From Recess to Playdates: Helping Children with GI Difficulties Thrive Socially

by Resilience Across Borders Blog Post

A guide for parents, caregivers, and school professionals

Written by Dr. Antonia Repollet, Clinical Psychologist & Certified School Psychologist 

GI Psychology

Tummy troubles in children are more common than many realize, especially when it comes to gastrointestinal conditions that aren’t linked to a clear medical cause. Disorders of Gut-Brain Interaction (DGBIs)—such as irritable bowel syndrome (IBS), functional abdominal pain, and functional dyspepsia—are among the most frequent causes of chronic abdominal symptoms in kids (Nurko, n.d.). Other GI conditions like food intolerances, allergies, and inflammatory bowel diseases (IBD) add further complexity to a child’s daily life (Crohn’s & Colitis Foundation, n.d.).

However, these challenges extend beyond physical health. Many children with GI difficulties struggle with anxiety, isolation, and disruptions to school and social activities (Donovan et al., 2019; Harvard Health Publishing, 2023). Because of the gut-brain connection, stress can worsen GI symptoms, creating a frustrating cycle (Harvard Health Publishing, 2023).

For children and their caregivers, navigating unpredictable symptoms in public and peer settings can feel overwhelming, but with the right supports, kids can thrive.

The Social Toll of GI Conditions

Children with GI difficulties may face unique hardships that make social interactions more complicated. The fear of urgently needing a bathroom or experiencing an embarrassing accident can lead to avoidance of activities like recess, playdates, and even classroom participation (Nightingale & Talley, 2013).Food-related restrictions and sensitivities add another layer of stress, especially during lunchtime or social events (Del Principe, 2024).

The emotional toll can be heavy. Kids may feel “different,” struggle with self-esteem, or worry about being seen as dramatic or unreliable by peers. Anxiety about attending school or social events is common (Al-Beltagi et al., 2025; Food Allergy Research & Education [FARE], 2025). For some, this can evolve into chronic absenteeism or school refusal (UVA Health Newsroom, 2025).

Thriving at School: Recess, Lunch, & Beyond

School can be a challenging environment for children with GI issues, but it can also be a source of structure and support. Collaborating with school nurses, teachers, psychologists, and counselors helps ensure that children are not only safe but also feel seen and understood.

Many schools offer informal support structures such as school-based intervention teams, which create plans tailored to a student’s unique health and learning needs. Empowering kids with simple ways to request help, such as a hand signal or special bathroom pass, can give them agency and reduce anxiety.

Lunch and recess require planning, especially when energy levels fluctuate or food sensitivities are involved. Talking with teachers in advance about alternate snack options or seating arrangements can help the child feel more at ease (Center for Pediatric Gastroenterology and Nutrition, n.d.).

Social Events Outside of School: Parties, Sleepovers, Playdates

Unstructured social time—like birthday parties or sleepovers—can be especially tricky. Parents may worry about “hovering” or being overprotective, while kids may feel left out or overwhelmed. Balancing independence and support is key.

Planning ahead makes a difference. Caregivers can pack safe foods, coordinate bathroom access, and talk with hosts to ensure accommodations are in place (Crohn’s & Colitis Foundation, n.d.; Del Principe, 2024). Role-playing with children about what to do and say if they feel unwell or uncomfortable gives them tools to manage situations calmly.

Sometimes, it’s okay to set boundaries, like attending only part of an event. The overall goal is to encourage participation without unnecessary pressures.

Building Confidence

True confidence isn’t about avoiding challenges—it’s built through having the tools to navigate them. Teaching kids how to clearly express their needs, respond to questions from peers, and advocate for themselves lays the foundation for long-term resilience (Hommel et al., 2010).

Help children understand that they don’t need to feel perfect to enjoy meaningful time with others. Gently guide them to notice their strengths—like creativity, kindness, or a great sense of humor—and encourage social connections that feel safe, enjoyable, and authentic to who they are.

When to Seek More Support

It’s essential to stay attuned to signs that a child may benefit from additional support. If they start refusing school, avoiding social activities, or showing increased anxiety about sports or classroom presentations, a more formal plan may be needed (McDougall et al., 2019; UVA Health, 2025).

As noted earlier, many schools have support systems in place, like Student Support Teams (SST), that work to identify students’ needs and connect them with tailored interventions. These teams develop plans that help address a wide range of concerns, including learning difficulties, poor attendance, behavioral or social-emotional challenges, and health issues (Charles County Public Schools, n.d.). Because school support teams are part of a school’s general education support system, the interventions they recommend are usually informal, flexible, and meant to be short-term responses to help students get back on track.

