Good morning, Chair Henderson and members of the Committee on Health. My name is Alexus Ford and I am a lead teacher at Jubilee Jumpstart, an early education center in Ward 1. I am here today to testify about the benefits of the Healthy Futures program to children and families.
I have worked at Jubilee Jumpstart for five years, and our partnership with Healthy Futures has been incredibly beneficial. Over the years, we’ve seen positive changes in individual children and overall classroom dynamics. Challenging behaviors in even one child can impact the entire group. In one instance, our Healthy Futures clinician, Dr. Anais, introduced a stuffed turtle to help a child struggling with social-emotional skills. This activity not only supported that child but also benefited the whole class by encouraging sharing, taking turns, and practicing patience. Lessons like these are essential in helping children develop self-regulation skills.
Having a Healthy Futures clinician as a partner provides valuable strategies for coping, making it easier to solve problems and boosting confidence in handling new situations. Thanks to Dr. Anais’s interventions, we’ve seen noticeable improvements in anxiety levels, aggression, and transition difficulties. One child, in particular, struggled with tantrums during transitions. Dr. Anais helped us implement techniques to support the child before the tantrums began. With her guidance, the child started using a breathing technique, which significantly improved behavior—a true game changer.
Dr. Anais supports our children’s developmental and emotional needs while providing valuable strategies to both teachers and parents. Last year, I had a child in my class who struggled with hitting, a concern the parents had also noticed. Instead of punishing the child, we worked together—parents, teachers, and Dr. Anais—to find ways to help. She suggested strategies for both home and school, such as redirecting behavior by saying, “We don’t use our hands to hit; let’s use them to build with blocks instead.” We reinforced positive behaviors through repetition, asking, “What do we use our hands for? Drinking, eating, waving hello.” We also taught emotional regulation by labeling emotions and guiding children on appropriate responses. For example, “When we feel mad, what do we do? We talk to a teacher.” By consistently using these strategies, we saw a significant decrease in hitting, leading to a more positive classroom environment.
Clinicians help us understand the root causes of challenging behaviors and how to address them proactively. Having access to effective strategies reduces stress and boosts educators’ confidence in handling complex situations. Since COVID, children’s development has changed, requiring constant adaptation. Dr. Anais’s support has been invaluable in helping us navigate these shifts. What we see in children this year will differ from what we see next year, and she equips us with the tools to meet each new challenge—allowing us to continue being the best educators we can be.