For when support is working so well, nobody sees the need behind it.

A teacher reached out to me with a problem I hadn't built a resource for yet: she knew a student needed a 504 or IEP. She could see it every day. But she was also the reason no one else could.

She was giving extra time. Extra breaks. Quiet check-ins nobody else saw. Not because she had to, because she wasn't going to let a kid fail in her classroom if she could help it. And it worked. The student looked fine. Which meant, in every meeting, the team kept saying he was fine.

That's the trap this log exists to break. The better your informal support works, the more invisible the need becomes — until the very thing proving a child needs help (the struggle) has already been absorbed by a teacher's effort before anyone else sees it.