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Helping Kids Manage Their Emotions:
The Uncanny Chronicles #4.5

Our original Kayla comic book is back with a new chapter! In this issue, Kayla faces challenges at school and learns how to manage her emotions with support from the adults in her life. Perfect for kids ages 7–10+, this story highlights the importance of emotional regulation, support systems, and persistence when things feel hard. 

Uncanny Chronicles #4.5

Age: 7-10+  

Download the book free: 

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Helpful Resources for Families 

Kayla’s adults support her as she navigates challenges. To learn how schools can help kids who learn and think differently, visit: https://www.understood.org/en/articles/related-services-for-kids-with-learning-and-thinking-differences-what-you-need-to-know

 

Kayla’s parents want to help her manage her emotions. For tips on helping children how to regulate their emotion, see: https://childmind.org/article/how-to-help-children-calm-down/ 

To learn how to support sensitive kids with their emotions, visit: https://www.pbs.org/parents/thrive/helping-sensitive-kids-manage-their-emotions 

To learn how to respond when your child is frustrated about school, visit: https://www.understood.org/en/articles/how-to-say-it-responding-when-kids-with-learning-and-thinking-differences-are-frustrated 

Bring Kayla’s World to Life 

Kids can keep the adventure going with our free Kayla Coloring Book! Packed with scenes from The Uncanny Chronicles, it’s a fun way for kids to express their creativity while staying connected to the story. 

Get your free coloring book here: 

Suggested Citation 

National Center on Improving Literacy. (2020). Helping Kids Manage Their Emotions: The Uncanny Chronicles #4.5. https://www.improvingliteracy.org/helping-kids-manage-emotions-uncanny-chronicles-4-5  

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The research reported here is funded by a grant to the National Center on Improving Literacy from the Office of Elementary and Secondary Education, in partnership with the Office of Special Education Programs (Award #: H283D210004). The opinions or policies expressed are those of the authors and do not represent views of OESE, OSEP, or the U.S. Department of Education. You should not assume endorsement by the Federal government. 

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