Post-Learning Activity

Below, you will find three student case studies. Individually or in a group, choose a case study to read, and complete the reflection questions using the concepts you have covered in this learning module.

Case Study 1

photo of NaomiNaomi is a friendly, kind-natured 12-year-old girl who loves animals. Naomi’s teachers report she struggles to understand instructions and to follow conversations. It often seems as though she’s not listening. In loud or chaotic settings, she sometimes doesn’t notice if someone is talking to her or asking her to do something.

For as long as her parents can remember, she’s had a difficult temperament - she cries easily, takes a long time to soothe, and gets easily overwhelmed when there are a lot of people around. Now Naomi is often flooded with anxiety in busy social situations and occasionally has panic attacks where she becomes very fearful, runs away from those around her, and cries uncontrollably.

Naomi is friendly but sometimes has trouble maintaining friendships. The girls in her class spend a lot of time sharing secrets and telling stories, and Naomi has a hard time joining in on conversations. Sometimes when Naomi does not understand the topic of the conversation she acts silly because she is worried the other girls will think she is dumb, which can get Naomi in trouble with teachers and can annoy the other kids. Naomi has a few friends who are younger in age, with whom she enjoys playing active games and sports.

Reflection Questions

  1. Is Naomi in the Yellow Zone or Red Zone on the mental health continuum? Why do you think Naomi is in the Yellow Zone or Red Zone?
  2. Using the iceberg analogy, what might be contributing to Naomi’s challenges at home and at school (think about information processing, mental health issues, and other factors)?
  3. What coping strategies might Naomi be using when faced with challenges? Are they effective? If not, what may be more effective in the long-term?
  4. What are the next steps you should take to support Naomi?

Case Study 2

Photo of AlejandraAlejandra is a bright and energetic student in grade eleven. She enjoys arts and drama, and has a main part in the school’s musical.

Alejandra has always struggled to keep up in school, particularly in math, and has worked hard to do so. In grade five, she did not know her math facts and needed to use her fingers or a discrete counter system to add, subtract, and/or multiply. In high school, she is allowed to use a calculator for math, which allows her to showcase her strengths in math problem-solving and conceptual understanding. However, sometimes she is too embarrassed to use the calculator or remind the teacher of her accommodation in front of others.

Alejandra’s teachers and parents often think she is not paying attention when she does not follow instructions. In class, she appears to “zone out” and the teachers think she is daydreaming instead of listening to the lesson.

Sometimes Alejandra gets easily overwhelmed and frustrated when she is learning new information and ends up playing on her phone or doodling instead of trying to remember it all. Recently she has fallen behind in her math class because she has not been completing her homework. She has occasionally stopped coming to class, and has skipped school altogether a couple of times to avoid feeling stupid.

Reflection Questions

  1. Is Alejandra in the Yellow Zone or Red Zone on the mental health continuum? Why do you think Alejandra is in the Yellow Zone or Red Zone?
  2. Using the iceberg analogy, what might be contributing to Alejandra’s challenges at home and at school (think about information processing, mental health issues, and other factors)?
  3. What coping strategies might Alejandra be using when faced with challenges? Are they effective? If not, what may be more effective in the long-term?
  4. What are the next steps you should take to support Alejandra?

Case Study 3

Photo of NoahNoah is a nine-year-old boy who is described as being sweet, having a good sense of humor, and enjoying swimming and computer games. His parents described him as being a 'dawdler’ who 'takes forever' to 'get going', especially in the morning, which can cause arguments with his parents.

At school, his teachers report he is often quiet during lessons and will often 'check out.' Noah said he usually doesn't raise his hand in class if he knows the answer, as it takes him too long to 'get the words out.' He described feeling frustrated, as he cannot keep up in social conversations at recess or during group work in class. When asked questions, Noah often replies with "I don't know", as he feels it will take him too long to make connections and respond. Noah once described “feeling like a driver in a car going 50 km/hour while the cars around him were going 100 km/hour”.

Although Noah's printing if relatively neat, he hates writing because it takes him a long time to get his thoughts on paper. Noah sometimes refuses to complete in-class assignments or homework and on a few occasions it has resulted in him being sent to the office at school. Noah is able to read but reads at a much slower pace, which is why he does not like to read out loud, especially in front of his classmates. Noah worries that others do not think he is smart and is beginning to wonder that himself.

Reflection Questions

  1. Is Noah in the Yellow Zone or Red Zone on the mental health continuum? Why do you think Noah is in the Yellow Zone or Red Zone?
  2. Using the iceberg analogy, what might be contributing to Noah’s challenges at home and at school (think about information processing, mental health issues, and other factors)?
  3. What coping strategies might Noah be using when faced with challenges? Are they effective? If not, what may be more effective in the long-term?
  4. What are the next steps you should take to support Noah?