Indigo Children who Start Too Many Things at Once: Toys all over the floor, unfinished projects and the need for the latest gadgets

How many times have you seen one of the Indigo Children in your life, go from one thing to another, perhaps without even finishing it? They start one thing and then they start another and another. Or they may be the children who always want the latest toys, games and gadgets?

“Why?”, you may ask?

Well simply because Indigos go with their feelings and do what they feel they need to do at the time. To some, this may look like one of the characteristics saying that they have defecits in attention and cannot concentrate. It is quite contrary to this however, because Indigo Children feel that driven by their feelings and their focus, combined with the fact that they are old souls, who recognise that time on Earth is limited. Add the two together and you have a person who feels like everything needs to be done (or started) in as short amount of time as possible.

For some Indigo Children, they can be overwhelmed by the amount of creative outlets or ventures that they wish to express themselves. Like water flowing into a cup from the Universe, you could think of Indigo Children as people who have their Crown Chakras open with information flowing through constantly. Whether they choose to tune into this or not is up to them and up to how their gifts are accepted, celebrated and nurtured.

Because of this overflowing cup, it is like their is a constant flow of energy, creativity and flow that needs to come out into the world. For parents and teachers, it is really important to be able to support this high level of expression. Encourage their interests and give them time and space to break things down into smaller parts and tasks so that their outpour of information does not contribute to a feeling of being overwhelmed, hence perhaps leading to the creation of unfocused attention in some cases.

What we are witnessing with Indigo Children is an evolution in cognition rather than children who cannot pay attention in class or home and focus on one thing. Their ability to literally envision so many different things at once is exciting! Teach them how to break things down. Teach them to write down all the ideas that come to them so that they can refer back to this later. By doing this, Indigos are given a chance to keep a record of the ideas that have come to them. This may give them a chance to focus on and actually finish tasks and projects without beginning too many at once. Step by step they can return to what ideas they had in mind and it gives them a chance to feel like they are achieving something. It is empowering and inspiring at the same time!

Let them go with their feelings but also support them in developing concentration through their passions. These are children who are simply not fitting the old models of education and need a bit more freedom in the ways that they learn and express themselves. 

To all of my Indigo Brothers and Sisters, your creativity is a blessing. It is one of your greatest gifts. There is nothing wrong with your imagination, it is just that many around you had forgotten about this great skill in itself. Use your imagination and create wonders in your worlds, in your lives, in your hearts. Share the love and may all of your dreams come true.

Love from Nathan and Friends.

Is Ritalin the Answer for Kids Who Just Can’t Sit Still? Hyperactivity or Innately Needing to Move?

I’m sure most teachers have at least one of these children in their classrooms. You know the ones who are always fidgeting, seem more active than the others, perhaps even been labelled as ‘hyperactive‘?

This week, we’re going to look at some of the things that underpin the need for Indigo Children to move around a lot. It’s no surprise that when the Indigo Children began coming to the Earth in higher numbers, that the increases in cases of children with ADHD started to increase. This took place from the 1970s onwards, with a greater number of children being diagnosed, resulting with steady increases in the amount of frustrated and disrupted teachers, Ritalin in the classroom for these children and the need to put a foot down on this ‘epidemic’.

Let’s think about Indigo Children now. They’re very sensitive, very feeling oriented and very in tune with their own bodies needs and the truth within them and the situations around them. On one hand could they may be moving because they are distracted or bored of what is being offered in the classroom? What if there is not anything which is keeping their attention?

Well today we are introducing several other perspectives on this.

Diet – What if diet is a contributing factor to this? Studies have shown that food colouring and sugar has the potential act as a stimulant, which can produce hyperactivity in children. In some children, it can also act as a depressant, lowering energy and lowering moods in some. With Indigo Children in consideration, let’s remember that they may be much more sensitive than other people to the different ingredients contained in food products. Also whilst touching on diet, I’d also like to ask you to think about just how many more food alergies there are these days compared to the past 10, 20, 30 years and so on.

Stress –When we are stressed, our bodies produce a chemical called Cortisol, which slows down the body’s metabolism. Resulting from this, we are weighed down from the foods that we have eaten. To relieve of stress we need to move our bodies so that we are able to produce Serotonin. High levels of Serotonin enables us to do things such as; concentrate, feel happy, learn and relax. It supports our metabolism, helping us to process our food faster. Indigo Children innately know what their needs are and will need to move in order to feel relaxed.

Restlessness –The environment of a child, particularly their bedroom, affects their sleeping habits and sleeping patterns. According to principles of Feng Shui, bedrooms which are far too active, contain too much Yang energy which may make it difficult for a child to sleep in at night. Instead, bedrooms need to contain more Yin energy, which is settling, nurturing and peaceful to support more effective sleep patterns at night.

Some examples of things which produce too much Yang energy in the bedroom of a child can include;
– toys which are not packed away or toys that are always on display and are too active (eg. action figures, racing cars, robots, monsters)
– posters which are too exciting and colours on the walls that are too vibrant or loud (eg. bright reds, yellows, greens, blues)
– teddy bears, and dolls which stare at children’s beds (encourage children to put these toys to sleep as loved cuddle toys, bears and dolls that stare at a child bounce off energy of the child and keep them active)

Children could be encouraged to redecorate their rooms to reflect a place of rest, sleep and relaxation. Try packing the toys away, placing more gentle posters on the walls, and having softer colours on the walls (eg. mauve, cream colour, pale colours and tones).

