
Mental & Physical Wellness

Resources
Resiliency

Family Dinner Project: Ideas and ways for families to connect over family dinners.

Building Resilience in Children: 20 Practical, Powerful Strategies

Make Social and Emotional Learning Stick: Social emotional learning strategies for families
Healthy Eating
Breakfast for Learning
Research Brief: Breakfast for Learning by the Food Research & Action Center
Skipping Breakfast and Experiencing Hunger Impair Children’s Ability to Learn
- Behavioral, emotional, mental health, and academic problems are more prevalent among children and adolescents strugglingwith hunger.
- Children and adolescents experiencing hunger have lower math scores and poorer grades.
- Children experiencing hunger are more likely to be hyperactive, absent, and tardy, in addition to having behavioral and attention problems more often than other children.
- Teens experiencing hunger are more likely to have been suspended from school and have difficulty getting along with other children.
- Children with hunger are more likely to have repeated a grade, received special education services, or received mental health counseling, than low-income children who do not experience hunger.
- Students who are undernourished have poorer cognitive functioning when they miss breakfast.
- Students who skip breakfast are less able to differentiate among visual images, show increased errors, and have slower memory recall.
Eating Breakfast, Including at School, Helps Improve Student Academic Performance and Behavior
- Children who eat breakfast at school — closer to class and test-taking time — perform better on standardized tests than those who skip breakfast or eat breakfast at home.
- Students who eat breakfast the morning of a standardized test have significantly higher scores in spelling, reading, and math, compared to those who do not eat breakfast.
- Student academic achievement increases, especially for math, when schools offer the School Breakfast Program.
- Students who participate in school breakfast show improved attendance, behavior, and academic performance as well as decreased tardiness.
- Providing breakfast to students at school improves their concentration, alertness, comprehension, memory, and learning.
- Children who eat breakfast show improved cognitive function, attention, and memory.
- Consuming breakfast improves children’s performance on mathematical tasks, vocabulary tests, demanding mental tasks, and reaction to frustration.
Breakfast in the Classroom Programs and Programs Offering Breakfast at no Cost to all Children in the Cafeteria Yield Other Positive Results
- Children who increase their school breakfast participation as a result of a school breakfast program offered at no cost to all students show greater improvements in math scores, attendance, punctuality, depression, anxiety, and hyperactivity than children whose participation remains unchanged or decreases.
Breakfast Ideas
Starting Your Day Out Right….Eat Breakfast
Breakfast literally stands for breaking the fast from not eating overnight. There was a time when breakfast was eaten for energy to work and to think. Today eating breakfast often gets put on the back burner compared to other activities.
Parents and kids, did you know that eating a healthy breakfast…?
- Gets your body refueled and off to a great start?
- Gives you energy to think, play and be active?
- Works to help you have better concentration, problem-solving and eye-hand coordination?
- Helps to avoid high calorie snacks during the day?
- Helps your body get more vitamins and minerals and less fat and cholesterol?
- Helps your body weight stay in a healthy range?
The key to eating breakfast is to plan ahead and allow for some time in the morning. Talk about breakfast choices the night before so some of this can be ready in the morning. Kids may need time to wake up before they are ready to eat so allow a few minutes for that. Planning to take food with you or to eat at home will soon become routine and save you time.
There is nothing magical about “normal” breakfast foods. Try eating a variety of foods and food combinations to improve the nutritional content. Avoid having only one food group at breakfast and instead, incorporate protein, fat, and carbohydrates in your breakfast along with fiber, to help sustain your energy levels & help you feel full longer. Instead try:
- Cereal with milk and fruit
- Peanut butter on whole wheat toast.
- Bagel with cheese
- Reheated rice, hard-cooked eggs
- Oatmeal with applesauce
- Pita bread and yogurt
- Toasted waffle topped with sliced fruit
- Chicken noodle soup and fruit
- Leftover pizza
- Vegetables, salsa and low-fat shredded cheeses wrapped in a tortilla
- A smoothie blended with fruit, low fat yogurt and wheat germ or flax seed
- A microwaved potato topped with broccoli and grated parmesan cheese
The sky is the limit, think of all the new breakfast favorites your family will discover! Enjoy!
