DiscoverCounselor Toolbox PodcastSupporting Learning for Children and Adolescents
Supporting Learning for Children and Adolescents

Supporting Learning for Children and Adolescents

Update: 2020-07-171


Supporting Learning for Children & Adolescents

Dr. Dawn-Elise Snipes

Executive Director AllCEUs Counselor Education

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– Understand different learning styles and temperaments, how they impact learning, self esteem and mood

– Identify tools to most effectively support each student’s ability to learn


– School failure is a major contributor to low self esteem, depression, anxiety and substance abuse

– Academic failure alone for males was associated with higher suicide risk

– Strong correlations (~50%) exist between school failure and development of mental health issues

– Depression, anxiety, and grief each independently predicted learning failures

– Students learn differently and have different needs related to educational environments.

– Learning style

– Temperament



– Are expansive; less passionate

– Like meeting new people

– Would rather figure things out while they are talking

– Enjoy background noise

– Know what is going on around them rather than inside them

– Do not mind interruptions

– Considered good talkers


– Are intense and passionate

– Exert effort to meet new people

– Figure things out before they talk

– Prefer peace and quiet

– Are more likely to know what is going on inside them

– Dislike being interrupted

– Considered good listeners



– Prefer facts and live in the real world

– Would rather do than think

– Focus on practical, concrete problems

– See the details and may ignore the big picture

– May think that those preferring intuition are impractical

– Believe “if it isn’t broken, don’t fix it”

– Focus on the present


– Prefer abstraction, inspiration, insights

– Would rather think than do

– Focus on complicated abstract problems

– See the big picture but miss the details

– May think that those preferring the practical lack vision

– Believe anything can be improved

– Focus on the future and possibilities



– Respond most easily to people’s thoughts

– Want to apply objective principles

– Value objectivity above sentiment

– Can assess logical consequences

– Believe it is more important to be just

– May think that those who are sentimental take things too personally

– May argue both sides of an issue for mental stimulation


– Respond most easily to people’s values

– Want to apply values and ethics from multiple perspectives

– Value sentiment above objectivity

– Good at assessing the human impact

– Believe it is more important to be caring/merciful

– Think that those preferring objectivity are insensitive

– Prefer a to agree with those around them



– Plan ahead

– Self disciplined and purposeful

– Thrive on order

– Get things done early. Plan ahead & work steadily.

– Define and work within limits

– Maybe hasty in making decisions

– Time and deadline oriented

– Thinks those preferring spontaneity are too unpredictable

– Excellent planners. May not appreciate or make use of things which are not planned or expected


– Adapt as they go

– Flexible and tolerant

– Thrive on spontaneity

– Get things done at the last minute depending on spurt of energy

– Want more information

– May fail to make decisions

– Always think there’s plenty of time

– Think that those who are not spontaneous are too rigid

– Good at handling unplanned events, but may not make affective choices among the possibilities.

Learning Styles


– Learn best by reading

– Benefit from graphs, charts, timelines illustrations and highlighting

– Flashcards

– Worksheets


– Learn best by doing

– Walk them through it step by step

– Experiments

– Literature: Plays, acting

– Create quizzes/games

– Teach it to the class

Learning Styles

– Active

– Learn as they go. More common in extroverts

– Reflective

– Take in the information for “aha” moments


– Academic success

– Impacts student’s self-esteem by providing frequent small successes

– Empowers them and reduces depression and hopelessness and helplessness by teaching them how to solve problems and opens up a world of possibilities

– Reduces anxiety by helping them develop an “I can” mantra and learn how to embrace failure as a learning opportunity

– Each child has their own unique learning needs based on their learning style and temperament.

– Once children know how they learn best they can be empowered to modify lessons and study habits to accommodate their unique needs.









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Supporting Learning for Children and Adolescents

Supporting Learning for Children and Adolescents

Charles Snipes