A 504 Plan is a more formal document that outlines the specific supports and accommodations a school will provide to help a student with a documented disability or condition (e.g., IBS) access learning and participate in the general education setting (Rawe, 2024). These accommodations may include extra bathroom breaks, food and beverage flexibility, or access to a private space to rest when needed.

Outside of school, working with a gut-brain specialist in psychotherapy can help children better understand and manage their symptoms. These clinicians bridge the connection between physical and emotional health, using tools like clinical hypnosis and condition-specific cognitive behavioral therapy (CBT) to ease discomfort and build confidence (Brady et al., 2020; Stein et al., 2025).

How GI Therapists Can Help

Having a GI condition doesn’t have to mean missing out. With preparation, partnership, and encouragement, children can participate fully in social and academic life.

A GI condition doesn’t have to hold a child back. With thoughtful preparation, strong partnerships, and consistent encouragement, children can stay engaged and thrive both socially and academically.

Gut-brain therapists partner with families to interrupt the cycle between stress and physical symptoms, helping children feel more in control and supported. work with families to break the cycle of stress and symptoms. By understanding the child’s experiences and creating personalized strategies, they help families shift from survival mode to empowered living (Bourdeau, 2013; Stein et al., 2025).

Recognize small victories, celebrate each step forward, and keep advocating. Your support has the power to create meaningful change.

References

Al-Beltagi, M., Saeed, N. K., Bediwy, A. S., & Elbeltagi, R. (2025). Breaking the cycle: Psychological and social dimensions of pediatric functional gastrointestinal disorders. World Journal of Clinical Pediatrics, 14(2). https://doi.org/10.5409/wjcp.v14.i2.103323

Brady, P. W., Giambra, B. K., Sherman, S. N., Clohessy, C., Loechtenfeldt, A. M., Walsh, K. E., Shah, S. S., & Lannon, C. (2020). The Parent Role in Advocating for a Deteriorating Child: A Qualitative Study. Hospital pediatrics, 10(9), 728–742. https://doi.org/10.1542/hpeds.2020-0065

Bourdeau, T. L. (2013). When your child is diagnosed with chronic illness. American Psychological Association. https://www.apa.org/topics/chronic-illness/child

Del Principe, A. (2024). Managing food allergies at school. Kids with Food Allergies. https://kidswithfoodallergies.org/living-with-food-allergies/planning-for-school/

Donovan, E., Martin, S. R., Lung, K., Evans, S., Seidman, L. C., Cousineau, T. M., Cook, E., & Zeltzer, L. K. (2019). Pediatric Irritable Bowel Syndrome: Perspectives on Pain and Adolescent Social Functioning. Pain medicine (Malden, Mass.), 20(2), 213–222. https://doi.org/10.1093/pm/pny056

Essential tips for helping your child handle chronic gi problems at school. Center for Pediatric Gastroenterology and Nutrition. (n.d.). https://centerforpedsgi.com/essential-tips-for-helping-your-child-handle-chronic-gi-problems-at-school/

Food Allergy Research & Education [FARE]. (n.d.). Prevent and recognize bullying. FoodAllergy. https://www.foodallergy.org/resources/prevent-and-recognize-bullying

Hommel, K. A., McGraw, K. L., Ammerman, R. T., Heubi, J. E., Hansen, M., Dunlap, E., & Beidel, D. C. (2010). Psychosocial functioning in children and adolescents with gastrointestinal complaints and disorders. Journal of clinical psychology in medical settings, 17(2), 159–166. https://doi.org/10.1007/s10880-010-9193-4

McDougall, J., DeWit, D. J., & Wright, F. V. (2019). Social anxiety symptoms among youth with chronic health conditions: trajectories and related factors. Disability and Rehabilitation, 42(23), 3293–3305. https://doi.org/10.1080/09638288.2019.1590742

Nightingale, S. & Talley N. J. (2013). Irritable Bowel Syndrome in Children: Education, Reassurance, and Management. Consultant360, 12(6).