Smart Snacks
USDA’s Smart Snacks in school standards are practical, science-based nutrition standards for all foods and beverages sold or served to students during the school day. The following list of foods meet the standards for all grade levels as of June 1 st , 2019. This list is up to date to the best of our knowledge; however, product formulation changes frequently without notice. This list is not all inclusive. If you have additional questions, please contact Kim Franta at (952) 556-6151.
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Manufacturer |
Name/Description |
Serving Size |
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All Brands
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Individual fruit cups in water or natural juices
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½ cup
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All Brands
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Dried fruit with no added sugar
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¼ cup
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All Brands
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Fresh fruit and vegetables – individual or bulk
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½ cup
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Brothers
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Fruit chips 100% fruit freeze dried
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1 bag (30 g)
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Buddy Fruits
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100% Fruit snack squeeze pouch – all flavors
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1 pouch (90g)
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Buddy Fruits
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Pure fruit jiggle gel
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1 pouch (3.2 oz)
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Chiquita
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Fruit chips 100% fruit freeze dried – all flavors
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1 pouch (30 g)
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Crunch Pak
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Dipper fruit packs – all flavors
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1 container (2.75 oz)
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Del Monte
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Fruit cups no sugar added – all flavors
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1 cup
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Del Monte
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Fruit naturals no sugar added
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1 container (1 cup)
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Del Monte
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Fruit burst pouch – all flavors
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1 pouch (90 g)
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Disney
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Fruit crisps freeze dried fruit slices – all flavors
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1 bag (7 g)
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Dole
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Fruit cups in 100% juice – all flavors
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1 container (113 g)
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Dole
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Fruits squish’ems
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1 pouch
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Earthbound Farms
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Organic raisins
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1 box (43 g)
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Happy Squeeze
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Fruit and veggie twist pouch – all flavors
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1 pouch (99 g)
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Kirkland
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Real slice fruit – freeze dried individual bags
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1 bag
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Materne
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Go go sqeeze – all flavors
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1 pouch (90 g)
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Motts
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Applesause snacks & go – all flavors
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1 pouch (90 g)
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O Organics
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Raisins
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1 box (1 oz)
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Peter Rabbit Organics
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100% Pure fruit snack pouch – all flavors
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1 pouch (4 oz)
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Peter Rabbit Organics
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100% Veg & fruit puree pouch
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1 pouch (4.4 oz)
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Plum Kids
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Organic mashups – all flavors
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1 pouch (90 g)
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Plum Kids
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Organic slam dunk – fruit and veggie dip
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1 pack (52 g)
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Sunmaid
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Raisins
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1 box (42.5 g)
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Jolly Time
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Healthy Pop Butter 94% Fat Free 100 cal pack
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1 package
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Quaker
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Popped Rice Snacks – Apple and chocolate
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1 oz
|
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Nabisco
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100 cal packs – mini teddy grahams
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1 package
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Nabisco
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100 cal packs – sweet and salty
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1 package
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Nabisco
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100 cal packs – wheat thins
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1 package
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Nabisco
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Teddy grahams 150 cal pouches
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1 pouch
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Nabisco
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Honey maid grahamfuls – all flavors
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1 pack (25 g)
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Nabisco
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Honey maid minion honey grahams
