Essential Leadership Skills:

Communication:
Articulating a vision, actively listening, providing clear instructions, and fostering open dialogue are vital for effective leadership.

Decision-Making:
Leaders must be able to analyze situations, weigh options, and make sound judgments, even under pressure.
Delegation:
Empowering team members by entrusting them with tasks and responsibilities, allowing for growth and development.
Building Relationships:
Creating a positive and supportive work environment through trust, respect, and open communication.
Motivation and Inspiration:
Inspiring team members to achieve their full potential and work towards a shared vision.
Adaptability:
Adjusting to changing circumstances and leading teams through periods of uncertainty and change.
Integrity:
Maintaining high ethical standards and demonstrating honesty and transparency.
Resilience:
The ability to bounce back from setbacks and lead teams through challenging situations.
Problem-Solving:
Identifying issues, analyzing them, and developing effective solutions.
Collaboration:
Working effectively with others, fostering teamwork, and valuing diverse perspectives.
Accountability:
Taking responsibility for actions and decisions, and holding oneself and others accountable.
Self-Awareness:
Understanding one's own strengths and weaknesses, and recognizing how these impact the team.
Emotional Intelligence:
Being aware of one's own emotions and those of others, and using this awareness to build relationships and manage interactions effectively.
Creativity and Innovation:
Encouraging new ideas and approaches to problem-solving and improvement.
Learning Agility:
A willingness to learn new skills and adapt to changing situations.

How can I improve my mental health?
There are many different things you can do to improve your mental health, including:

Staying positive. It's important to try to have a positive outlook; some ways to do that include:
Finding balance between positive and negative emotions. Staying positive doesn't mean that you never feel negative emotions, such as sadness or anger. You need to feel them so that you can move through difficult situations. They can help you to respond to a problem. But you don't want those emotions to take over. For example, it's not helpful to keep thinking about bad things that happened in the past or worry too much about the future.
Trying to hold on to the positive emotions when you have them
Taking a break from negative information. Know when to stop watching or reading the news. Use social media to reach out for support and feel connected to others but be careful. Don't fall for rumors, get into arguments, or negatively compare your life to others.
Practicing gratitude, which means being thankful for the good things in your life. It's helpful to do this every day, either by thinking about what you are grateful for or writing it down in a journal. These can be big things, such as the support you have from loved ones, or little things, such as enjoying a nice meal. It's important to allow yourself a moment to enjoy that you had the positive experience. Practicing gratitude can help you to see your life differently. For example, when you are stressed, you may not notice that there are also moments when you have some positive emotions. Gratitude can help you to recognize them.
Taking care of your physical health, since your physical and mental health are connected. Some ways to take care of your physical health include:
Being physically active. Exercise can reduce feelings of stress and depression and improve your mood.
Getting enough sleep. Sleep affects your mood. If you don't get a good sleep, you may become more easily annoyed and angry. Over the long term, a lack of quality sleep can make you more likely to become depressed. So it's important to make sure that you have a regular sleep schedule and get enough quality sleep every night.
Healthy eating. Good nutrition will help you feel better physically but could also improve your mood and decrease anxiety and stress. Also, not having enough of certain nutrients may contribute to some mental illnesses. For example, there may be a link between low levels of vitamin B12 and depression. Eating a well-balanced diet can help you to get enough of the nutrients you need.
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The requirements and qualifications for IDEA are more stringent than those of Section 504. IDEA provides funds to state education agencies for the purpose of providing special education and related services to children evaluated in accordance with IDEA and found to have at least one of the 13 specific categories of disabilities, and who thus need special education and related services. Attention Deficit Hyperactivity Disorder may be considered under the specific category of "Other Health Impairment" (OHI), if the disability results in limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli that results in limited alertness with respect to the educational environment and that is due to chronic or acute health problems.

ADHD is one of the most prevalent psychiatric illnesses of young people in America.
A recent study showed that ADHD diagnosis has gone up 43 percent from 2003 to 2011.
The study was not designed to look at the underlying reasons for such changes in prevalence, however it could be the result of a tendency to over-diagnose the situation.
“There has definitely been an upward trend in diagnosed ADHD cases. If the condition is over-diagnosed and the stimulant to correct the condition is taken casually, then treatment won’t be durable and it could ignore other problems in their environment that are the actual stressors, like: internal worries, home conflicts and learning disorders.” -Cabrera.

