Adoption and school

When BE was in kindergarten, her teacher was not very responsive to our questions and e-mails (and we truly were not being overly demanding or asking for anything unrealistic). Then at the end of the school year, we got her report card, which contained very bad marks for behavior. It was the first we had heard about this problem. Naturally, we were upset, and really wanted first grade to be better (especially because BE is not always honest with us about what is going on).

We consulted our therapist, RB, about how much information we should give to BE’s teacher about her background and when we should do it. RB felt that it would be better for the teacher to know as much as possible, so a few weeks ago, I sent an e-mail to BE’s teacher giving a very general description of BE’s history and the behaviors that she exhibits at home.

I was surprised to get a response from the teacher the very next day. Here is some of what she wrote:

“Thank you for informing me of BE’s background.  It is always better to know more than not enough. BE has adjusted well to first grade … If BE starts to fall behind, I will let you know.  But everything appears to be fine and stable … She seems happy to be in school.”

I was happy to get a reply so quickly and that it was fairly positive. I hope that we’ll be able to continue this communication throughout the year.

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2 thoughts on “Adoption and school

  1. K says:

    Ugh, that is so frustrating about the kindergarten teacher. That would make me really angry. I am glad things are going better in first grade. I struggle with how much to share as well with teachers. I worry about the boys being labeled or things being assumed about them because of their history. We had instances in the past with other foster children we cared for where I felt people were really quick to “label” them with certain issues because they were foster children.

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