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1 bag (28 g)
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Chobani
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Non-fat yogurt – all flavors
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6 oz (170 g)
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Chobani
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Low-fat yogurt – all flavors
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6 oz (170 g)
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Chobani
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Champions tube – all flavors
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1 tube
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Cool Squeeze
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Squeezable yogurt
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1 tube (2.25 oz)
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Dannon
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Danimals – yogurt smoothies
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1 bottle (3.1 fl oz)
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Dannon
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Oikos – fruit on the bottom non-fat
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5.3 oz
|
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Dannon
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Light & fit
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6 oz
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Jamba Juice
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All fruit and fruit and veggie smoothies
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8 oz
|
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Sargento
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String cheese
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1 stick
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Sargento
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Light string cheese
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1 stick
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Sargento
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Reduced fat – Colby, cheddar, sharp cheddar
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1 stick
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Stoneyfield
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Yokids squeezers organic low fat yogurt
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1 tube (56 g)
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Stoneyfield
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Yokids low fat yogurt – all flavors
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1 container (4 oz)
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Yoplait
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Original yogurt – all flavors
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6 oz
|
|
Yoplait
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Reduce fat yogurt – all flavors
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8 fl oz or less
|
|
Yoplait
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Gogurt low fat yogurt – all flavors
|
1 tube (64 g)
|
|
Yoplait
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Gogurt protein low fat yogurt – all flavors
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1 tube (64 g)
|
|
CLIF
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Kid Zbar
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1 bar (36 g)
|
|
Kashi
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Chewy granola bar
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1 bar (35 g)
|
|
Dryers
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Outshine fruit bars
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1 bar
|
|
Skinny Cow
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Ice cream sandwiches – all flavors
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1 sandwich
|
|
Skinny Cow
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Cones – all flavors
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1 cone
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Skinny Cow
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Bars – all flavors
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1 bar
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TCBY
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Frozen yogurt on the go – all flavors
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1 pouch
|
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Jonny Pops
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Strawberry Banana Bar
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1 bar
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Activity & Exercise
Sleep
Sleep Duration Recommendations
There is no precise number of minutes or hours of sleep at night that guarantees you will wake up feeling totally refreshed. But based on your age and lifestyle, what’s recommended for you likely falls within a certain range. To help yourself stay alert during the day, try sticking with these guidelines.
Newborns: From 0-3 months, babies need between 14 and 17 hours of sleep. This includes daytime naps, since newborns rarely sleep through the night. Older infants (4-11 months) need about 12 to 15 hours of sleep each day.
Toddlers: Between the first and second year of life, toddlers need between 11 and 14 hours of sleep each night.
Children: Preschoolers (3-5 years) should get 10 to 13 hours, while school-age kids (6-13 years) should strive for nine to 11 hours each night.
Teenagers: As kids get older, their need for sleep decreases slightly. Teens (14-17 years) require about eight to 10 hours of nightly sleep.
Adults: Between the ages of 18 and 64, adults should aim for seven to nine hours of nightly sleep. If you’re older than 65, you may need a little less: seven to eight hours is recommended.
Better Sleep Checklist
Daily Habits to Help You Sleep
- Establish a routine sleep schedule. Go to bed at the same time each night and wake up at the same time each day, including on weekends.
- Manage your stress level. Try to reduce the stressors in your life. Making a list of all the things on your mind earlier in the evening may help to reduce nighttime anxiety.
- Restrict your time in bed. Limit the time you spend in bed trying to fall asleep and stay asleep throughout the night. The harder you try to get to sleep, the more difficult it may become.
- Only use your bed for sleeping or sex. Don’t read, watch television, eat, do work assignments, or use computers or smart phones while in bed. Train your brain to associate your bed only with sleep.
- Avoid or limit naps. If you need to nap, do so before 3:00 pm and limit the nap to 30 minutes or less. A short nap can refresh you during the day, but when you sleep longer than 30 minutes your body starts to go into a deeper sleep cycle, and you may wake up groggy.
- Avoid or limit caffeine, alcohol and nicotine intake. Caffeine and nicotine are stimulants that worsen insomnia. Avoid caffeine after 2:00 pm, as half the caffeine will still be in your body six hours later. Avoid nicotine at least two hours before bed, and avoid alcohol two to four hours before bed. While alcohol may initially make you drowsy, it usually causes you to wake up in the middle of the night.
- Get regular exercise. Aim for 20 to 30 minutes of exercise daily, but avoid exercising within three to four hours before bedtime. Exercise in the morning, outdoors if possible, as sunlight helps set your circadian clock, and exercise increases your energy for the day.
