Balance Support & Self Care Studios

Balance Support & Self Care Studios A not-for-profit created for parents and caregivers of individuals with diverse support needs.

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Please note that the content posted on this page is provided for general information purposes only and does not constitute legal or other professional advice on any subject matter. Balance Support & Self Care Studios will not be held responsible for misuse of information or for any adverse effects of recommendations mentioned on this website or on any other websites linked to it. Vie

ws, opinions or announcements posted by subscribers to any area of this site do not necessarily reflect those of Balance Support & Self Care Studios. In using this site, you accept that Balance Support & Self Care Studios will not be held liable for any discrepancies or errors, claims, liabilities, losses, costs, damages or expenses (including attorney's fees) arising from the use of the information contained thereon. The resources, products, and providers listed do not signify endorsement. It is your responsibility to verify any information obtained from this site to your own satisfaction. Balance Support & Self Care Studios also reserves the right to remove objectionable content, within a reasonable time frame, if it is determined that such removal is necessary. Any information Balance Support & Self Care Studios determines to be inaccurate or vulgar in nature will be removed, with or without prior notice. Spam, flooding, advertisements, chain letters, pyramid schemes, and solicitations are also forbidden. LAND ACKNOWLEDGEMENT:

We acknowledge the land upon which we work is part of the traditional territories of the Erie, Neutral, Huron-Wendat, Haudenosaunee and Mississaugas. This land is covered by the Dish With One Spoon Wampum Belt Covenant, which was an agreement between the Haudenosaunee and Anishinaabek to share and care for the resources around the Great Lakes. We further acknowledge that this land is covered by the Between the Lakes Purchase, 1792, between the Crown and the Mississaugas of the Credit First Nation. The City of Hamilton is home to many Indigenous people from across Turtle Island (North America) and we recognize that we must do more to learn about the rich history of this land so that we can better understand our roles as residents, neighbours, partners and caretakers. We stand in solidarity with murdered and missing Indigenous women, girls, transgender and two-spirit people.

08/30/2026

A free webinar for families and school staff.
Thursday, September 3 at 7 pm ET
Register: ymhc.me/260903
Learn about resources, strategies, accommodations, and services to support all students.

08/30/2026

Find your centre this Fall with Mindfulness Hamilton. From free weekly drop-in meditations at Sherwood, Dundas, Hamilton Central, and the YWCA, to celebrating World Mindfulness Day. Check out our full-day Fall Retreat to Renew, Restore and Reconnect in October to deepen your practice, rejuvenate your spirit and reconnect with our growing mindfulness community. Embrace the season with presence, community, and simple wisdom.

Find more info and registration details for all events at What's On at MindfulnessHamilton.ca

World Mindfulness Day Free Event at First Unitarian Church of Hamilton
Date: Saturday, September 12, 2026 (10:00 AM – 12:30pm PM)
Free Registration on Eventbrite

Free Meditation at Sherwood Library
Dates: Mondays, September 21–December 14, 2026 (2:00 PM – 3:00 PM);
Please note: no session on Monday, October 12
No registration required

Free Meditation at Dundas Library
Date: Monday, September 21,- December 14, 2026 (6:00 PM – 7:00 PM);
Please note: no session on Monday, October 12
No registration required

Free Mindfulness Meditation at the Hamilton Central Library
Dates: Tuesdays, September 22–December 15, 2026 (6:00 PM – 7:00 PM);
Please note: no session on Tuesday, October 13
No registration required

Free Meditation at The Putman Family YWCA
Dates: Saturdays, September 26–December 19, 2026 (9:00 AM – 10:00 AM); (Please note: no sessions on Saturday, October 10 and Saturday, October 24)
No registration required

Mindfulness Hamilton Fall Retreat: Restore Renew & Reconnect
Date: Saturday, October 24, 2026 (9:00 AM – 4:00 PM) at St. Cuthbert’s Presbyterian Church
Register on Eventbrite

Mindfulness Hamilton Connection & Networking Evening (Free Event)
Date: Wednesday, November 25, 2026
Save the Date: More details to follow

Find more info and registration details for all events at What's On at MindfulnessHamilton.ca

08/30/2026

Social Saturdays are BACK for Fall 2026 and we’ve packed the calendar with some pretty good ones. 🍂

We’re talking the Caledonia Fair, brunch + pumpkin picking, bowling & pizza, Christmas shopping and ornament decorating, and breakfast with Santa.

