​When your child struggles with learning, it's natural to want answers — and fast. As parents, you can be pushed into the unfamiliar world of educational support, assessments, and interventions. It's a steep learning curve, made more difficult by the overwhelming number of programs, products, and therapies being marketed directly to you — often with lofty promises and eye-watering price tags.  This blog offers some practical advice to help you navigate this landscape safely, with evidence-based clarity.
1. Beware of Buzzwords and Miracle Claims
Phrases like “cures dyslexia,” “reprograms the brain,” “guaranteed results,” or “one-size-fits-all solution” should immediately raise a red flag. Dyslexia and learning difficulties are complex, neurodevelopmental conditions — there is no single intervention or quick fix.
What to look for instead: Transparent explanations grounded in known research, realistic claims (e.g., “can improve phonological awareness with consistent practice”), and interventions that acknowledge individual variability.
2. Check for Peer-Reviewed Evidence
Real interventions are backed by research published in peer-reviewed journals. If a program sounds promising, search online databases like Google Scholar or ask a professional (like an educational psychologist or speech-language therapist) to help you evaluate the evidence.
Tip: Testimonials are not evidence. Anyone can post a success story — this doesn’t replace well-conducted studies with control groups and measurable outcomes.  If the research has been produced by the company that is selling the support this is a red flag.  You would want to check further to see if other researchers have found similar outcomes.
3. Ask: “Is This Based on the Science of Reading?”
For reading difficulties like dyslexia, the most effective interventions are grounded in the Science of Reading — an extensive body of research across psychology, linguistics, and education. These approaches emphasize systematic, explicit teaching of phonics, phonological awareness, vocabulary, comprehension, and fluency.
Programs not aligned with this evidence (such as those heavily based on “visual learning styles” or eye-tracking) often lack scientific support, even if they sound appealing. 
4. Watch Out for High Pressure Sales Tactics
If you’re being rushed to sign up, promised huge discounts “if you act today,” or told that you’re missing out on a “limited time opportunity,” pause and reconsider.  Urgency and emotion can override your critical thinking.
Take a step back and seek advice from a trusted, neutral professional before deciding.
5. Check the Credentials
Is the provider qualified in education, psychology, or speech and language therapy? Are they registered with a professional body such as the New Zealand Psychologists Board.  Be wary of those who use impressive-sounding titles that aren't regulated or don't disclose their training.
6. If It Sounds Too Good to Be True…
It probably is. Learning to read, spell, write, and access the curriculum can be a slow and often frustrating process for children with learning difficulties. Effective interventions take time, persistence, and support. Any program promising overnight success or complete transformation should be viewed sceptically.
7. Trust Your Instincts and Ask Questions
You are your child’s best advocate. Don’t be afraid to ask tough questions:
What is the evidence that this works?
Is there independent research to support these claims?
What qualifications do the practitioners have?
How is progress measured?
If answers are vague or evasive, that’s a sign to dig deeper — or walk away.
Final Thoughts
There are excellent, evidence-based supports out there for children with dyslexia and learning difficulties — and committed professionals ready to help. But there are also individuals and organizations that see a business opportunity in your worry.
You deserve support that is grounded in science, not salesmanship.
If you ever feel unsure about a program or intervention, reach out to a qualified educational psychologist, specialist teacher, or speech-language therapist for advice. You don’t have to navigate this journey alone — and you don’t have to fall for promises that are too good to be true.
Need Help?
If you're unsure whether a product or program is right for your child, I offer evidence-informed consultations to help families make confident, informed choices. Contact us at www.edpsych.co.nz.

A wonderful blog today from Alisha Bliss, educational psychologist.
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As educators, we (I used to be a teacher) are taught appropriate strategies, curriculum design and implementation, and behaviour management techniques. But the true foundation of learning is something much deeper: relationships.

Here’s why strong, positive student/teacher relationships matter:

📍 The brain won’t learn if it doesn’t feel safe. 
Children who are dysregulated, anxious, or uncertain aren’t in a space to retain information, they’re just trying to survive the moment. A calm, caring adult helps shift them from survival to learning. 

📍 Behaviour is communication.
When a child “acts out,” they’re often asking: Do you see me? Do you care? Am I safe? A strong relationship allows us to respond with curiosity, not control. 

📍 Connection builds regulation.
Self-regulation isn’t automatic, it’s modelled in relationships. Through co-regulation with a trusted adult, children learn how to calm their bodies, name their feelings, and find safe ways to express themselves. 

📍 Trust transforms risk-taking.
Academic growth requires children to make mistakes, try new things, and struggle at times. But they’ll only do that when they feel safe to be vulnerable, and that safety comes from a strong, positive student/teacher relationship. 

📍 Relationships are equity in action.
Every child deserves to feel seen and valued for who they are. When we lead with empathy and connection, we break cycles of disconnection, exclusion, and shame. 

📍 Learning is relational by nature.
From a child’s very first experiences, they learn in relationships with others. Our words, our presence, our tone, all shape how they see themselves as learners and humans. 

💬 So when you take time to check in, to kneel down at eye level, to remember their sibling’s name, or to say “I’m glad you’re here” — you are doing the real work.