Prepare Your Bedroom
- Make it comfortable. Keep your bedroom dark and at a comfortable temperature. A cooler bedroom promotes better sleep.
- Keep it quiet. Block out disturbing sounds by using earplugs, a white noise machine or a fan.
- Use essential oils. If you find that fragrances such as lavender help you relax, use a whole-room diffuser and essential oils to surround yourself in calming scents.
Getting Ready for Bed
- Avoid large meals and drinks close to bedtime. Eating and drinking too much and eating too late can disrupt sleep. If you are hungry, choose a light snack.
- Incorporate a “buffer zone." Build in a transition time of about 30 to 60 minutes between your day activities and bedtime to help you prepare for sleep. Relaxing bedtime routines may include reading a book, listening to soft music, or practicing meditation or prayer. Avoid screen time, including computers, television, smartphones and tablets, one hour before bedtime. Brightly lit screens suppress your normal nighttime release of melatonin, the sleep hormone.
- Set aside a “worry time." Many people have racing thoughts or worries at night. Don’t try to suppress them. Instead, write them down in a journal before bedtime, and think about how you’ll deal with them the next day.
Tips for Better Sleep
10 Tips for a Better Night’s Sleep
- Go to sleep and wake up at the same time every day, including weekends. It’s important for your body to have a regular sleeping schedule.
- Set a relaxing bedtime routine, such as listening to calming music, reading a book or taking a warm bath.
- Make sure your bedroom is cool. Your body temperature naturally decreases to initiate sleep. A bedroom temperature between 60 and 67 degrees Fahrenheit helps promote sleep.
- Make sure your bedroom is quiet. Turn off noisy distractions such as a TV. Silence unwanted noise with earplugs or use “white noise,” such as from a fan, sound machine or an app.
- Make sure your bedroom is dark. Use blackout shade to block out unwanted light and dim the lights on your digital clock.
- Sleep on a mattress and pillows that are comfortable and supportive.
- Finish eating meals 2-3 hours before bedtime.
- Exercise regularly. A low-impact fitness program, like walking, swimming or yoga, is helpful for managing pain and stiffness and improving sleep.
- Try to limit how many caffeinated products you consume in the afternoon.
- Alcohol and nicotine in your body can disrupt sleep and can cause nighttime waking. For optimal sleep, skip them close to bedtime or altogether.
Mindfulness
Calm App: Free app focused on mindfulness and meditation.

Change to Chill: Help for stress and mental health.
Supports at Home
Does My Child Need Help?
Does My Child Need Help?
We all worry about our kids. Sometimes our worries are about whether they are developing in a healthy way. (Should he be talking by now?) Or about whether they are happy—we don’t like to see them sad or suffering. And sometimes we worry because a child’s behavior is causing problems for him—or for the whole family.
One of the challenges of parenting is knowing when a worry should prompt action. How do you know when to get help for a child who is struggling? Keep in mind that there is a lot of variation in how kids develop, and a broad range of behavior that’s typical and healthy (if sometimes troublesome) as children grow up. So you don’t want to overreact. But when the behaviors you worry about are seriously interfering with your child’s ability to do things that are age-appropriate, or your family’s ability to be comfortable and nurturing, it’s important to get help.
Here are some things mental health practitioners recommend you consider in deciding whether a child needs professional help.
- What are the behaviors that are worrying you? To evaluate your situation clearly, it’s important to observe and record specifically the things you are concerned about. Try to avoid generalizations like “He’s acting up all the time!” or “She’s uncooperative.” Think about specific behaviors, like “His teacher complains that he can’t wait for his turn to speak,” or “He gets upset when asked to stop one activity and start another,” or “She cries and is inconsolable when her mother leaves the room.”
- How often does it happen? If your child seems sad or despondent, is that occurring once a week, or most of the time? If he is having tantrums, when do they occur? How long do they last? Since many problematic behaviors—fears, impulsiveness, irritability, defiance, angst—are behaviors that all children occasionally exhibit, duration and intensity are often key to identifying a disorder.