Nurko, S. (n.d.). Disorders of gut-brain interaction in pediatrics: A few observations. Rome Foundation. https://theromefoundation.org/dgbi-pediatrics/

Planning with your child. Crohn’s & Colitis Foundation. (n.d.). https://www.crohnscolitisfoundation.org/patientandcaregivers/youth-parent-resources/kids/importance-of-planning

Rawe, J. (2024, May 18). The difference between IEPS and 504 plans. Understood. https://www.understood.org/en/articles/the-difference-between-ieps-and-504-plans?utm_medium=cpc&utm_source=google-search-grant&utm_campaign=g_en_legal_504_iep_lj&utm_content=fam+lj+legal+504+meaning+nb&utm_term=what+is+a+504+plan_exact+match&gad_source=1&gad_campaignid=11422660996&gbraid=0AAAAADo4WqcZDsiOn45teRSk-4_DCsQDu&gclid=CjwKCAjwi-DBBhA5EiwAXOHsGV8FdwX7r7ka-JyuolrCU1-sL7kRi_SGnqYJOPyxRGX0R2s10f6XSBoC2hgQAvD_BwE

School absences could help ID kids with chronic GI disorders. UVA Health Newsroom. (2025, March 4). https://newsroom.uvahealth.com/2025/03/04/school-absences-could-help-id-kids-with-chronic-gi-disorders/

Stein, K., Howarth, L., & Zucker, N. L. (2025). Mind–body treatments for children with functional gastrointestinal disorders. BJPsych Advances, 1–10. doi:10.1192/bja.2024.76

Student Support Teams. Charles County Public Schools. (n.d.). https://www.ccboe.com/departments/student-services/student-support/student-support-teams

The gut-brain connection. Harvard Health Publishing. (2023, July 18). https://www.health.harvard.edu/diseases-and-conditions/the-gut-brain-connection

Is My Child Ready to Do This Alone? The Importance of Letting Go
Source: kegfire.

Is My Child Ready to Do This Alone? The Importance of Letting Go

by Jelena Kecmanovic, PhD, Board Member Blog Post

Parents today wrestle with a question our grandparents barely thought about: Is my child ready to do this alone? From walking to a neighbor’s house to making lunch without help or planning outings with friends, these milestones often stir debate and, for many parents, anxiety.

How We Got Here

Over the past few decades, American childhood has changed dramatically. In the 1980s, fears of abduction and “stranger danger” led parents to keep a closer watch. By the 1990s, growing competition for colleges, a 24-hour news cycle, and expert advice urging constant enrichment pushed parenting into overdrive.

What began as helicoptering evolved into intensive parenting – child-centered, emotionally absorbing, time-consuming, and financially demanding. The result? A generation of parents stretched thin and a generation of kids who rarely get the chance to test themselves in the real world. As the U.S. Surgeon General recently warned, parents are burned out, and children are suffering historic rates of anxiety and depression.

What Kids Really Want

And yet, when asked what they want, kids’ answers are refreshingly simple. In a recent Harris Poll survey of 500 children ages 8–12, the overwhelming majority said their favorite way to spend time with friends was unstructured, in-person play such as pick-up basketball or exploring the neighborhood, rather than adult-organized activities or online gaming.

Unfortunately, most aren’t allowed to do it. Large numbers of kids have never walked to another grocery aisle alone, and many aren’t even permitted to play in their own front yards. So children turn to the one “place” where they can roam without interference: their screens. Online, they explore, socialize, and even take risks, but in a way that leaves them lonelier and more vulnerable.

The Cost of Overprotection

Research shows that this lack of independence matters. Overprotective parenting, even when well-intentioned, models avoidance, reinforces anxiety, and undermines the development of resilience and problem-solving skills. One study found that over-involved parenting is linked to poorer self-efficacy and emotional regulation in kids.

Psychologists like me see the impact daily: children who can’t handle setbacks, who fear ordinary challenges, who depend on their parents to smooth every rough patch. Meanwhile, parents feel guilty, exhausted, and more convinced than ever that they must double down.

Independence Helps Everyone

The good news is that giving children more independence benefits both them and their parents. Small steps, like doing laundry, walking the dog, running a simple errand, or riding a bike to a friend’s house can be transformative. Kids discover they are more capable than they realized, while parents gain confidence in their children’s abilities and reclaim a little breathing space for themselves.

Psychologists have begun to formalize this principle. For example, Camilo Ortiz has piloted “Independence Therapy,” which encourages children to take on age-appropriate tasks on their own. Kids of different ages might walk to the neighborhood store, cook a simple meal, or play outside with friends or siblings – without an adult hovering nearby. By mastering these challenges, kids learn to tolerate and deal with discomfort, distress, and disappointment – all crucial for mental health. Initial findings show that these “independence activities” reduce anxiety and boost resilience.

