Promoting Unity

Recently I was asked to give a talk on Indigo Children at a design college in Sydney, in front of a panel of academics. I was asked a very simple question which had a very profound answer.

It was something along the lines of ‘if Indigo Children know that they are Indigo Children, what gives them the right to feel like they are in a class of their own?’

To reflect on the nature of this question, yes labels or any sort create a unique signature towards it. And yes children potentially will align or associate with it. What we are aiming to do with our work with Indigo Children is to really look at alternatives to the establishment; the potential misconceptions of the ‘epidemic’-like increases in numbers of children being diagnosed, drugged and misunderstood.

The reasoning behind this work with Indigo Children is not to create separation or to encourage children to think that they are superior, more advanced or better than anybody else, but simply put, we are wishing to express another perspective on ADHD, and to break away from the pre-existing conventions associated with it. Whilst we do acknowledge and respect medical and scientific communities with what they have established, the path which this takes feels like the next step.

The Indigo Children are here and have been for several generations now. While this is expressing one way in which the human species is evolving, with our return to trusting our feelings, intuition, being honest, passionate and willing to focus on life mission, working with, teaching, raising and being inspired by Indigo Children reminds us of aspects within us that we also have access to. It’s all about sharing the love, honouring and respecting who they are and who we are, so that we can maximise our potential, Divinity included, as one of the life purposes of coming here to Earth in the first place.

It isn’t about telling someone, who is broken, better, superior or not and so on. To be honest, I have come across some Indigo Children in the past who did misunderstand this and expressed ulterior motives of being superior in an egotistical way, and this is not empowering either. All in all, it is about teaching and learning from one another, remembering that all of us, as holy children of the Universe, have beautiful gifts and talents to share, and that we are all perfect and enough, just the way that we are.

My Indigo Brothers and Sisters, you are all perfect just as you are. You are equal to all on this Earth, just as everyone embodies the spark of Divine love and life. Be free to express yourselves and know that you are all free to be yourselves and to shine.

Blessings and love
Nathan and Friends O:)

Conscious Connections

Conscious Connections

Growing up sensitive to others’ energies, thoughts and emotions, I picked and chose who I was comfortable around and my body language, words and actions were reflective of that. It didn’t really matter who it was, whether it was a relative, classmate, friend of a friend, colleague or family member’s friend, associate and so forth.

For that reason, I can remember being asked if I was being shy or rude, or at other times, oppositional or defiant, but when it comes down to it, I think it is neither. Today we are going to explore another perspective.

As many of us were taught to speak politely and respect our elders, those with a certain title, status and make friends with all of our classmates, as an Indigo, I believe that this can be a difficult thing to do, given our level of sensitivity.

Reflecting on this, I can remember times in my life where I have respected and liked the school maintainence worker than the school principal or the individual classmate than the popular, attention seeking ones.

The Indigo has an inner radar which can pick up on the energy, emotions and integrity of another person. Ever get that feeling of picking up a certain vibe from another person? Is their energy draining to be around? Maybe you are picking up on their dishonesty or selfish intentions? Perhaps it is left over junk from a high stress lifestyle?Maybe a vibe that they are not welcoming to you and you feel a bit tense in the stomach?
It could really be anything, however we’re not here to judge others.

So let’s say we are in the presence of someone whom we feel like we are closing off from. Imagine feeling that through your whole entire body; your stomach clenches when you are in the presence of this person, your mouth freezes or clamps shut as you open your mouth to speak, your ears switch off, and you feel sleepy or dizzy around this person.

It might look like shyness or rudeness on the outside but on the inside, this is sensitivity kicking in. It’s not something that can be just turned off either. Of course you can choose to ignore it, but us Indigos also do not feel the need for connections that are not authentic. Deep down inside we are aware of working with the law of attraction to attract what we need and if a connection is not authentic then perhaps that will create more drama or tension in our own bodies too.

When I see and experience this, it is like a brown foggy liquid or energy is pouring out of a person and splashing everywhere onto others.

Now I don’t want to sound like I’m excluding myself from others nor do I want to sound like this is the attitude of Indigo children and people with higher sensitivity to others, however you could also think of how a baby responds around certain people too. They have a high level of sensitivity and it just so happens that many of us are conditioned to maintain certain social standards that makes us ignore our true feelings and energetic needs in response to what is going on and who is around us.

It would be unrealistic to avoid every kind of interaction with others during our day to day lives, and we all have different things which resonate with us and don’t resonate with us. This also includes people and specific social dynamics. The cost of sensitivity is sensitivity so as we become more in touch with ourselves, the more of a priority our energetic balance will become as we become more and more aware of it.