- Are these behaviors outside the typical range for his age? Since children and teenagers exhibit a wide range of behaviors, it can be challenging to separate normal acting up, or normal anxiety, from a serious problem. It’s often useful to share your observations with a professional who sees a lot of children—a teacher, school psychologist, or pediatrician, for instance—to get a perspective on whether your child’s behaviors fall outside of the typical range for his age group. Is he more fearful, more disobedient, more prone to tantrums, than many other children? (See our Parents Guide to Developmental Milestones for children five and under.)
- How long has it been going on? Problematic behavior that’s been happening for a few days or even a few weeks is often a response to a stressful event, and something that will disappear over time. Part of diagnosing a child is eliminating things that are short-term responses, and probably don’t require intervention.
- How much are they interfering with his life? Perhaps the biggest determinant of whether your child needs help is whether his symptoms and behaviors are getting in the way of his doing age-appropriate things. Is it disrupting the family and causing conflict at home? Is it causing him difficulty at school, or difficulty getting along with friends? If a child is unable to do things he wants to do, or take pleasure in many things his peers enjoy, or get along with teachers, family members and friends, he may need help.
Source: https://childmind.org/guide/parents-guide-getting-good-care-2/does-my-child-need-help/
Helping Children Manage Anxiety
What to Do (and Not Do) When Children Are Anxious: How to respect feelings without empowering fears
Clark Goldstein, PhD
When children are chronically anxious, even the most well-meaning parents can fall into a negative cycle and, not wanting a child to suffer, actually exacerbate the youngster’s anxiety. It happens when parents, anticipating a child’s fears, try to protect her from them. Here are pointers for helping children escape the cycle of anxiety.
1. The goal isn’t to eliminate anxiety, but to help a child manage it.
None of us wants to see a child unhappy, but the best way to help kids overcome anxiety isn’t to try to remove stressors that trigger it. It’s to help them learn to tolerate their anxiety and function as well as they can, even when they’re anxious. And as a byproduct of that, the anxiety will decrease or fall away over time.
2. Don’t avoid things just because they make a child anxious.
Helping children avoid the things they are afraid of will make them feel better in the short term, but it reinforces the anxiety over the long run. If a child in an uncomfortable situation gets upset, starts to cry—not to be manipulative, but just because that’s how she feels—and her parents whisk her out of there, or remove the thing she’s afraid of, she’s learned that coping mechanism, and that cycle has the potential to repeat itself.
3. Express positive—but realistic—expectations.
You can’t promise a child that his fears are unrealistic—that he won’t fail a test, that he’ll have fun ice skating, or that another child won’t laugh at him during show & tell. But you can express confidence that he’s going to be okay, he will be able to manage it, and that, as he faces his fears, the anxiety level will drop over time. This gives him confidence that your expectations are realistic, and that you’re not going to ask him to do something he can’t handle.
4. Respect her feelings, but don’t empower them.
It’s important to understand that validation doesn’t always mean agreement. So if a child is terrified about going to the doctor because she’s due for a shot, you don’t want to belittle her fears, but you also don’t want to amplify them.You want to listen and be empathetic, help her understand what she’s anxious about, and encourage her to feel that she can face her fears. The message you want to send is, “I know you’re scared, and that’s okay, and I’m here, and I’m going to help you get through this.”
5. Don’t ask leading questions.
Encourage your child to talk about his feelings, but try not to ask leading questions— “Are you anxious about the big test? Are you worried about the science fair?” To avoid feeding the cycle of anxiety, just ask open-ended questions: “How are you feeling about the science fair?”
6. Don’t reinforce the child’s fears.
What you don’t want to do is be saying, with your tone of voice or body language: “Maybe this is something that you should be afraid of.” Let’s say a child has had a negative experience with a dog. Next time she’s around a dog, you might be anxious about how she will respond, and you might unintentionally send a message that she should, indeed, be worried.
