Neurologically Unprepared: Understanding the New Kindergarten Challenge

I recently came across an EdWeek article by Elizabeth Heubeck titled “‘Crying, Yelling, Shutting Down’: There’s a Surge in Kindergarten Tantrums. Why?” (July 25, 2025). My first reaction? Yep, that sounds about right.

As I read, I found myself nodding along. The article offered several thoughtful solutions — from weeklong “kindergarten prep” camps to emotion-regulation wheels — all of which can help. But these are mostly top-down approaches: tools and strategies applied after a child is already in distress.

What struck me most was what was missing. So many of today’s kindergarteners are entering school on a shaky foundation for learning — a foundation that used to be stronger in years past. Which begs the question: Why are we seeing so much of this now?

And here’s where I wanted to shout from the rooftops: There is something more!

That “something more” has to do with the nervous system. When a child’s nervous system isn’t fully mature, the demands of the classroom can easily overwhelm them — resulting in the crying, yelling, or shutting down teachers are seeing more often.

I have a theory, one that comes from my background as both an educator and a Certified NeuroDevelopmental Movement® Consultant: not only may these children be socially unprepared for school, they may also be neurologically unprepared.

What Does “Neurologically Unprepared” Mean?

When I say a child is “neurologically unprepared,” I’m talking about how ready their brain and body are to work together for learning, focus, and self-control.

A child’s nervous system develops in a predictable sequence — through movement, sensory experiences, and brain-body connections that build one on top of the other. Crawling, creeping, running, jumping — these aren’t just cute milestones. They are nature’s way of wiring the brain for skills like paying attention, sitting still, following directions, and reading.

If some of these early patterns are skipped, rushed, or not fully integrated, the foundation can be wobbly. And when that foundation isn’t solid, the higher-level skills we expect in school — like listening, cooperating, regulating emotions, and learning new material — can feel like climbing a mountain without steady ground to stand on.

This doesn’t mean a child is “behind” in a permanent sense. It simply means their brain-body foundation may need more time, movement, and specific kinds of support to mature.

Signs a Child May Be Neurologically Unprepared for School

From the NeuroDevelopmental Movement® perspective, here are a few common signs teachers and parents might notice:

• Emotional Overload – frequent meltdowns, quick frustration, or shutting down in new situations

• Postural Challenges – difficulty sitting upright on the floor or in a chair without slouching or leaning

• Low Stamina – tiring quickly during fine motor tasks like writing, cutting, or coloring

• Clumsiness or Poor Coordination – tripping often, bumping into things, or trouble catching a ball

• Difficulty Crossing Midline – avoiding activities where one hand crosses over to the other side of the body

• Restlessness or Fidgeting – constantly moving, rocking, or shifting in an attempt to stay comfortable or alert

• Slow Processing – needing more time to follow multi-step directions or respond to questions

  
  

These aren’t signs of laziness, defiance, or lack of intelligence. They’re signals that the brain and body are still catching up with the demands of the environment.

In my work, the lens of NeuroDevelopmental Movement® shifts the question from “How do we manage this behavior?” to “What does this behavior tell us about the child’s brain-body readiness?”

When we look through that lens, we start to see meltdowns and shutdowns not as willful defiance — but as a nervous system asking for help. And that’s where targeted movement can make all the difference.

When we view school readiness through this brain-body lens, we start to see that meltdowns, fidgeting, and shutdowns are not random — they are clues. Each clue points us toward a system in the body that may still be developing.

One of the most important — and often overlooked — systems is the visual system. In my next post, we’ll explore what happens when a child’s visual system isn’t fully mature, and how that can quietly affect everything from reading and writing to attention and confidence in the classroom.

If you’re a parent of a struggling reader, I’d love to have you join the waitlist for my Moving Readers Forward program — where we strengthen the brain-body foundations for reading and learning through NeuroDevelopmental Movement®.

If you’re an educator working with preschool through second grade, join the waitlist for my Meaningful Movement + Learning membership. You’ll get weekly ready-to-use movement lessons that help your students regulate, focus, and thrive in the classroom.

Together, we can move from “crying, yelling, and shutting down” to calmer, more confident learners — one foundational step at a time.