- ... Rachel, it has been such a fun conversation, and I know valuable to parents to understand a little bit [00:29:00] better about how their own school counselors can help support them and their kids.

So thank you so much for joining.

Rachel Davis: Yes, I know. I was just thinking, I was like how like meta and how cool this would be if one of my cam- the newsletters I send to my counselors if they like sent it to your parents. That would be so cool.

Scotti Weintraub: Oh, that would be amazing. Let's hope that full circle moment happens.

I

Rachel Davis: know. I

Scotti Weintraub: know. Thanks so much for being here.

Rachel Davis: Thanks for having me

Scotti Weintraub: Thanks for tuning in to Unlocking School Success. If you're finding these episodes helpful, please hit follow, leave a review, or send it to another parent who's also navigating the school maze because no one should have to figure this out alone. You'll find full show notes@reframeparenting.com slash podcast and you can come say hi on Instagram at Reframe Parenting.

Thanks again for listening. See you next time.

---