Winter break is the best…until it’s over. If you’re an elementary speech-language pathologist, returning from winter break can feel a little like August.
Adults and kids are tired, routines feel new again, and skills that were solid in December feel a bit wobbly.
When students first come back, I try not to jump straight into “serious” therapy mode. The first week or two is all about easing back in. I like to use familiar activities, quick review targets, and predictable routines so students can get comfortable again. Even something as simple as revisiting a favorite game can help build confidence and get communication flowing.
Mid-year is also a good time to pause and check in with IEP goals. Are the goals still making sense for where the student is now? Do they need more visuals, modeling, or reminders after a long break? Sometimes progress stalls a little in January, and that doesn’t mean a goal isn’t working. It just might mean students need extra support to get back into the groove.
Collaboration becomes especially important after winter break. I always try to touch base with classroom teachers to see what they’re noticing. Are students struggling with attention, peer interactions, or following directions? Hearing what’s happening in the classroom helps me adjust my therapy sessions so the skills we’re working on actually show up outside the speech room.
January can feel slow, and progress might not look as clear as it did in the fall. That’s okay. Supporting IEP goals during mid-year transitions isn’t about pushing harder or doing more. It’s about being flexible, responsive, and realistic.
Author: Kerry Falcone, OTR/L
