Our children are under a great deal of stress, especially those who have trauma and who have been affected by COVID-19. This stress negatively impacts their confidence and ability to learn. Research shows that students who have four or more adverse childhood experiences (also called ACEs) are thirty-two times more likely to have learning challenges. Playful, kinesthetic teaching strategies, rhythm, chanting, and movement all can help children reduce the impact of ACEs, and actively moving for just 6 minutes increases immune cell function by 60 percent! 

Studies also predict that due to school closings directly caused by COVID-19 – which itself is a global adverse experience – students across the country have returned this semester at least one full grade level behind where they should be.  A positive attitude, self-confidence, and a solid understanding of the subject matter results in lasting academic achievement, but these feelings are threatened by COVID-19 and the transition to virtual classrooms

For many students, the frustration of wanting to learn, but feeling unsuccessful or in danger leads to restlessness and an inability to focus, even with visual and auditory cues from PowerPoint presentations and video streaming. Movement enhances learning for all students, especially for youth whose primary or secondary learning style is kinesthetic.