7. Encourage the child to tolerate her anxiety.
Let your child know that you appreciate the work it takes to tolerate anxiety in order to do what he wants or needs to do. It’s really encouraging him to engage in life and to let the anxiety take its natural curve. We call it the “habituation curve”—it will drop over time as he continues to have contact with the stressor. It might not drop to zero, it might not drop as quickly as you would like, but that’s how we get over our fears.
8. Try to keep the anticipatory period short.
When we’re afraid of something, the hardest time is really before we do it. So another rule of thumb for parents is to really try to eliminate or reduce the anticipatory period. If a child is nervous about going to a doctor’s appointment, you don’t want to launch into a discussion about it two hours before you go; that’s likely to get your child more keyed up. So just try to shorten that period to a minimum.
9. Think things through with the child.
Sometimes it helps to talk through what would happen if a child’s fear came true—how would she handle it? A child who’s anxious about separating from her parents might worry about what would happen if they didn’t come to pick her up. So we talk about that. If your mom doesn’t come at the end of soccer practice, what would you do? “Well I would tell the coach my mom’s not here.” And what do you think the coach would do? “Well he would call my mom. Or he would wait with me.” A child who’s afraid that a stranger might be sent to pick her up can have a code word from her parents that anyone they sent would know. For some kids, having a plan can reduce the uncertainty in a healthy, effective way.
10. Try to model healthy ways of handling anxiety.
There are multiple ways you can help kids handle anxiety by letting them see how you cope with anxiety yourself. Kids are perceptive, and they’re going to take it in if you keep complaining on the phone to a friend that you can’t handle the stress or the anxiety. I’m not saying to pretend that you don’t have stress and anxiety, but let kids hear or see you managing it calmly, tolerating it, feeling good about getting through it.
Source: https://childmind.org/article/what-to-do-and-not-do-when-children-are-anxious/
Child Mind Institute Resources by Topic
School Contacts
- Early Childhood & Elementary School H.E.L.P. Contacts
- Middle School H.E.L.P. Contacts
- High School H.E.L.P. Contacts
- Carver County H.E.L.P. Contacts
Early Childhood & Elementary School H.E.L.P. Contacts
Bluff Creek Elementary
Corinne Dahl
Social Worker
Social Worker
952-556-6639
Carver Elementary
952-556-1913
Chanhassen Elementary
Ashley Maxwell
Social Worker 952-556-8874
Clover Ridge Elementary
Jolene Stanke-Krause, Social Worker
952-556-6912
Jonathan Elementary
Stacy Busch
School Counselor 952-556-6512
La Academia/Kinder Academy
Kristi Kruse
Social Worker
952-556-6340
Victoria Elementary
Jessica Mallow
Social Worker 952-556-3013
Family Learning Center
Erika Bauer
Social Worker 952-556-6266
Achievement and Inclusion Specialists
Basid Abdiqani
Madina Abshir
Maria Johnson
Lucia Mascareno
Emily Stewart
952-556-6190
Middle School H.E.L.P. Contacts
Chaska Middle School East
Theresa Polhill
Social Worker 952-556-7633
Bridget Borner
School Counselor All 7th grade students 952-556-7633
Katie Sheehan
School Counselor All 6th and 8th grade students
952-556-7632
Achievement and Inclusion Specialists
Basid Abdiqani
Madina Abshir
Maria Johnson
Lucia Mascareno
Emily Stewart
952-556-6190
Chaska Middle School West
Madalyn Larsen
Social Worker 952-556-7438
Scott Buschena
School Counselor Works with all 7th grade students and the 6th grade Comets 952-556-7432
Shannon Hanlon
School Counselor Works with all 8th grade students and the 6th grade Meteor 952-556-7433
Pioneer Ridge Middle School
Xee Xiong, Social Worker
952-556-7977
Mekenna Miller
