What the children in the tour group have in common is that they struggle with reading, writing, and concentration. That’s why school often feels like a daily struggle for them. They understand what’s being taught in class - but when it comes to writing, the rules seem to vanish; writing becomes exhausting, and their attention keeps jumping from one thought to the next. This is often followed by a downward spiral of failure: their joy of learning diminishes, their self-confidence crumbles, and learning becomes an increasingly contentious issue at home as well. “This is where we come in with our program ‘Steering Learning with Kim Kangaroo,’” says Dr. Kirsten Schuchardt, scientific assistant at the University of Hildesheim and project coordinator. The project is affiliated with the university outpatient clinic KiM (Kind im Mittelpunkt), led by Prof. Dr. Claudia Mähler. 

“Many children actually know what the correct answer is - but they can’t reliably put it on paper at the crucial moment. Our program helps them make the learning path to that point more predictable.” The program is designed for children from the middle of second grade to the middle of fourth grade. The children work in a fixed small group with up to five participants and two therapists. “The group provides enough structure for focused learning while also offering enough space so that each child can be supported individually,” explains Carolin Terporten, scientific assistant at the University of Hildesheim and project coordinator. The children meet regularly in their group and experience a mix of clear guidance, playful elements, and concrete practice. At the same time, parents receive knowledge and practical tools to support their child at home so that learning times become more predictable and less conflict-ridden. “It was important to us that the training not only work in the therapy room,” says Terporten. “It should have an impact on everyday school and family life - step by step, but noticeably.”

That’s why the project team, supported by students who conduct the training sessions with the children, not only holds the sessions at the university clinic but also brings Kim Känguru directly to the school. For example, in the Hildesheim village of Barienrode. “In our daily school life, we see many children who struggle with learning difficulties,” reports Gabriela Bergeest, principal of Barienrode Elementary School. “These children need special support and encouragement, including to build their self-confidence.”

Many children with concentration and planning difficulties work impulsively, overlook instructions, or forget writing rules they actually know. That’s why, with Kim Känguru, learning takes place right from the start, involving a recurring step-by-step strategy that is made visible to them through so-called control cards. These cards guide the children through five steps: Stop – What should I do?, What’s my plan?, Step by step toward the goal, Stop – Check, and Great! Well done! At the same time, the program focuses specifically on spelling. Each session focuses on a specific spelling rule, which is introduced and practiced in a child-friendly way. The content is based on important topics from elementary school. These include the spelling of “ch” and “sch,” uppercase and lowercase letters, “tz” and “ck,” “qu,” as well as “sp” and “st.” The content is taught in a playful way - through smiling fish, a humpback whale in a flash of light, a jellyfish, or leaping bulls. Another central element is syllable swinging (made accessible through a swimming dolphin): “Many children benefit when language is not only seen but also heard and physically experienced,” emphasizes Schuchardt. During syllable swinging, the children speak words, divide them into syllables, and combine this with a rhythmic movement in the room. This makes the structure of words more tangible. “For children who easily lose focus while sitting or who have difficulty grasping word structure and spelling patterns, this approach can serve as an important bridge. It supports both reading and writing because it helps to structure words more clearly and perceive them more consciously.” 

To keep the training engaging, it’s embedded in a story: The character Kim Kangaroo (present as a stuffed animal) embarks on a world tour and meets various animals along the way. A large world map hangs in the room, visualizing the journey. The children collect stamps in a passport and see their progress from week to week. Terporten explains: “Stamps are given not only for correct answers, but above all for constructive participation and for actually working on the tasks.” Upon successful completion of the training, which consists of a total of twelve sessions (over twelve weeks), the children receive their own Kim Kangaroo stuffed animal to take home. “We get a lot of feedback from parents and children that Kim Kangaroo continues to play a big role at home even after the training and serves as a daily reminder that learning can be fun and that the children can be proud of themselves,” says Bergeest. 

Kim Kangaroo is also setting off this afternoon. She’s taking a ship across the ocean. One child from the group takes turns holding the cuddly kangaroo and mimics the movements when, for example, Kim leans over the railing because she’s spotted fish in the water (who know a trick for using -sch and -ch correctly). 

In addition to structure and written language development, the emotional side of learning also plays an important role. “Many children have learned early on to see themselves as poor students,” says Schuchhardt. The program therefore takes a different approach: In the final part of each session, there are short Exercises that highlight strengths and build self-confidence. This can be creative, using “power phrase” banners, courage stones, or superpower pictures, or social, through compliments and appreciative feedback within the group. “The goal isn’t merely to create a feel-good atmosphere, but to foster realistic, sustainable confidence: I can engage in learning, I can improve, and I am more than my mistakes,” explains Terporten. “We want children to be able to say at the end: I can do something to make things go better. This experience is often the turning point.”

The fact that the training takes place right at the school is also a relief – for both parents and children: “Children who have learning difficulties often have many afternoon appointments, such as attention or writing training, in addition to their already exhausting school day. This is an additional stress factor for them, as they have hardly any time for themselves. Likewise, parents are on the go all day, driving the children to their appointments,” explains Bergeest. Kim Känguru combines elements of both training programs and is integrated into the school’s full-day program. “After the training session, the children then have real free time - an important aspect when it comes to motivation and enjoyment.” Children from the neighboring villages of Diekholzen and Söhre are already attending the sessions at Barienrode Elementary School. In the long term, however, Kim Känguru is also set to expand to other schools in the region.

The children’s training is supplemented by programs for parents. These address typical stressful situations that arise in many families when homework isn’t going well, the afternoon is marked by time pressure, or conversations about mistakes quickly escalate. Parents receive clear information on learning and attention difficulties, but above all, concrete strategies for everyday life. Schuchardt emphasizes: “The parent training is not additional pressure. It is an invitation to make things easier - with clarity, appropriate expectations, and practical tools for daily life.”

In the application, the program demonstrates good effectiveness, which Terporten is researching in detail as part of her Doctorate: written language skills improve, as do attention and action planning. “In everyday life, this often means not only better results, but also noticeably more order in the learning process, less frustration, and greater self-confidence in being able to cope with demands,” says Schuchardt. “We observe this in the classroom as well,” adds Bergeest. “The children approach their school day with a positive boost and are better able to manage their difficulties. They are more self-assured in their overall behavior and have rediscovered the joy of learning.” The children report this themselves as well: “I always look forward to Kim Kangaroo,” “I don’t want it to end,” “I can already do so much!” That last point is precisely one of the project’s central goals: “Kim Kangaroo is meant to convey a feeling,” explains Terporten. “The feeling for the children that even if I can’t do something yet, I can already do a lot and have strengths that I can show here.”

At the end of the lesson, everyone sings together. All the children know the Kim Kangaroo song by heart. They sing and laugh and jump (kangaroo-style) around the room. Which animal will they meet next week? That remains a secret for now. 

Check out Instagram for highlights from the journey with Kim Kangaroo.