Mental Health

The World Health Organization defines mental health as, "a state of well-begin in which every individual realizes his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community." As we can see from this definition when we speak of mental health, we are not just talking about mental illness or mental health problems. There has been an important shift in the focus of mental health and well-being in education. For me, my focus has been on building students resiliency in hopes that when they are confronted with stress, self-esteem issues or productivity problems they have a tool-kit that they can draw upon in order to help themselves bounce back from whatever life has thrown their way. I am trying to create a classroom environment where there is a focus on building skills, rather than addressing deficits.

I think in order to do this, individuals must have practice recognizing their own emotions, self-compassion, responses to stress, and mindful awareness. One way to begin is by being able to identify where you are on the mental health continuum. Thing happen in life, we are not always going to be on the same spot, but it's important to practice analyzing yourself and noting the areas in your life that need some improvement. The YRDSB has provided a continuum that I like to post in my classrooms so students have a reference point for where they might currently sit.

Resiliency is defined as the ability to bounce back and be adaptable to new situations and challenges. There are 3 different domains that are related to resiliency, they are: 

1) Emotional Resilience

2) Academic Resilience

     3) Interpersonal Resilience 

I was lucky enough to participate in a work shop where we were given some of the results of the YRDSB school climate survey. These results indicated that there are many areas in which students need support. Some of the examples there were shared with us are: 

• I feel anxious or nervous (often) 43%
• I feel like people don't value me if I don't do well in school 39%
• I feel like I matter to other people 65%
• I bounce back quickly and don't get too upset when I get a grade or school feedback with which I am not happy 67%
• When I am feeling sad, I am good at cheering  myself up 57%. 

Can you see how these statements might connect to the resiliency domains???

To me, it's clear that there is a need which students' are waiting to be filled. They need to be taught how to be resilient in order to be given the tools which allow them to be in the best state of well-being that they can be. It starts with us as the educators. Supporting Minds, an Educators Guide to Promoting Students' Mental health and Well-being states that, "mental health exists on a continuum and can be enhanced through positive relationships with supportive friends, congenial social opportunities, involvement in meaningful activities, and the effective management of stress and conflict." Our students spend more than 6 hours a day at school, it's clear that school can have a significant impact on their well-being. It our job as educators to be aware of the different signs that correlate with mental health issues, many of which can be found in the above document. It's also our job as educators to be accommodating for students who are experiencing mental health problems, have learning disabilities, or diagnosed disorders. Some suggested accommodations for different identifications can be found by clicking on this link for a classroom fact sheet. It is our job as educators to provide them with a safe and inclusive environment where they may thrive.

*Taken from the YRDSB SEL Slide Deck

There are many activities that I would like to incorporate into my classroom next year which I am hoping will build a safe and inclusive environment for students, but also help develop their resiliency. I'd like to do some Self- Compassion Activities, Positive- Thinking Activities, Mattering and Mindfulness activities.

One of the first activities that I would like to do in each of my classrooms at the start of the year  is set up a High Five Board

Instructions

1. Designate an area in your classroom for students to post their High Five cards under the High Five Header.
2. Display the following inspirational statement: Wow! You are amazing!  
3. Reaffirm with the students that within their uniqueness they are each awesome.  
4. Teacher models the exercise by listing examples of High Fives and creating and posting their own individual High Five card.
5. Invite students to give themselves or a classmate a High Five for something positive, write it on their High Five Card and post it on the High Five area.
6. Encourage students to post High Fives throughout the semester.

 Recognizing the AWESOME things we are doing!