School Counselor Works with 7th Grade Students and 6th Grade Students last names A-K 952-556-7841
Ryan Newell
School Counselor Works with 8th Grade Students and 6th Grade Students last names L-Z 952-556-7832
High School H.E.L.P. Contacts
Chanhassen High School
Carolyn Alzahrani, School Counselor
(A-Co)
952-556-8881
Haley Fogarty, School Counselor
(Cp-He)
952-556-8886
Chris Yohe, School Counselor
(Hf-Mh)
952-556-8882
Lori Ask, School Counselor
(Mi-Sa)
952-556-8951
Chad Mattson, School Counselor
(Sb-Z)
952-556-8952
Integrated Arts Academy
952-556-6207
Achievement and Inclusion Specialists
Basid Abdiqani
Madina Abshir
Maria Johnson
Lucia Mascareno
Emily Stewart
952-556-6190
Chaska High School
Ryan Smith, School Counselor
All 9th Graders
952-556-7142
Blake Zomermaand, School Counselor
10th-12th Graders (A-D)
952-556-7123
Tara Halvorson, School Counselor
10th-12th Graders (E-K)
952-556-7141
Jamie Menne, School Counselor
10th-12th Graders (L-Q)
952-556-7122
Krista McCoy, School Counselor
10th-12th Graders (R-Z)
952-556-7121
Steps Toward Adult Responsibility
Sara Kershner-Cramer, Social Worker 952-556-6537
Chemical Health Coordinator Courtney Miller, LADC
952-556-6180
Lead Counselor (TOSA)
Leah Shanks, School Counselor
952-556-7837
Carver County H.E.L.P. Contacts
Therapy
Carver County and Relate Counseling offer therapy at school. These are outside providers that bill insurance (if possible) but use school space to provide mental health support to students/families that have barriers to accessing services outside of school. The providers will continue to service students via telehealth means during the pandemic. If you feel like your child could use this support please contact your school counselor/social worker.
Crisis Contacts
If you, or someone you care about, are feeling overwhelmed with emotions like sadness, depression or anxiety, or feel like you want to harm yourself or others, call:
• 911
• Carver County Mental Health Crisis Team: (952) 442-7601
• SAMHSA’s Disaster Distress Helpline: 1-800-985-5990 or text TalkWithUs to 66746.
|
Police |
911 |
|
Carver County Crisis - Mobile Response |
952-442-7601 |
|
Scott County |
952-818-3702 |
|
Crisis Texting Line - Available nation & state wide |
741741 |
|
Wright County Crisis (Central MN Mental Health Center) |
320-253-5555 |
|
Anoka County Crisis |
763-755-3801 |
|
Dakota County Crisis |
952-891-7171 |
|
Ramsey County Adult Crisis |
651-266-7900 |
|
Ramsey County Children’s Crisis |
651-266-7878 |
|
Hennepin County Crisis, Adults (COPE) |
612-596-1223 |
|
Hennepin County Crisis, Children (17 & under) |
612-348-2233 |
|
NAMI Crisis line texting |
Text the word “Life” to 61222 |
|
National Suicide Prevention Line |
1-800-273-TALK (8255) Spanish 1-888-628-9454 |
|
The Trevor Project - 24 hr helpline for LGBTQ youth |
1-866-488-7386 (Phone)Text START to 678678 |
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Women’s Advocates |
651-227-8284 |
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The Bridge for Youth Crisis Line - Can call for any need regarding youth |
Phone 612-377-8800Text 612-400-SAFE (7233) |
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United Way - Social service, community resources connection |
Landline 211 Cell 651-291-0211 |
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Cornerstone support for domestic violence, sexual violence, or human trafficking |
1-866-223-1111 612-399-9995 (Text) |
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The Link - Crisis line and intervention for sexually exploited youth http://thelinkmn.org/safe-harbor/ |
24/7 Phone Line: 612-232-5428 West Metro Navigator: 612-226-1604 |
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COVID-19 Health Question Hotline |
651-201-3920 or 1-800-657-3903 7 a.m. to 7 p.m. |
| Drug Rehab Centers in Minnesota https://www.rehab.com/minnesota |
800-860-7841 |