Interestingly enough, in Doreen Virtue’s book, “The Care and Feeding of Indigo Children”, Doreen writes about children’s bedrooms and links to hyperactivity. It was written that typically boys were more often diagnosed with hyperactivity with their bedroom’s toys as one of the main contributing factors.


 There’s other ways to look at this high level of activity that is displayed by Indigo Children so let’s have a look at it through some other lenses. For many of us, we’ve come to rely on being reactive to the different events in our lives and with a greater understanding of how Indigo Children have a different set of needs, we are better equipped to support them and to empower them to shine for who they really are.

My Indigo Brothers and Sisters, your high level of energy is a blessing not a burden. Let’s channel this into positive and empowering ways that lead you to focus your energy into creating a powerful representation of yourself and all that you are and all that you are capable of.

Much love to you.
Love from Nathan and Friends

 

 

Indigo Children, Defiance and the Classroom: “Why do we have to do this at School?” “I’m Bored” “I’m Outta Here”

Do really we have to do this Miss?” I asked.
I BEG YOUR PARDON?” said the teacher.
I feel this isn’t important because I won’t need to know it when I grow up”.
“HOW DARE YOU! STAND UP AND GO OUTSIDE!”

I can clearly remember saying this scene clearly in mind as if it were last week. I can remember getting reprimanded for speaking my mind and speaking my truth. I knew that I wasn’t interested in what i was learning in my Grade 3 Religion lesson. I was being honest and I was punished. “What relevance did this have in my life and future?” I wondered. I could feel and see that it didn’t. I knew. However I still didn’t get my answer and I am pretty sure it’s still a common thing going on in classrooms and schools today. I am grateful that as a visiting teacher, we are given a bit more freedom with what we can do during the day at school.

First things first, I know that kids can naturally get bored and seek out more engaging things. It happens all the time. Even if they don’t say it they might act out or refuse to do anything. Today I’d like to talk about this from an Indigo perspective.

In older generations of schooling, sure we may have gotten bored, however there may have been a higher tendency to reserve or stuff down feelings in fear of getting reprimanded or punished verbally or physically and usually the response to “do we really have to this Miss or Sir?” would be “yes it’s in the curriculum and you have to do it because you have to.” Naturally kids would say “Okay”, and continue with what they were doing.
Things were a bit different back then in terms of the school system, disciplining children and the ways that children were taught.

Reflecting upon these and comparing this with the  more diverse needs of students and teachers these days responding to a simple, honest question of a young person in a classroom withindex “because you have to” simply isn’t going to cut it. Remember that Indigos can detect truth in the words, feelings and responses of those around them, themselves included. They are also quite intuitive so they’ll have an inborn sensitivity and greater level of extra-sensory perception. So what if they really are seeing in their futures that they won’t need to know what they’re being taught in school?

So if you think about a teacher who simply tells them “because they have to“, do you really think an Indigo Child is going to believe them? How about the Indigo can sense that he or she won’t be needing to recall any of this knowledge in their future? What if these children can sense in the teachers, that they too know that this knowledge is irrelevant or not important in the future? Where does that leave the teacher and the student?

Well for the Indigo who acts upon their feelings, then they’re not going to pay attention or they’re not going to be very interested in what’s going on. If there’s no relevance in their lives then perhaps they may even feel compelled to leave the learning environment, and in older kids, they may skip classes or school, play up in the classroom or tune into their own world.

It’s not to say that school education is insignificant to these children, moreso, they are seeking answers and we need to be prepared to answer them or to ask them more questions to guide them along their own inquiry of life. Perhaps as a teacher you could focus on what skills and values they are actually learning and link this into their everyday life experience. Integrate learning into contexts which are significant to them. Think carefully about what you say to them, because if you’re coming from a place that is uncertain, then how can they trust you and what you’ve got to offer?

Also keep in mind that learning new skills offers them the opportunity to open up and access neural pathways. Expanding their awareness and their skill sets rather than simply filling them with facts and figures. Explore different ways of teaching. There are many different styles to teach, not simply just chalk and talk, textbooks and reading, writing and arithmetic.

Another thing to remember is that discipline in some cases only reinforces a child’s behaviour, ironically, making them aware that they can get out of doing something by not doing it in the first place and thus being removed. It also has implications of coming from a fear based perspective (eg. do something this way or else this outcome will happen to you), so how about being a teacher by living and leading by example? If you want the children to be interested in what you’ve got to teach, make sure you’re interested in it too. Make sure you make it engaging and inclusive for everyone!

Be creative in your teaching and allow your students to be the same. Let them genuinely express themselves and their ideas and experiences of education. I understand the work of a teacher and the fact that they need to meet the standards of syllabus documents and such and I have much respect for the work that you do. It’s time to see Indigo Children and or ADHD children as a generation of emerging and developing cognition. Think outside the box and remember that just because you are a teacher, that doesn’t mean that you are no longer a student. The kids in your classroom are your teachers as you are theirs. Be the one who empowers them to seek answers and ask questions in their learning and be the one who encourages them to explore through connecting with them and what they hold in their hearts.

Sometimes school is unable to cater for some people whose interests are aligned elsewhere. That’s absolutely fine and just because school isn’t your thing, that doesn’t make you a failure of the system or a failure of life. I know many Indigos who felt alien in the school system and since leaving formal schooling they’ve excelled in their passions and are giving life all they’ve got. They’re the ones making a difference, showing the younger ones that when you find what your heart calls for you can achieve anything.