I’d like you to illustrate the idea of energetic interactions as fingerprints on our own energy field. Uplifting people and experiences compliment your energy field while the opposite kind of feeling happens with the opposite experience. At the beginning or end of the day or whenever you are feeling like you’ve been around a draining person or situation, call upon Archangel Michael and visualise a cocoon of violet light encapsulating you. Energy work, yoga, meditation, visualisations, sea salt baths, connecting with nature and smudging with sage are some great ways to cleanse your energy and uplift your spirit too.

“My Indigo Brothers and Sisters you have interacted with others naturally and perfectly. You’ve done nothing wrong for taking care of your own needs. You are perfect just the way you are!”

“Archangel Michael I call upon you now. Please come to me and surround me in your violet cocoon of energy. Please release anything which I don’t need anymore and anything which doesn’t belong to me.”


Do as I Do not Do as I Say

Children are far more intelligent than they are given credit for. For many adults in previous generations, it was a common concept to think of children as vessels to be filled with knowledge; fit to a mould, a system, follow the directives and regurgitate information and do as they were told. Sure this sounds ideal from a teacher and parental perspective, to have children who comply with and do as they are asked. However, this is not fitting in with the need to understand child’s behaviour or to meet their needs.

Let’s take this idea and apply it to the concept of thinking as a child is an individual, each with their own needs. In this day and age, there is really no limit to the way that a child has been able to express himself or herself. I think this also comes with the decrease in the use of authoratative, physical punishment that was phased ou in many places around the world.

Now we are brought to the context of teachers and parents facing the need for new ways of raising, communicating and dealing with children. A much more positive direction towards liberating children from using fear based tactics to rule over them.

Today we are facing the question of children “not having enough discipline“. Well it is not about being able to control them, for we are, in truth, not here to control anyone else except for ourselves and the ways that we respond to the different things in our lives. So for the sake of answering the statement of not having enough discipline, it is true – we are moving away from the model of needing discipline to control children and young people today. What about this defiant kind of attitude and behaviour that is sweeping across classrooms, homes and society? How about social models that fit their needs based on understanding?

Instead, rather than the need to focus on discipline, how about we be the role models who set the examples of what is expected for children? For example, in a society that condemns violence in the home, school and society, how can we set rules for them when we condone such things in video games, films and children’s toys? Or how can there be rules for illicit drugs when there are other things just as addicitive considered the norm? How do we overcome these kinds of behaviours?

We would like you to consider this today, as some food for thought as to what you have the potential to model to yourself and the children around you. Think about the ways that you set an example and you are a teacher by living and leading by these principles that guide your life.

As for my Indigo Brothers and Sisters, we would like to finish by saying – “Make your own living experience an example to live by and to learn and grow from. Let a personalised experience that you apply to your life be what you set your life to and form your own understanding to get the most out of it. You are your own individual self who is here to shine in your own personal and unique way. You are beautiful, blessed and full of potential.”


Blessings and love,

Nathan and Friends

Respect and Indigo Children

cane 1During my time as a school teacher, I have heard things from various different teachers, parents and external stakeholders which can be summed up as phrases such as;

“Students don’t respect their teachers anymore”,
“There is no discipline in schools these days” and
“Students walk all over teachers as they have more rights than teachers”.

What is it that is raising these concerns in teachers, parents and members of the general public? Are teachers and parents really feeling that disempowered because of a ‘lack of discipline’ in schools and at home? Is it because there are new rules that protect children from harm that mean that ‘authority figures’ cannot impose their authority onto those who are not conforming?

Quite the contrary, really. In all honesty, we are witnessing the evolution of the human species. We are moving beyond the need to control others and exerting power in ways that are harmful; physically, mentally, socially, emotionally, spiritually, and psychologically. Let’s face it, Indigo Children can detect truth internally and ever so easily and naturally, whilst Crystal Children are drawn to those with open hearts.

If our children are a part of systems which are not based upon principles and foundations of integrity and honour, then who are they to be named and shamed for doing what could be considered ‘wrong’? Students walk out of class, refuse to do work, speak up and voice their truths, which sometimes escalates into arguments and defiance. What do we make of the situations involving these children, when they simply do not feel comfortable attempting to learn what is not feeling right for them?

Let’s consider Indigo Children at school for example. A teacher is teaching and prior to the lesson informs the students that what they are doing is boring and they need to do it just because they have to. How do you think an Indigo would respond in this situation?

