Evolving Children, Evolving Consciousness

The last four decades or so has seen the tip of the iceburg of human evolution occur. The children coming through in large numbers, beginning with the Indigo Children in masses from the 1950s to 1990s, the Crystal Children from the 1990s onwards and more recently but in fewer numbers at this point in time, Rainbow Children (which we’ll talk about in another entry). Let us remind you, that all of these generations of children are a reminder of the great potential that exists within us all as we find our way to reconnect with Source; our Divinity and our connection to Spirit through an internal, inward journey shared with the world surrounding. Today, we’re going to highlight Indigo and Crystal Children and some of the ways which they represent generations of the evolving human race.48 the peace rainbow

The influx of Indigo Children, saw an increase in the number of children being diagnosed with ADD and ADHD. What is it really? Is it a scientific or medical label given to children who are said to be hyperactive, inattentive, fiery tempered and trouble-makers? System-busters? Are we offered alternative perspectives on what really is at the truth of the matter here? These are the children who started coming to Earth with higher degrees of sensitivity to emotions, energies and chemicals, psychic and intuitive awareness, and a burning desire to maintain truth and integrity.

Indigo Children, being more intuitive, are open to receiving more information or channeling it, from non-physical origins in an energetic sense. They pay close attention to their feelings and trust them without a doubt. In a world of diagnosis, this could be seen as impulsivity, as their connection to their feelings, leads to doing things that they feel like. It also needs to be noted that an Indigo Child’s sensitivity to ingredients in foods, such as food colouring and sugar can create either a sedative or a stimulant effect, raising questions about their ‘inattention’ and ‘hyperactivity. Indigo Children understand their need for movement to detox and decrease their levels of stress. Whilst a child could seem to get bored easily or wiggle in their seat as an intuitive, automated response to these things, it could also be misinterpreted as a form of hyperactivity.

The 1990s saw the emergence of Crystal Children and interestingly enough, from this time onward, it also saw the emergence of a ‘worldwide epidemic’ of Autism and Aspergers. Without ruling out the existence of children along the ASD Spectrum, I would like to mention early on, that Crystal Children do not necessarily have Autistm or Aspergers, just as children on the Autism Spectrum do not always have to be Crystal Children. Part of the high incidence of this comes with what we are about to discuss.

Crystal Children are the next wave of children coming to Earth and they can be described as children with large round eyes, regardless of their race. They are very affectionate, very sensitive to emotions, energies, chemicals and foods, and they are highly psychic. Crystal Children love crystals and nature. Crystal Children can be a bit shy compared to their Indigo brothers and sisters, however you’ll know that you’re in the presence of a Crystal Child when you feel the pure, unconditional love that radiates from them. Being highly psychic, Crystal Children are often quite telepathic and may be late talkers, communicating with body language, grunts and their own noises if they need to communicate physically. Scientific communities do not even doubt the existence of telepathy anymore, however the problems arise when Crystal Children communicating through telepathy are not being heard by their parents and or carers. Late talking then warrants the need for a diagnosis by concerned parents and medical professionals, which has led to the increases in these cases. Autistic children may seem in their own world, carrying on with repetitive behaviours and they do not connect with others. Crystal Children on the other hand, are extremely affectionate.

We are witnessing the evolution of the human species here, as the generations being born are evolving in consciousness, demonstrating the existence and connection of Spirit within each and all of us. These children teach us things such as how to treat our bodies through nutrition, exercise and sunlight, and they remind us about our connection to each other, the inner and outer worlds, and the love that unites us all.

These children don’t need drugs, nor do they deserve disempowering labels or misinformation! They don’t need to feel like they don’t belong or they’re not important, nor do they need to feel like they are here to cause trouble or be a burden on society and the communities that they are a part of. Indigo and Crystal Children represent the great factors that make up who we are and what we are, and the impact that we can make on the world. As the Indigo Children pull out the old weeds of the past in corrupt, outdated models, the Crystal Children are here to plant seeds for the future and the direction that the world is heading in. In our next post, we’d like to explore what this means for educators in terms of Evolving Children, Evolving Consciousness and the need for Evolving Curriculum and Pedagogy.

My Indigo and Crystal Brothers and Sisters, Return to who you are, what you are, and where you are. You are far greater than you realise. Today it is my prayer and intention that you’ll remember, share and impart these truths about yourselves. You are perfect just the way you are and a gift and a blessing to yourself and the worlds within you and outside of you.

Blessings and love,
Nathan and Friends O:)

Angry, Fiery Indigos

Indigo Children are known for their fiery energy. When channeled effectively into passionate, driven ways and areas of life, it leads the child and individual streaming down multiple streamlines of creativity, opening them up to a world of unlimited possibilities. All of this is driven towards a purpose. Once an Indigo Child is set on something, there’s no stopping them because they are so feeling oriented that trying to divert them would mean simply being knocked over by the whirlwind of energy that is them.

