Blooming Minds Therapy Centre

Let’s be honest — the system wasn’t built for all of our children. It wasn’t built for the child who learns differently. It wasn’t built for the one who needs more time. It wasn’t built for the nonspeaking child, the anxious child, the child who doesn’t “fit” the mold. I’ve watched systems — schools, policies, therapies — overlook brilliance, punish difference, and ignore potential. I’ve seen children treated like problems to be fixed, rather than people to be understood. And I’ve watched caregivers carry guilt and grief that was never theirs to hold. So, how do I stay inspired? How do I keep showing up in spaces that feel broken? Let me tell you. 💛 ✊🏾 I Stay Inspired Because I See What the System Doesn’t The system sees “challenging behaviour.” I see a child trying to cope with an overwhelming world. The system sees “delayed milestones.” I see potential unfolding at its own divine pace. The system sees “low-functioning.” I see intelligence that isn’t packaged in tradit...

Have you ever wondered why some children light up when they’re read to, while others can’t sit still for more than a few minutes? Or why some learners retain every word of a song but struggle with written notes? The answer often lies in their learning style . In this blog post, we’ll explore two powerful but very different learning styles : the auditory learner and the kinesthetic learner . Understanding the difference between these two can completely shift how we teach, support, and communicate with the children in our lives. 🎧 What is an Auditory Learner? Auditory learners process and remember information best through sound . They thrive in environments where they can listen, speak, and hear ideas being explained. Common Traits: Enjoys being read to Remembers what they hear better than what they see Talks through problems or ideas Likes music, rhymes, and sound-based memory tricks Often repeats things aloud to remember them How to Support an Auditory Learner: Read al...

Let’s tell the truth: This world isn’t always kind to tender hearts. It teaches children to "toughen up," to "stop crying," to "behave," before it ever teaches them how to understand the storm inside their chest. And yet, what we need most—now more than ever—are children who grow up knowing how to feel , how to listen , how to pause , how to be human. Because emotional intelligence isn’t a luxury skill. It’s survival. It’s healing. It’s leadership. It’s peace. What If We Raised Children Who Weren’t Afraid of Their Own Feelings? Imagine a child who knows it’s okay to be angry—and how to channel that anger without hurting others. A child who can say “I’m scared” instead of shutting down. A child who sees someone else cry and doesn’t laugh or look away, but sits beside them in silence. That child becomes the adult who doesn’t run from discomfort. That child becomes the adult who doesn’t hurt others just to feel powerful. That child becomes a...

In a world that praises academic success, social status, and material achievements, it’s easy to forget that emotional intelligence (EQ) is one of the most important life skills a child can develop. It’s what helps our children navigate friendships, express themselves clearly, bounce back from setbacks, and grow into kind, grounded adults. As parents, caregivers, and educators, raising emotionally intelligent children isn’t just a modern trend—it’s a gift we offer the world through the next generation. And the journey starts with us. What Is Emotional Intelligence? Emotional intelligence is the ability to recognize, understand, manage, and express emotions—both one’s own and those of others. It includes empathy, self-regulation, motivation, social skills, and self-awareness. A child with high EQ: Can name their feelings and express them in healthy ways. Understands how their actions affect others. Can handle conflict constructively. Feels confident in who they are. Shows kind...

It’s one thing to talk about emotional intelligence. It’s another to sit in front of a child who is overwhelmed, crying, screaming, or melting down—and meet them with calm instead of control. But here’s the truth: regulation is not taught through yelling. It’s taught through co-regulation. That means we calm ourselves first so they can borrow our nervous system until theirs catches up. Here’s how we help a child come back to center—gently, patiently, lovingly: 🌬️ 1. Start With the Breath You don’t have to say much. Just breathe with them. Loud, visible, exaggerated breaths. “Let’s breathe together. In through your nose… out through your mouth. Like you're blowing out candles.” Children mirror us. If you breathe calmly, they often will too—even if it takes a moment. 🤲 2. Offer Grounding, Not Correction Avoid rushing into “What did you do?” Instead say: “Let’s pause.” “I can see this is hard.” “You’re safe. I’m right here.” Place a hand gently on their back or offer a hug if they w...

There’s a popular phrase in many educational and therapeutic spaces: “All behaviour is communication.” It’s shared with good intentions — to help us look beyond the surface, to listen more deeply, to see the person behind the behaviour. But let’s be honest. Sometimes, behaviour isn’t communication. Sometimes… it’s regulation. A nervous system doing everything it can to stay safe, stay grounded, or simply survive. And when we mistake regulation for communication , we risk misreading, mislabeling, and even punishing the very strategies that help someone hold it together. 🧠 Understanding Regulation Self-regulation is the ability to manage your internal state — physically, emotionally, mentally. It’s how we calm down when overwhelmed, focus when distracted, or recover from stress. For many of us, this process is invisible and automatic. But for others — especially neurodivergent individuals or people with sensory differences — regulation takes work . Real, physical, emotiona...