Mental Health & Well-Being

Your Culturally Responsive Classroom: A Socially Shared Approach

How can we ensure that school is responsive, supportive, and nurturing for all students, even if they do not experience that connecting first interaction?

  • circles of support

Personal Reflections about our Circles of Support, to Guide you in Building Yours

Gail Brant-Terry, of the Upper Canada District School Board shares their ‘Circles of Support’ visual graphic to help guide relationships and provide Indigenous students, non-Indigenous students, educators, and families the to best possible support.

Staying Connected to Students with LDs while Learning Remotely: Testimonials and concrete examples

Stephanie Dionne has collected advice from teachers on how educators can stay connected with students who have learning disabilities (LDs) while learning remotely.

  • calming measures

Calming Measures in the Classroom: Support or Distraction?

Calming measures are methods used by students to regulate their emotions and their engagement in tasks but could they be more distraction than support?

  • behavioural

Webinar Recording – Reaching Our Diamonds in the Rough: Seeing beyond the behaviour

Through real-life stories and experiences, this presentation will cover the strategies and philosophies required to teach students who have been labelled formally and informally as behavioural

  • Ask the Expert Logo

Should educators prioritize student learning loss or mental health in September?

As we approach a third school year affected by this pandemic, the challenges for those working in schools are very different. And in many ways, the goals won’t be clear until after school begins in September.

  • School mental health ontario

SMHO: Promoting the Mental Health of Students with Learning Disabilities

Students with learning disabilities may be at greater risk for mental health problems including ADHD, anxiety, mood disorders, and interpersonal problems. Deanna Swift, from School Mental Health Ontario provides resources support educators in their efforts to create a mentally healthy classroom.

  • socio-emotional learning

Cultivating the Hearts of Students through Books: Using Children’s Literature to Support Social-Emotional Learning 

For over 20 years, research has shown that social-emotional learning should take a more important role in the classroom. Teachers should highlight the emotions felt by the characters in children's literature to promote social-emotional learning and discussions while continuing to meet academic goals.

  • Ask the Expert Logo

What are the warning signs of ADHD that teachers should look out for in their female students?

Although girls with ADHD will tend to struggle in all areas of functioning, we tend to rely more heavily on relatively subtle clues during diagnosis, and educators are often in the best position to observe them.

  • avoidant coping

Shifting from Avoidant to Approach Coping Strategies: Helping Children with Learning Disabilities Face Challenges

Often, children cope with distress by gradually withdrawing from or avoiding situations, thoughts, or feelings, and engaging in behaviours like procrastination, school refusal, lying about getting work done, or feeling tired or unwell.