Come for one, come for a few, or make Saturdays your new favourite day of the week.
Social Saturdays are open to everyone. You do not have to attend Inclusions during the week to join us.

Spots are limited, so grab yours here:

https://form.jotform.com/262294315386058⁠

Which one are you most excited for?

08/29/2026

If special education still lives mostly in separate spaces... that's not inclusion.

So what does inclusion look like?
⭐ General and special education staff work together with the student and family to prioritize needs, goals, and services
⭐Special education, related services, and student supports are intentionally designed and delivered to increase access, participation, and learning in general education settings
⭐Services travel to students whenever appropriate rather than students leaving instruction for services

Want more? Download our FREE Inclusion Look-Fors! https://www.inclusiveschooling.com/see-inclusion

08/28/2026

As a new school year begins, creating inclusive learning environments means ensuring every student feels safe, understood, supported, and empowered to thrive.

Inclusion Action in Ontario’s new Back to School Inclusion Guide is designed to support families and educators as children with disabilities transition back to school, particularly those who rely on individualized supports.

The guide offers practical support to help navigate the transition with greater clarity, compassion, and confidence — while keeping each child’s individual strengths, needs, and identity at the centre of their education.

Together, families and educators can help make inclusion a meaningful part of every student’s school experience.

Read the blog and download the Back to School Inclusion Guide here: https://inclusionactionontario.ca/back-to-school-inclusion-guide/


Image Description: Text reads “New Blog Post. Back to School Inclusion Guide – Read more” Then underneath is an image of a red-haired teenage student smiling in a wheelchair in a classroom.

08/28/2026

Every child deserves the opportunity to succeed at school. For students with ADHD, accommodations such as extra time, movement breaks, seating adjustments, and organizational supports can reduce barriers and help them showcase their strengths.

Check out our classroom accommodation chart to learn more:https://caddac.ca/wp-content/uploads/Elementary-Impairment-Accomm-chart-with-check-boxes-FINAL-1.pdf

08/28/2026

“You cannot punish a learner into having stronger executive functioning skills.”

Consequences do not teach task initiation.

They do not strengthen working memory.

They do not teach organization, planning, time awareness, cognitive flexibility, sustained attention, or emotional regulation.

And they do not magically increase a learner’s capacity to meet a demand they are already struggling to manage.

When executive functioning needs are misunderstood, learners are often described as lazy, unmotivated, careless, oppositional, off task, or “not trying.”

But difficulty starting an assignment is not automatically refusal.

Forgetting directions is not automatically defiance.

Losing materials is not automatically carelessness.

Struggling to transition is not automatically a behavior problem.

Needing repeated reminders is not automatically a lack of effort.

Sometimes the skill is not there yet.

Sometimes the skill is there, but the learner cannot consistently access it under the current demands.

Instead of asking, “What consequence will make them do it?”

Ask:
▪️“What executive functioning skill is this task requiring?”
▪️“What part of that demand is difficult for this learner?”
▪️“What support, accommodation, structure, or co-regulation would increase access?”
▪️Support the skill.
▪️Adjust the demand when needed.
▪️Teach strategies.
▪️Build access.

Because punishment cannot teach executive functioning.

Strategies for Managing Back-to-School Anxiety in Neurodivergent Children
08/27/2026

Strategies for Managing Back-to-School Anxiety in Neurodivergent Children

By Yiing Tan, Registered Psychologist Getting ready for a new school year can be exciting but also a bit overwhelming-especially for neurodivergent kids who might feel extra anxious, have sensory sensitivities, or struggle with changes in routine. Here are some ways to make the transition smoother f...

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