Eli Lebowitz developed the SPACE program (Supportive Parenting for Anxious Childhood Emotions), which teaches parents to step back from constant reassurance and accommodation, such as speaking to a teacher on their child’s behalf or staying with them at bedtime. Research shows that SPACE can be as effective as traditional therapy in reducing children’s anxiety.

Opening the Door

Letting go doesn’t mean neglect. It means offering kids the practice they need to become resilient and to rediscover joy in exploring the world. And it is giving parents something just as important: the chance to breathe, to reconnect with their own lives, and to discover that raising children doesn’t have to mean surrendering every ounce of freedom.

If we want kids to put down their phones, we must first open the front door. The path to healthier, happier families starts with one small step toward independence today.

How to Show Up Strong:  Modeling Resilience for Your Child
credit: kegfire

How to Show Up Strong:  Modeling Resilience for Your Child

by Beth Salcedo, MD, Founding Member Blog Post

As parents, we want to protect our kids from anything that might cause them pain.  We wish we could smooth out every bump in the road!  But the truth is we can’t, and honestly, we shouldn’t.  Life will bring challenges, big feelings, and tough times for our kids, and what matters is how they learn to handle them. 

The good news is that you don’t need to have all the answers to get it right!  What your child needs to see is how you navigate life’s challenges with flexibility, courage, and self- compassion.  They learn to be resilient by watching you.  Here are a few simple ways you can “show up strong” for your child and teach them how to bounce back when life gets hard.

Be Real About Struggles

Your child needs to know that it is okay to struggle.  You don’t have to pretend to have it all together.  Actually, it helps them when you don’t.  Try saying things like “I am feeling pretty overwhelmed right now, and that is okay. I am going to take a few deep breaths and figure out my next step.”  This shows your child that it is normal to have big feelings, and that we can handle them.

Think Out Loud

When something goes wrong, let your child hear you work through it instead of keeping your problem-solving in your head.  Talk it out!  You can say something like “Hmm, this didn’t go as planned.  I wonder what else I can try?”  This shows your child that mistakes happen, obstacles get in the way, and that is part of learning and growing: We navigate through life and figure things out.  An obstacle does not have to be a dead end.

Be Kind To Yourself (Also Out Loud!)

If your child only hears you being hard on yourself, that is the voice they will learn to use with themselves. Instead, model self-compassion.  You can say something like “I am disappointed in how this turned out, but I learned a lot from the experience, and I will try again!”  When you speak to yourself with kindness, you teach your child to do the same.

Praise the Process, Not Just the Outcome

We don’t build resilience by only celebrating wins.  We build it by noticing effort.  Point out such important steps as trying again after something is hard, asking for help, and staying calm even when frustrated.  Share with your child that you are happy with how you handled things. When you cheer for the process, you are teaching your child that it’s about growing, not getting it perfect.

Tell Your Stories

Share age-appropriate stories about times you have struggled and made mistakes but worked through something hard. Let your child know you have had tough moments and figured out how to get through them.  This makes it safe for them to talk to you about their hard moments, too.

Show That Getting Help is Brave

Resilience is not about toughing it out alone.  Show your child that asking for help is the smart choice and a sign of strength.  Let them see you lean on friends and family as well as professionals when you need to.  You are teaching them that we don’t have to carry hard burdens by ourselves. 

The bottom line is that your child does not need you to be perfect.  They need you to be real.  Every time you name your feelings, try again, speak kindly to yourself, and reach out for help, you are modeling resilience.  You are showing them how to get back up when life knocks you down.  That is how we raise strong, flexible kids.  We don’t shield them from hard things, we show them how to face them — and that they have what they need to do it.

Validating Emotions: What It Is and Why It Is Important for Children
Credit: kegfire

Validating Emotions: What It Is and Why It Is Important for Children

by Lindsay Myerberg, Ph.D., Fellow, Resilience Across Borders Blog Post

If you’ve ever tried to calm a frustrated or overwhelmed child, you know how tempting it is to jump straight into problem-solving mode. You might offer reassurance or advice in hopes of helping them feel better quickly. But here’s the catch: if your child doesn’t feel understood, those words likely won’t land the way you want them to. That’s where validation comes in.

What is Validation?

Validation means letting your child know that it is okay for them to feel whatever they are feeling. It’s not about agreeing with their behavior or feeling the same emotion yourself. It’s about showing them you understand why they feel upset, even if you don’t fully relate to how they feel or approve of how they’re expressing it.