“Teacher, you can’t make me do it. I don’t want to do it. It’s boring”

“Do it now. (Raising Voice). I’m the teacher and you must do your work”

Would a teacher make them do the work? As we write this, we are picturing an image of an Indigo being backed into the corner with their own personal space and integrity boundaries being overstepped. Volcano gives out the tremors and BANG! Books closed, angry words and mood and straight out the door!

3._School_EventsOr what if the school principal is someone who only punishes students without listening to their side of the story? What if the school principal only acknowledges academic pursuits or plays favourites with certain students and families? What kinds of levels of respect will Indigo Children have for them?

Reflecting upon the two scenarios given above, it could even be quite likely that our sample Indigo Child has more respect for the school janitor than the classroom teacher or school principal because the school janitor might be someone who likes to joke around, admire this student’s artworks and enjoy a good conversation with them. This might not fit in with the old ways, but personally, I think it’s a pretty genuine and honest way to demonstrate respect for another.

In the past, it was taught and generally expected that we would grow up and respect our elders, respect those with titles in front of them, those with more money than us, those who wear a particular style of clothes, and so on. With Indigo Children, we are moving to a different level of understanding what respect actually is. Respect is a thing which needs to be really earnt with Indigo Children and not just expected because of age, titles, social status and so on. Let’s bear in mind that many Indigo Children are old, wise souls who may have more experience and wisdom than you yourself even realises. So simply believing that they MUST respect you just because you are older is something that needs reconsideration. We are being taught to respect ourselves, believe in ourselves and what we do, so that these examples can be mirrored and reflected in the ways that we interact and deal with others.

Indigo Children won’t false friendships just for the sake of it, nor will they show their respect just to be nice. You’ll notice the differences in their behaviour and enthusiasm around different people whom they innately get along better with – people whom they appreciate and people who appreciate them.

In our older models of life, whether it be business, family, education, social structures and so on, we were operating under an inbalanced perspective of operating from distorted Masculine (Yang) energy. Masculine energy is outward projecting and focuses on action, logic, practicality and striving. In its distorted form, Masculine energy tends to look like things such as competition, demand, pushiness and struggle. Right now, we are moving to the return of the Feminine (Yin) energy, which is timely with the arrival of Indigo and Crystal Children. Feminine energy turns inwards and focuses on our sensitivity, receptivity, creativity, emotions and intuition.

In other words, what we are literally saying, is that in the past, it would’ve been generally considered the logical thing – older people – younger people. Older people deserve more respect and are always right, whilst younger people must always obey. The dominance of the Masculine energy saw to it that children were pushed and controlled in ways that came from a place of fear.

indexAs we move into an era accomodating the return of the Feminine energy, we are remembering that the world operates on a simple yet profound basis on the law of attraction. Rather than competing for our dominance over others and making children obey, we manifest it through the law of attraction and understanding our own needs and their needs. In doing so, we become more responsive to building positive relationships with students and families and we understand the significance of each others’ roles. We come to a mutual understanding and most importantly, we come from a place of love and respect.

In all honesty, listen to what children have to say. Listen to them voice their feelings, their emotions, their opinions and ideas. They have great wisdom within them that is not simply ruled out or irrelevant just because someone has been on this planet longer than them. Age in Earth years certainly does not absolutely mean that they have been ‘alive’ for a longer time.

indexMother Mary says “in order to teach the world and its incoming generations about respect, then we need to see each other in the world on an equal playing field. In truth, we are all holy children of the Universe, here to make an impact and a profound difference. Love is where each of us is from. Whether we are a man or woman, a child, an animal, of the elemental, the angelic, the crystal kingdoms, of this world or another, it matters not. There is a common thread of unity that unites each and all in one way or another. Respect yourselves and respect each other, honouring what each has to say and honouring each one’s unique way. Live the life that you were born to live, and live your life in service of all that you can give. Receive and accept to Heaven’s fate, of the world you live in, love overruling hate. In this life here and now, the holy presence of life all around.”

My Indigo Brothers and Sisters, you are all beautiful. We are all connected by a cosmic web of love and light. Let it shine and let yourselves shine. Acknowledge the light in you as the light in me.

Love from Nathan and Friends

Evolving Children, Consciousness, Curriculum and Pedagogy

Following on from our previous blog entry introducing Indigo and Crystal Children and their impacts on evolving consciousness, we wanted to discuss what this means for education, because it is a very, very significant topic, one which I feel we are only just beginning to skim the surface of.