Considering this deep passion from a positive sense, when driven the opposite way, there still is no stopping them once a certain idea, thought and intention is behind them. Perhaps there may be times where the Indigo feels so intent based on their feelings and hasn’t balanced out these feelings with the headspace – the practicality, the implicatioPuu_Oo_croppedns of what they may be opening themselves and others up to.

Let’s take for example when an Indigo is say highly stressed, upset or very very angry. Someone has played a joke on them that has been misunderstood or someone has picked on them and their anger has built. It has accumulated. The Indigo lashes out and unleashes their anger upon the person because of how they are feeling, without considering what effect it may have on everyone else afterwards.

For Indigos, one of the BIGGEST lessons to learn is to manage their anger. Imagine this pressure cooker, building, building, gathering energy, gathering steam from the esteem issues that they may face, the teasing and put downs by teachers, other students, family members and friends. Watch out if this rage erupts like a volcano. Usually children who are carrying a lot of anger will seem more tense, defiant towards authority, edgy, anxious or short tempered and it can go towards two common scenarios:
1. An addiction to violent video games, movies and imagery
2. Lashing out and setting upon others, using others literally as their punching bags in a range of cases.

For us parents, teachers and children, we can be more aware of the impact that we have on others and what we can set ourselves and others up for. If we are here to teach these children about peace and usher in a new wave of it, then we need to find it within ourselves first and foremost. Let’s remind each and every one of us, that we are all holy children of the Universe. The Creator did not create demeaning, disempowering labels, medical communities did. Anger is the lashback that comes from a place of fear.

Let’s think of some ways that we can help manage anger and release it in healthy ways;

  • Martial Arts is a great way to connect physical energy and emotions – not to say that it teaches people to fight others. Rather it teaches people self-discipline, self-cultivation and relaxation. At a martial level, any tension or stress actually decreases one’s ability to remain in control of a situation or apply or exert force. Imagine if this were the case in a confrontation? Remember in one of our previous articles, we mentioned that exercise and physical activity increases serotonin, therefore decreasing stress.
  • Fresh air and nature brings one closer to the natural flow of energy, detoxing and cleansing. Studies show that nature sounds have very calming and soothing effects on our feelings and emotions. Send your kids outside if they’re getting agitated or frustrated.
  • Journalling helps us to connect with our emotions and explore our feelings. Try writing out your emotions and the things that are bothering you and then tear up or burn the paper as a way of letting it all go.
  • Listening to or playing music has a very theruapetic effect on our brains and can shift the energies of various emotions
  • Set up a calming and cooling down area in your home or classroom for a child to go to when they need time out from all the stimulation of the home and classroom environment. Teach countdown methods – eg. 1. Becoming self aware of behaviour. “How do I feel right now?”
    2. Making a choice, “Is this what I really want? Is there another way?”
    3. Calming and returning, “I’ll remove myself from this situation and return when I am ready”.

As parents and teachers, we are certain you’ll be able to pick up on these things before they happen, however if we can set our children up to self-regulate their behaviours, feelings and emotions, there is always a brighter side to approaching this. Keep in mind that anger is healthy to express and it is the build up and eruption of it that can reach concerning levels with Indigos. Talk to yourselves and know when you’re feeling one way or another. Enlighten yourselves by listening to your feelings and what you are really saying about yourself and others. Is this what you really want? Are you sure? There is always another way, there is always hope!

My Indigo Brothers and Sisters, you have nothing to fear. Nothing to worry about. Nothing to hide. You are celebrated for all that you are and all that you have, because at the end of the day, you are a perfect and special being. Born of love and deserving love in every moment.

Love from Nathan and Friends O:)

Moving Beyond Labelling Children (Part 3)

When we label a child, the label literally sticks with them, like a sticker on their forehead telling them who they are and what they are. To follow up on our previous posts on the labelling of children, something that I would raise today, is the fact that one a child is diagnosed and is given a label, that label stays on their record throughout their whole education, if not their whole life in some or many circumstances.

The way diagnosing works is when a professional looks up the listed symptoms of a child’s behaviour in a manual called “The Diagnostic Statistic Manual IV” (DSMIV) and matches up their symptoms with whatever condition is most fitting to the 9804763243_5aa2952f17_zchild. These diagnosis methods do not take into account other things in a child’s life such as home and school environment, family life, nutrition, and sensitivity. Diagnosing a child could be seen more as an art rather than a science and it generates an income to keep fuelling this industry.

