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.

Namaste
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:)

 

 

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.

 

Cheeky Indigo Children

As we have already established, the Indigo Child is one who is quite intuitive, sensitive to the degree that they can innately detect and discern between truth and dishonesty. They are known as the ones who are very feeling based, to the degree that they feel out what they want to be doing, and can go from place to place, starting task upon task to their heart’s content. From my own childhood and now as an educator, whilst I have noticed that Indigos are the kinds of children that teachers, parents and educators do not always understand, a label is given to them, making them feel like there is something wrong with them. Like ADHD is some kind of defect, when in fact it is a different form of cognition, one which actually has its similarities to those who are ‘gifted and talented’.

In saying this, as labels are given to Indigo Children, they begin to feel like something is wrong and they internalise these labels. Resulting from this is in many cases, a lower sense of self-esteem. These labels may or may not change their understanding of their own innate spiritual gifts, and so they while many of them still have the abilities of intuition, sensitivity, multi-tasking, creativity and inner truth detection, they might not always be channeled into the most positive of ways.

With many Indigo Children who have been displaced in the home and school classroom, we get children who are feeling very vulnerable and sensitive about the things that they have been labelled, and thus need a way for them to feel better about themselves or to keep themselves amused in the boredom of education systems that they engaged by. Some cases of this can look like picking on other children at school or home, or feeling like picking on a different person every week! Others may show this vulnerability and need by lashing out at other teachers and adults. Others take it out on society. The passion builds, the anger builds, and when an Indigo is fired up, they’ll show it seen and unseen ways that are usually quite obvious.

Imagine having inner truth detection abilties and using that as a bully. You’d know what makes others tick and you would feed off it. You would know what truly gets to them and you would continue to do it. Even if the recipient of bullying told the teacher and the teacher told them to ‘just ignore it‘, it would be something that would take a great deal of strength and resilience to overcome. So we need to focus our attention on the bully, cooperate with members of their family and school network and re-educate them in the process. giphy

All those people pointing fingers at you, saying that something is wrong, well this is the only kind of behaviour that you know, and now it’s time for you to carry out this behaviour unto others. What are the effects of this cycle? If we are not learning to accept ourselves and internalise the detrimental impacts of labelling and misdiagnosis, where is our society heading? Meet the Indigo Bully, a creation of this cycle of being ‘bullied’ themselves.

If you are or were one of these children (I know I was when I was younger!) or if you are a parent or an educator, we really really need you to unconditionally love and accept yourselves again and do the same unto others. Bullies create bullies, and it is common for us to fear or put down what we don’t understand ourselves. Although the past is done and dusted, it’s time to pick up the pieces, forgive those who crossed our paths and ‘wronged’ us to some extent. It’s not about holding onto the anger, but being inspired by it, to make a difference and to transform your world and well-being.

Take a forgiveness inventory. Take a large sheet of paper and write down the names of all the people in your life that you need to forgive. It could be small things, it could be large things. Imagine as you write these names on this paper down, that they are standing in front of you and you say (their name), I forgive you, I release you and I am free and you are free.” Imagine pink light wrapping around you both and feel how good it feels to let them go.

It is my prayer that each of you Indigos out there awaken. See beyond the labels, see yourselves as perfectly whole and complete. You are enough just the way you are. You were taught in ways that reflected the ways that others were taught. We need you now to live and lead by example and begin to see the world as you do and no one else. Reclaim your power. Reclaim your truth. You are beautiful.

Love from Nathan and Friends


Taming the Indigo Fire

“A Calling to Indigos” –

Indigos, it is time for you to remember who you are and what you are. Find a creative way to express yourself. Allow yourself to release your emotions, especially your anger, in ways that are beneficial to you but are unharmful to those around you. The world is not out to get you! Let us forgive those who did not understand you, for they were only operating at the highest level of consciousness available to them at the time. Let’s forgive the world, and send love into the world. You are here to make a difference and to make that difference you need to come from a place of love. Look into your heart and learn to feel again! Trust your feelings, trust yourself!

You have your own inner power that makes you strong. You can do this. You can do this. You can do this. You are very loved and supported. Your ability to take on multiple tasks at once and be successful in all of them is a blessing. You trust your feelings and you follow them as necessary. You speak your truths honestly and as you do so, you live a life that is more authentic to you. You are a great leader who is able to take on great responsibilities. Your impact makes such a difference in the world.

Live your life according to your story that you are writing. Your experience is yours alone. You are here to pave the way for your children and your grandchildren and the generations to come!

Love from Nathan and Friends

 

Indigo Children have been born in this world for many generations, with a great influx of them from the 1950s onwards. Jesus was an Indigo, as was Joan of Arc, Albert Einstein, and maybe even you, the reader. Indigo Children have an innate truth detector – they know when something is not right and they feel it in every part of their body. They have a drive so great that they can achieve almost anything they set their minds on, however they could also be the ones who are working on many different things at once. Multiple projects and interests are derived from feeling based ways of making choices in life, which sadly gets misunderstood as a form of hyperactivity). They have a high degree of sensitivity and because of that, they can detect truth and honesty and are not afraid to go about in expressing it, which can also be misunderstood as hyperactivity. From a young age, they know that they have been for a reason, a purpose, and they can instinctively feel that they are ‘different’ from the current systems and practices in place. Indigo Children have a strong fire inside of them. It is this fire that makes them very passionate about what they do and what they stand for. On the positive side, it can be what pushes them to achieve so much, however on the flipside, it can be what fuels an intense temperament otherwise.