When kids feel truly seen and understood, they’re more likely to calm down and be open to support. Without validation, even the most thoughtful reassurance or problem-solving can feel dismissive or disconnected. Further, when you validate your child’s emotions, you relay the message that all feelings are okay. When we take time to pause and consider children’s emotions, we are teaching them to do the same – stop and notice the feeling without judgment. 

A Common Mistake: The “But”

We’ve all said it: “I get that you’re frustrated, but you have to do your homework.”

Even when it sounds caring, the word “but” can cancel out the validation that came before it. Try replacing “but” with “because:” “It makes sense that you’re feeling frustrated because you’d rather be doing something fun, because homework can feel boring or hard, and because it’s been a long day.”

Try pausing for a moment and asking yourself: Why does this feeling make sense? Think of at least three reasons. This simple shift can make a big difference.

What If I Don’t Know What My Child Is Feeling?

If your child is struggling to name their feelings, that’s okay. Start by strengthening your own emotional vocabulary. The more fluent you are with your own emotions, the better you’ll be at helping your child understand theirs.

One great tool is the How We Feel app: https://howwefeel.org/ It’s a free, kid- and adult-friendly tool to explore and label emotions. 

Bottom Line:

Validation isn’t about fixing a feeling. It’s about honoring it. When kids feel understood, they’re better able to regulate and move forward with your support.

Additional Resources:

Mental Health Is for Everyone: Kicking Off Mental Health Awareness Month with Connection and Care

Mental Health Is for Everyone: Kicking Off Mental Health Awareness Month with Connection and Care

by Laura S. Yee Breeding, PhD. Mental Health Awareness

💬 We Were Made for Connection

At Sunday’s Resilience Across Borders 3rd Annual free networking Mix and Mingle event, I was reminded of how much connection matters. The energy was vibrant, the conversations heartfelt, and the support—for youth and one another—was palpable.

We laughed, shared stories, and raffled off books donated by generous authors. But most importantly, we practiced something that’s at the core of our mental health: being present for one another.

🌱 Everyday Actions Matter

While I’m not a mental health professional, I’ve spent more than 20 years in education working with youth and families across beautifully diverse communities—urban, rural, multilingual, multiracial. What I’ve learned over and over is this: mental health is everyone’s concern.

It’s not just about having access to therapy (though that matters deeply). It’s about how we show up for ourselves and each other, every day. And the science backs this up:

  • Social connection protects against stress and depression.
  • Consistent routines help regulate emotions and promote resilience.
  • Empathy and validation support emotional healing in both young people and adults.

🧠 Mental Health Awareness Month: Why It Matters

Over this Mental Health Awareness month, you’ll see campaigns and hashtags—and that’s important. But real change happens in our everyday choices: the texts we send, the time we take, the ways we listen.

At Resilience Across Borders, we work to ensure that mental health care for youth isn’t something only available to those who can afford it or live in the “right” neighborhoods. But we also know that care doesn’t start and end in a therapist’s office.

It starts with you. With us.

💚 How You Can Support Mental Health in Everyday Life

You don’t need special credentials to support someone’s mental well-being. Here are five simple, research-backed ways to care for others right now:

  1. Reach out first. A quick “thinking of you” message can mean the world to someone having a hard day.
  2. Make space for real conversation. Be a listener, not a fixer. Your presence might be more helpful than advice.
  3. Share tools and resources. You never know who might need a mental health hotline, app, or community center—and doesn’t know where to look.
  4. Talk about mental health openly. The more we name it, the less stigma it carries.
  5. Model rest and boundaries. When others see you care for your own mental health, it signals that they can, too.

These are small things—but they are not insignificant. They’re the foundation of a culture that values mental wellness for everyone.

🌍 Building a More Equitable Future, Together

We’re proud that our networking event brought in a record-breaking number of new supporters and familiar friends. That community energy fuels the work we do to ensure youth from under-resourced communities receive the support they deserve.

Mental health shouldn’t be determined by your zip code, income, or identity. And we believe that together, we can change that.

So this month, I’m making a personal commitment to reach out more intentionally—to ask deeper questions, to check-in with the people I care about, and to show up with more presence in the small, everyday moments.

Because connection isn’t just something we talk about at events. It’s something we build, moment by moment, choice by choice.

Will you join me?

Let’s make Mental Health Awareness Month not just a campaign, but a practice—one rooted in compassion, equity, and the belief that we all have a role to play.

In care and community,

Laura S. Yee Breeding, PhD
Executive Director
Resilience Across Borders, Inc.