Let’s say if you were or had a child with ADHD, Autism, or Aspergers for example, then this label would be on your permanent record during your time from school. You move from one school to another and to another, and that label is still there. How do you think this would make you feel? What are the impacts of these lasting labels? Do all teachers in the school system treat you the same as the others? Is there a set ‘precedence’ with particular teachers and their attitude towards these ‘conditions’?

Something that I have been pondering about and recently discussed with a colleague and friend of mine is – Is there really a need for “Special Needs” Education?

Let’s think about it. No two people are the same and not two minds think alike. Sure it may be easier to follow a set standard and place everyone up against a benchmark that has been set the same for years, but let’s face it: If everyone is an individual, and everyone has their own way of learning, thinking, acting, doing and being, then wouldn’t everyone be considered special needs in their own right? Of course there are wonderful provisions being made for children with higher or exceptional needs, but even still that’s very individualised right?

In a mainstream, typical classroom, things might look like this;

Child A might be a child who enjoys Maths and problem solving, whilst Child B might be highly active and prefer physical, tactile activity to learn from. Child C might be musical and artistic and may have difficulty learning to read because of different sensory processing in their brain, while Child D is malnourished and has little or no parental support at home.

Realistically, would not all of these things justify ‘special needs’ or ‘special provisions’?
Would not every child need some sort of an individualised plan for each student?
Sure there are different things that trigger different reactions and behaviours in children, so wouldn’t it be more suitable or appropriate to meet their needs on different levels?

Behaviourally speaking, challenging behaviours can be seen as a method of communication of unmet needs. For education’s sake and the reasoning of doing something because you have to or because it is in the curriculum doesn’t give a good enough answer or allow for the free will choices that we have all been graced with. I understand that there is a need for standards, and as a teacher myself, I understand the amount of work that teachers have to do.

Students, parents and teachers, I know that combining our voices together we can reach out to the administration, leaders and policy makers in education. How is it that we are still teaching and learning in an outdated system only preparing participants for the workforce? Has anyone asked the questions? I feel that there is a disconnect between pre-service teachers’ and their ideals, enthusiasm, spark and drive for teaching and making a difference and what really goes on in the current state of education right now; Policies, national syllabi, national testing, performance based reviews. Is there a need to be so competitive in the schools? Education, currently like the face of an Old English Boys’ Club Is the strive of masculine energy distorted, looking for it’s opportunity to compete, be better than others and judge anothers’ worth conditionally warranted?

Let’s bring the Divine Empowered Feminine back into the school systems where we accept each other for who they are and their unique qualities. Look past the purely logical, analytical, performance based means of education and look into connecting with every individual as a soul and spiritual being and not simply someone who is “younger” than you or whom you think “doesn’t know as much as you.” The hierarchies, the pyramids systems of power, let’s look at things on a level playing field with not just our kids, the students and children, but teachers, parents, administration and so on.

My Indigo Brothers and Sisters,
You have the power to be whatever you truly want to be.
Follow your dreams and fulfill them.
You are destined for many amazing things, and being here on this Earth itself is a miracle and a blessing.
Thank you for bringing your beautiful presence to this Earth and shining wherever you go.

Love from Nathan and Friends

Moving Beyond Labelling Children (part 2)

For a child to be labelled as different or not ‘normal’ from the other kids in the class can have a range of different effects. Let’s have a think; how do you define normal? Are we not all different and unique in our own ways anyway?
Today we’ll discuss some of these and the impacts that labelling or diagonsing children can have. I for one believe in seeing the child first rather than seeing the label placed on them and with what there is to follow in our discussion today, you’ll soon be reminded of why this is so significant.The child may ask questions to themselves or parents and teachers –

index“Why me?”
– “What’s wrong with me?”
– “What did I do to deserve this treatment?”
– “Am I broken?”
– “I’m not like the other kids so whatever I do isn’t going to be worth my time or theirs is it?”
– “Maybe I should just stop caring?”

Labels have a serious impact on a child. Think about things in their shoes. How would you like to be treated like an alien in a world where everyone is human just like you are? Think of the impacts that this has on self-esteem and self-worth. Is there a way around this without creating these vorticies for children to fall into? Is there a way out of this trap? How do the other children respond to labelled children? Is there a need for these children in question to feel like they have to prove their worth to gain the admiration and respect of their peers? Does this create the lust for attention that comes with Indigo Children and ADHD children? Do they crave the attention because they feel that they are not good enough the way they are and need to do other things, sometimes things that get them on the wrong side of the fence?

Have a think about these things and how they impact on a child. Is the child the naughty child and treated as the naughty child? Is this creating a viscous cycle that consumes the good nature of the child? We’d like to remind you, that no one is born “bad”. They learn behaviours and do the things that reflect on their inner nature developed through their upbringing in their environment and the interaction with those in it.