Educational success, also referred to as student and academic achievement, pertains to the extent to which educational objectives are met, such as the acquisition of knowledge and skills by students. For practical purposes, it is often primarily measured in terms of official exam scores, but numerous additional indicators exist, including attendance rates, graduation rates, dropout rates, student attitudes, and post-school indicators such as later income and incarceration rates.[100] Several factors influence educational achievement, such as psychological factors related to the individual student, and sociological factors associated with the student's social environment. Additional factors encompass access to educational technology, teacher quality, and parental involvement. Many of these factors overlap and mutually influence each other.

In most countries school education is predominantly financed and provided by governments. Public funding and provision also plays a major role in higher education. Although there is wide agreement on the principle that education, at least at school level, should be financed mainly by governments, there is considerable debate over the desirable extent of public provision of education. Supporters of public education argue that universal public provision promotes equality of opportunity and social cohesion. Opponents of public provision advocate alternatives such as vouchers.

Compared to other areas of basic education, globally comparable data on pre-primary education financing remain scarce. While much of existing non-formal and private programmes may not be fully accounted for, it can be deduced from the level of provision that pre-primary financing remains inadequate, especially when considered against expected benefits. Globally, pre-primary education accounts for the lowest proportion of the total public expenditure on education, in spite of the much-documented positive impact of quality early childhood care and education on later learning and other social outcomes

Evaluation of students is one of the key areas of academic curriculum. Success of education largely depends on type of evaluation done. Traditionally, the evaluation of the students has largely been focused on theory examinations. The students are analysed based on their theoretical knowledge. The students usually write theory or descriptive answers in the exams and it is being evaluated by one of the examiners. Their passing or failure depends on their understanding of theory.

You can make this one about neighborhood parks or national parks, whatever works best for your situation.

How often do you go to parks?

Are there a lot of parks around where you live?

Where is the best park you’ve been to?

What you need to know
To help slow the spread of coronavirus (COVID-19), stay safe by regularly washing your hands, keeping at least 1.5 metres from other people, and staying home if you feel unwell.
If you have symptoms of coronavirus (COVID-19) get tested.
From 11:59pm on 8 July if you live in metropolitan Melbourne and the Mitchell Shire you must stay at home. You can only leave home for one of the four reasons – shopping for food and supplies, care and caregiving, exercise, and study and work, if you can’t do it from home.
From 11:59pm on 22 July if you live in metropolitan Melbourne and the Mitchell Shire you must wear a mask when you leave home for one of the four reasons.
For people who live in other parts of Victoria, it is recommended you wear a mask when you leave home and are in situations where it is difficult to maintain 1.5 metres distance between yourself and others.

Primer text from the U.S. Department of Education.
The school experience can be challenging for students with ADHD.
Students usually are identified only after consistently demonstrating a failure to understand or follow rules or to complete required tasks.
Other common reasons for referral include frequent classroom disruptions and poor academic performance.
Studies found that students with ADHD, compared to students without ADHD, had persistent academic difficulties that resulted in the following: lower average marks, more failed grades, more expulsions, increased dropout rates, and a lower rate of college undergraduate completion (Weiss & Hechtman as cited in Johnston, 2002; Ingersoll, 1988).
The disruptive behavior sometimes associated with the disorder may make students with ADHD more susceptible to suspensions and expulsions.

Numerous studies have found that positive results occur when the major stakeholders in a student's education collaborate to address a child's ADHD (Blazer, 1999; Bos, 1999; Bos, Nahmias, & Urban, 1999; Nahmias, 1995; Williams & Carteledge, 1997).
Effective collaboration and communication between home and school provide structure across the two major settings in the child's life. Common rewards, reinforcement strategies, and language help to promote consistency across settings.
Bos et al. (1999) reported that collaborative partnerships between home and school were especially important during the initial assessment of the child's disability and educational needs, the development of behavior modification plans, the evaluations of medication, and the coordination of assignments.
Parents and teachers can share information with one another if they work together to plan behavioral and academic strategies for the student.
Parents can offer information about the child-including the child's medical history, hobbies and interests, effective reinforcers, and behavior in other settings-that may inform the decisions made by the teacher and other members of the IEP team.
The teacher can keep parents informed about their child's progress, performance, and behavior in school.

Caring for children with ADHD may be challenging, but it is important to remember that these children can learn successfully. It is critical that parents remember that some of their child's disruptive behavior is a manifestation of the disability and that the challenge is finding ways to help their child change the inappropriate behavior. Key to this is remembering to focus on the need for structure and routine for your child's daily schedule and thereby reinforcing the importance of learning self-control and self-regulation. The following are suggestions for parents:
Focus on discrete rewards and consequences for appropriate and inappropriate behavior:
- Tangible rewards and treats;
- Movie night for a good week at school;
- Removal of privileges; and
Time-out from reinforcing activities: the child is essentially removed from situations that foster inappropriate behavior.