Some children arrive at school already tired.
Not from the lesson,
but from the distance it took to reach it.
The walk is not incidental.
It shapes attention, energy, and readiness
before learning begins.
By the time the classroom opens,
the conditions for learning have already been influenced.
What appears as disengagement
is not always disinterest.
It is often the result of what came before.
And what comes before the classroom
quietly shapes what can happen within it.