For a child to be labelled is to trap them into believing certain things about themselves. This is no way is to empower them, because if everyone around them is telling them a certain thing about them, then who are they to believe at such a young level of innocence? We ALL need to be reminded of who we are and what we are – perfect, holy children of the Divine light. The Creator didn’t create ADHD, medical communities did. 

For all parents, teachers and educators of children, I would like to remind you that just because someone has a title or some letters before their name and they are classified as a professional, that doesn’t mean that they don’t or can’t make mistakes. For anybody that is seeking to learn more about their children, please, please get a second opinion and don’t always take the first ‘diagnosis’ as gospel or the truth of all matters. Do your research, look for alternatives and know that there is always a way beyond the labels, drugs and ‘traditional’ perspectives.

Sure it might not ‘win’ too many people on your side at first, but when you see the benefits of your child’s life flowing through from your home environment to your child’s school, social, and other environments, then you’ll know that you’re empowering them and not trapping them to a label or something outside of them. The law of attraction will seriously bring you all the people and experiences that you need to overcome any challenges. Know that you are powerful and you can make a difference. Your child has chosen you to be their parent for a very particular reason. It’s time to remember love because that’s what they’re here to show you too.

As a finishing statement, I’d like you to think about Indigo Children and the school setting. Many of them don’t fit into existing school structures because of their behaviour, spontaneouty and many other factors, and usually they find themselves struggling or in a lot of trouble. Many of the ones whom are finished school and are all grown up are very successful because they are given the freedom to experience life outside of the box. They are driven, passionate and full of ideas. Then there are some who just couldn’t get out of that cycle and are trapped in a neverending whirlwind of self-abuse through thinking, actions, substances, anti-social behaviour and so forth.

You as a parent and as a teacher have such a great impact on the life of the children who have come to you. Please look beyond the box and beyond the label, please!

My Indigo Brothers and Sisters, it’s time to remember who you are, what you are and where you are. Your time of awakening has come. You are perfect, whole and complete and I love you and so do many others. You are destined for great things. It’s your time to shine. Forgive the past and rejoice in who you are right now!

Love from Nathan and Friends O:)

Moving Beyond Labelling Children

“Hi I’m Johnny, I’m ADHD”

“Watch out for young Sarah over there, she has ADHD”

“Jason, Jason, Jason! Is that you again?”

Do these phrases sound familiar to you? Whether you are a teacher, parent or one of those children that stood out from the others, I’m sure you would have. Let’s think about the actual power that labelling has on someone. For one thing, when we start labelling someone as something such as ADHD, Autistic or Aspergers. then essentially that’s how we’ll start treating them. These labels then stick with these particular individuals, who are then always treated in the form of a precedence according to the label that has been given to them. As a teacher, I believe that this is very disempowering for both parents and teachers, because it means that the child in question is being looked at or judged for their label first and their individuality second. An example of this is evident in say a classroom, where a particular child that ‘misbehaves’ is always picked on because they’re known as the kid who mucks up or the kid with ADHD. Wouldn’t it be more empowering to remove their label as see them as they are first and foremost?

Coming to the concept of labelling on the individual, if someone knows they are being labelled, and particularly, say a child for instance, they may introduce themselves with the label. Like in our example at the beginning of this article, with Johnny introducing himself as ADHD, what do you think has happened here?

He is obviously internalising his label and is taking it on board. It is his ‘blame’ for his behaviour. It is how he sees himself because of how others have seen him. How do you think this impacts on him in his life? Does this impact his self-esteem and self-worth? Does Johnny then see himself as a broken child or something is wrong with him because he’s ‘different’ to everybody else?

The truth is, everybody is different from everybody else. Just as Johnny is different to 30 other children in the classroom, keeping in mind that every child has a name of their own, then why should a label like ADHD be used so openly to single Johnny out?

Precedence is created and this usually means that the child in question and the teachers and parents are not able to move beyond or create a more positive experience everytime. To think about it, we also need to be able to detach from time in itself. Sure in essence, there is a need to know what has worked in the past and what hasn’t, but there is also a need to go beyond that, and see every day and every experience as a new opportunity to learn about one’s self and their interaction and involvement with others.

To all my Indigo Brothers and Sisters out there, you are not broken. In no way, are your differences any things to be ashamed of. You each have your own name and your own vibration. You are a holy child of the Universe and love doesn’t judge. You are very very loved and you are all so powerful. We can all move beyond old limiting thought patterns and beliefs, because in essence, you are unlimited in your creative potential. Rise above and beyond the old and sing your individual, song of your soul. The world needs you!


 Love from Nathan and Friends O:)