In my schooling days, the increase of Indigo Children became more apparent when there was an increase in the number of children with ADD (Attention Defecit Disorder) and ADHD (Attention Defecit Hyperactive Disorder). Many of these children were and are still known as the naughty children who were disruptive and unable to sit still. They called out and loved attention. Many of these children were and still are being medicated, thus creating a sedative-like effect on them, which in turn limited them from their natural gifts. With a misunderstanding like that, it is easy to understand why many Indigos today feel angry with the world that they grew up in. They were labelled and thus identified with the labels. therefore having impacts on their self-esteem and identity, allowing these labels to manifest in their lives and control them. With anger fuelling their lives, many displaced Indigos find themselves attracting violence and anti-social behaviour into their lives and in worst case scenarios, take it out on other people when all else fails.

When doing my research before writing this blog to see if there were other online blogs focused around Indigo children, many of the things that I had found, surely enough were from Indigo Children. However, perhaps they had not learn to tame their fire, for the content was very negative, unhopeful, and they were lost. This post is not intended to point fingers at anyone, for everyone has my compassion and my love.

It really makes a difference when one who feels different or displaced can understand and connect with themselves and others, realising that they are not all that isolated or alone at all! If you are an Indigo or you know of one who is feeling displaced, turning to anti-social behaviour to cope, I would encourage them to connect with like minds, actually even just learn more about Indigo Children themselves. Learn about who you are, what you are, and where you are. You are here for a very special reason.

There is hope for the planet. Many who are just like you are waking up again. Whether you are in your 20s, 30s, 40s, or 50s, you know you’ve been different all of your life and waiting to connect with others just like you. They are out there! As consciousness rises and humanity evolves, it is true to say that we are in fact mutating to an extent of evolution. Higher sensitivity, increased awareness, higher levels of consciousness, enhanced levels of manifestation and advanced levels of spiritual and psychic abilities. It’s all happening and it’s all very real! Take note of the children and the young ones who are achieving such great things today. Childhood and teenage inventors, solutions to aid the environment, generate new forms of electricity and the like. Schools for the gifted and children’s and parents’ groups!

Reach out, connect, and let your passionate fire serve you in the world as you serve it. The Earth needs you!

 

 

“Do you see what I see?”

“Oh look at those clear squiggly lines! Do you see them too?”
“Don’t be silly. Stop talking nonsense!”

“Wow what pretty colours and lights! Look over there!”
“Oh you’re just making it up! I can’t see anything”

photo 1The italics reflect on my reactions to seeing energy and orbs when I was a young child. The bold writing reflects on the responses to family, friends and teachers who saw the world differently to me. Reflecting upon this, I had a level of awarness that was not understood by myself or others. To notice these things on an everyday level and in a very natural way prompted me to say such things without really thinking or without realising that those around me had forgotten about what was once an inborn, innate, natural gift.

I’m sure that there are many of you reading that can relate to this. The frustration of stating what we perceive as so obvious and natural, yet so misunderstood by many of those around us. Patience Dear One, patience! Our story is ours just as others belong to others. Nobody is right or wrong here, we are all just operating from our highest level of current understanding. Both sides need to learn to respect multiple perspectives and ways of perceiving life.

As I shyed away from engaging with the Spirit world in my teenage years, it wasn’t until I myself was a school teacher that this came back to me. I noticed what some of the children in my classrooms were talking about. I read their stories during story writing time about imaginary friends, coloured lights and angels visiting their rooms at night. It made me think about my own childhood and the easily dismissed notion and disregard for ‘imagination’ as if it were a bad thing with no relevance in a logically functioning world. I explored and I made the journey to rediscovery and reconnection. I lent an ear to these children who felt encouraged to share more and talk about these things with me. It taught mphoto 2e many great lessons about our spiritual nature and actually how intuitive and aware we are as children. To return to a childlike level of innocence and purity is to reconnect with where we once came.

Something that I am passionate about passing on to other adults, parents and teachers of children is to listen. Listen to what children have to say. Just because as an adult you have been here longer on this Earth than the young ones before you, that does not mean that you automatically know more or that you are always right. Just because your experience of life is different to the way that another individual, another child, experiences life, that does not mean that theirs is invalid or wrong. We all have a voice and we all have a right to share our story in this journey through life.

The idea is not to judge one another based on their experience of life but rather to see to it with open arms, open heart and open mind. Let us all respect one another as individuals without seeing the need to fit us all into one mould, one life experience orone path. Above and beyond, we are all here to shine in our own unique ways.

Blessings and love,
Nathan and Friends