Fourth Grade Newsletter LMES Counseling Department

Counseling Department Overview

Abby Dreher



Click HERE to view the Counseling Department's Mission & Vision Statements.

How School Counselors Help Students?

  • Teaches classroom lessons that focus on life skills such as managing feelings, getting along with others, dealing with problems and making wise decisions.
  • Counsels individually with students in need by student request, staff request and/or parent request. Counselors provide counseling services that affect a student’s academic, social or emotional growth. School counselors do not provide therapy.
  • Leads small group counseling sessions that are growth-centered, issue-centered or crisis-centered.
  • Intervenes in crisis situations.

How School Counselors Help Parents?

  • Consults with parents to assist students with life issues that affect learning and emotional growth.
  • Provides resources to parents to help guide them in seeking help for their child or family.
  • Provides practical parenting tips and information about child development and specific issues affecting children today.

Classroom Guidance Lesson Overview

As third graders students, classroom lessons focused on peer relationships in regards to peer pressure, setting boundaries, and problem solving steps. This year the counseling department will continue to focus on peer relationships, covering the topics of bullying, conflict resolution strategies, and acceptance and inclusion of others. Below you will find information on the lessons and strategies taught in fourth grade.


The first guidance lesson of the year will cover the definition of bullying. After learning the definition, students will be given different scenarios and will have to decipher between bullying vs. non-bullying situations.

The District 5 elementary definition of bullying is...

"Bullying happens when someone with more power repeatedly hurts another person on purpose with words or actions."

Fourth Grade students can now decipher between bullying and non-bullying situations by using these simple four characteristics. Bullying is:

  1. On Purpose
  2. One-sided
  3. Repeated/Pattern
  4. Undeserved

Conflict Resolution Strategies

A conflict is to have a difference of option, disagreement, or argument.

Students will learn eight different strategies to solve a conflict, including four verbal and 4 non-verbal strategies. Many of these strategies are not new for children. However, they do not always realize when and how to use them.

  1. Compromise: To meet in the middle or make a deal. Students could use the strategy/activity Rock Paper Scissors to help make a deal.
  2. Apologize: To admit when you are wrong, us words to express your sorry, and agree to not repeat that behavior again.
  3. Say "Stop": To say "stop" firmly. To tell someone specifically what you want them to stop doing.
  4. Talk It Out: To talk about the problem and solution in a respectful and calm manor.
  1. Wait and Cool Off: To calm down before talking to the other person about the problem or solution.
  2. Walk Away: To walk away from someone without a response with words, body language, or actions.
  3. Find Something Else: To simply find another game to play or someone else to play with.
  4. Ignore: To give no attention with your words, body language, or actions.

Inclusion vs. Exclusion in Regards to Diversity

Using the Dr. Seuss book, The Sneetches, students will examine the idea of inclusion vs. exclusion in regards to diversity. In the book, the sneetches are only diverse based on a star or non-star on their belly. This star decides if the sneetch can participate in games and activities, with the star-bellied sneetches believing they are superior. Thankfully, by the end of the book the sneetches discover that they can enjoy each other no matter the star. Check it out from your local library or enjoy the youtube musical video version below!

Inclusion: The action of being included within a group or activity.

Students will use the book to make connections to 4th graders. They will discuss ways students are diverse, including race, culture, ability, likes/dislikes, glasses/no glasses, gender, social-economics, etc. Students will also make connections to how children are sometimes left out based on that diversity, such as finding a partner in class, playing a game at recess, or finding a place to sit at lunch. The goal is for students to recognize these situations and stand up for inclusion.

Want to know more about ways to help your child be an "includer"?

Click HERE.


The ability to understand or share the feelings of another. To put yourself in someone else's shoes.

LMES is a kindness-focused school. Each year the entire school does a year-long book study. In recent years we've studied We're All Wonders, which teaches inclusion and empathy. Aligning with this book, 4th graders will have the opportunity to participate in simulation stations that allowed them to experience what it could feel like to have a disability. Examples of two stations include:

Students will make connections to themselves and others through discussion questions. For example:

Career Awareness

Using the South Carolina Career Information System website , students will explore the 16 career clusters and complete an online interest inventories.

What are the Career Clusters? Checkout this great overview video by Dutch Fork Middle School's Career Specialist, Fiona Lofton.

Parenting Resources

Sleep Importance


A too-late bedtime may lead to:

  1. Difficulty getting to sleep. Once your child passes his natural “sleep window” his body will produce cortisol and even adrenaline (hormones that stimulate the body). When this happens, you might notice that you child gets a ‘second wind’ and could be up for hours.
  2. Night waking. Often when children go to bed too late, their sleep will not be as sound and they often wake during the night. This causes the chemical cortisol to be released in their body, causing poor sleep quality.
  3. Early morning waking. It doesn’t seem logical, but children’s sleep experts say that children who wake very early in the morning, are often going to bed too late.
  4. Less sleep overall. Research has shown that children with a late bedtime get cumulatively less sleep than kids who have earlier bedtimes. This means that the old wives’ tale about making up for missed sleep by sleeping later or napping longer is not really true at all.

Want to know more ways to support your child in building decision making skills?

Click here to learn about five ways to develop your child's decision making abilities.

Want to read more about peer pressure in elementary school and ways to support your child?

Click here for more information.

30 Fun Questions to Ask Your Child at the Dinner Table

Does your child respond with "I don't know" or "I can't remember" when you ask about his/her day? Click here to find 30 fun questions that can be used in place of "How was your day?"

Coronavirus Resources

Click HERE for information for supporting your child at home.


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