Because children don’t learn from people they fear.

They don’t thrive in classrooms where they feel invisible.

They grow in the presence of an adult who believes in them, even on their hardest days.

🧡 Relationship isn’t extra. It’s everything. 🧡

You are the safe harbour. You are the connection. You are the difference.

If you are looking for a research, evidence based parenting programme that works you can't go past Triple P.  I often recommend this to parents who want to improve their parenting skills.  In the Auckland region the Ministry of Health is funding free access to Triple P online.   There are courses focused on children who are experiencing anxiety, parents of young children and parents of teenagers.  Once you have signed up you choose when and how you access the programme.  Modules take about an hour to complete. 

Sign up at https://www.triplep-parenting.net.nz/nz-uken/triple-p/

​ The push is now on for all eligible New Zealanders to become vaccinated.  That may be difficult for anyone who is nervous or worried about needles.
Check out some quick tips to make the process a little bit easier.

• Accept feelings and understand why you are getting the vaccine:
  • Acknowledge that the fear is real.  You aren’t the only one, lots of people feel worried about needles.
  • Do some research into what the vaccination is all about.  Be clear about why it’s important to get vaccinated.  The following sites have reliable information:  https://karawhiua.nz/ and https://covid19.govt.nz  
  • Ensure you are fully vaccinated.  Talk positively about the process.  Encourage your child or young person to see getting vaccinated as a positive action they are taking to look after themselves, their mates, family, and community.
  • Remind your young person that the experience is short, there is very little to no pain and the medical staff are kind and caring and will look after them. 

 

• Distraction can keep the mind busy and reduce stress and anxiety by providing another outlet for energy.  Some ideas for easy distractions:
  • Listen to music
  • Watch a YouTube video
  • Sing
  • Read a book or magazine
  • Listen to a podcast
  • Scrunch toes up and then stretch them
  • Talk to a friend or family member
  • Hold someone’s hand or have your hand massaged
  • Tell medical staff a story or facts about a topic of interest

 

• Choice and control can make the process of vaccination easier to tolerate.  Make decisions ahead of time and share these with the person giving the vaccine.

1. Decide whether to be told when the injection is happening
2. Chat or be silent
3. Watch the needle or not
4. Choose when to get vaccine.  Some people like to be part of a big crowd while others may find it easier in a quiet space with few other people around
5. Select a breathing exercise. A simple one is to breathe in for a count of 3 and out for a count of 4 for a series of 10 breaths. 
6. Use progressive muscle relaxation, start from the toes, and work your way up the body, tensing and then relaxing each muscle.
7. Re-framing or positive self-talk is an effective strategy parents and teachers can teach children to use.  This can be done aloud or silently and uses language like, ‘I can do this’, I’m brave and strong’, ‘I’m doing the right thing to keep me, my friends and whānau safe’.

Finally, once your child has had their vaccination it is important to congratulate them and provide lots of praise for getting this important job done.
Positive reinforcement will set the scene for any future vaccines they may require, and leave a lasting memory of a positive experience, knowing they have done the right thing, and it was nice and easy.
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If your child is more than a little anxious and the strategies shared here aren’t working you can talk to your child’s teacher or doctor for ideas of where to go for further support.

Thank you to all the wonderful young people and their families that I have had the enormous privilege  of working with this year.  2020 has been a year like no other and yet despite the challenges there have been some amazing demonstrations of resilence and growth.  As we move away from formal learning into holiday mode I would like to take a moment to wish everyone a safe and happy school holidays.  Robyn

​Transitioning students back to school after lockdown.  Check out the link below to see my guest blog discussing some strategies to manage the transition back to school after lockdown.


https://topteachingtasks.com/transitioning-students-back-to-school-after-lockdown/

Ngā mihi o te tau hou. Happy New Year to you all.  I hope 2020 is a wonderful year full of great learning and development opportunities.  I thought for this first blog of the year I’d talk about my role as an educational psychologist and how I work to support parents and young people along with other professionals to ensure education is accessible and enjoyable.

My work as an  educational psychologist includes identifying, assessing and supporting children and young people with additional needs.  I work across education, social services and health sectors. Educational psychology training is based in human development, applied behaviour analysis, psychological assessment and research, counselling theory and practice and we work to support the learning and wellbeing of young people, whanau, communities and wider society.  

Anyone calling themselves a psychologist in New Zealand must be registered by the New Zealand Psychologist’s board.  If you would like to work with a psychologist, educational or other you can find their registration details here http://www.psychologistsboard.org.nz/search-the-register.  For consumers of our services it can be quite confusing to make a decision on who is the best person to see.  There are many people offering support services to children and their families who are in fact not suitably qualified.  The annual registration process provides some reassurance that the person is well qualified and they are keeping up to date with the latest thinking in psychology.  This is very similar to the registration process for teachers.   

I routinely see private clients for assessments of learning and behaviour,  I provide support to other professionals including other psychologists, counsellors, and school leadership regarding students who may have additional needs.   I also write a regular blog on my website https://www.edpsych.co.nz/helpful-ideas  with the aim of providing free support to parents and students/young people who may need some help with either behaviour or learning difficulties.  

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