266741_432497386785370_1858548808_oSomething common between all the generations of newer children arriving here on Earth in more contemporary times is that they are more sensitive and intuitive than previous generations. Because of this sensitivity and connection to their innate nature, represented is a deeper connection to their feelings, their creativity and visual processing. In a physiological sense, Indigo and Crystal Children tend to be more right-brain dominant. Brain scans of these children would show more electrical activity going on in the left part of their frontal lobe, which would indicate a higher proportion of information processing in this brain hemisphere. Reflecting on the right-hemisphere of the brain,it is the side of our brains responsible for creativity, emotions, psychic abilities, intuition and visual information processing.

Having said that, would it not be correct to say that as we evolve, our education models need to evolve too in order to reflect the changes that are occuring in the development of children? Traditionally Left_and_Right_Brainspeaking, many current and previous education models are built upon models of left-brained, analytical, logical, phonetical and problem-based styles of thinking, which had its place and its purpose several generations ago, however, as children evolve physically, physiologically and psychologically, the curriculum and pedagogy delivered in the school systems need to reflect on this.

One example of where I have seen the cracks in the old education model start to appear have been in standardised testing. Recently there had been media discussions about the performance and thereby, ranking of, elementary and secondary school students in Australia in a standardised literacy (reading and writing) test. From our understanding of these reports, it was trying to suggest that the results of students in these tests had been at its lowest in years. There were mixed views on this article, with some perspectives criticising students for not being intelligent enough, while others were criticising teachers who were not doing a good job and should be given paid bonuses as incentive to explicitly teach students to do these tests more effectively and so forth.

Whilst on the topic of literacy, we do feel that learning to read and write, especially in spelling new words, is very difficult for many children who are learning phonetically – sounding out words, memorising them and learning them through repetition and rote learning. Learning does not seem contextualised even if students are learning to sound out the words, memorise how they are spelt and then write their dictionary meaning or write them into a sentence. In Early Childhood Education they are doing this and it surprises me to see that this stops at a sudden certain age in one’s education, but using visuals, sounds, rhymes, colours and games in learning reading and writing, resonate so deeply with these sensitive, feeling oriented children, who are right-brain dominant and can take images of these things in their photographic memories.

Perhaps for me as I observe high school education and compare it to the years of primary and early childhood education that I have experienced, I am noticing a lot of note-taking from the whiteboard, textbooks and teacher’s voice, and I am seeing many more disengaged, disinterested learners. It’s not the students who are lazy, incompetent or unwilling to give things a go, and we’re certainly not putting down secondary education or its teachers either, because they have very important roles to play in society. What we are suggesting however, is more variety to engage different senses in education.

Consciousness, Children and Education are evolving and whilst certain things outside of them have been changing to influence them, I have also seen things which have just been thrown right in just for the sake of it, for the sake of the curriculum, the results, policies, and not the students. Sure it may take a bit more getting used to, to break away from comfortable patterns of teaching and reteaching the same units of work, year in, year out, but we really need to evolve curriculum and pedagogy to reflect the changing needs of children, regardless of their age.

Hohendorf, JP mit DorflehrerAs an example, technology is something which has made such an impact on education and even more so in the past 20 years. Over the years, I have seen students using iPads and laptops as notetaking devices and accessing online textbooks and teachers’ pre-written material, which has then led to students becoming easily distracted by other games, apps, music and videos. This kind of implementation defeats the purpose of bringing educational technology into the learning environment in the first place, for education could take place without iPads and laptops in the first place. The same old thing is happening but it is being delivered in a different way!

Then we are given other scenarios that we have witnessed with tech-savvy teachers with devoted time, energy and attention into developing and integrating technologically based learning programs for teachers and students to successfully engage a variety of senses, teaching and learning styles and individual learning needs through well-researched application of technology in learning and continuously broadening our knowledge.

Education needs to evolve if we are to address the changing needs, behaviours and expressions of the children coming to us today. We have the tools and the knowledge available to us and it is up to each and every one of us as teachers, parents, leaders, students and community members, to engage with learning, ask more questions, try more different things and to explore beyond the horizon. My hat goes off to the models of balanced education that empower tomorrow’s children to soar, like Montessori, Steiner and Warldorf. Explore some alternatives and open your hearts and minds to some of the great minds empowering the children of today and tomorrow. Education is only continuing to evolve and change and I envision a world where education grows into something more beautiful and blessed today and all our tomorrows!

My Indigo and Crystal Brothers and Sisters, you are far wiser than you could ever imagine. Your intelligence is what gives birth to so many wonderful ideas and you are all so talented. Gifted beyond your years you are, each of you shining brightly like illumined stars. You are all different and all have your own needs, so rather than comparing yourselves to others, enjoy who you are and embrace every single bit about you. You are a beautiful being with a grand song to sing!

Blessings and love,
Nathan and Friends O:)

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:)