CONFERENCE SCHEDULE

Online learning can be engaging and support student achievement. Are we also designing our learning tasks and lesson design in a way that supports Mental Health? How are we attending Maslow before Bloom? We invite you to spend an hour with us exploring ways to support Mental Health and learning effectively.

Curious about the Mental Health and High School curriculum guide? How this fits into your classroom and how it creates a safe environment for learning and growth? I am not the expert, but have facilitated this in junior and senior high classrooms for the last 4 years, always with touching results. The goal of this session is to encourage you to leave feeling comfortable and confident with the idea you can facilitate this curriculum!

When we look at the four domains of Physical Literacy (physical, social, emotional and cognitive), there is no way to truly separate them if we want people to be physically literate. Too often, we shy away from the concept of physical literacy because we think only of the physical domain and often our limitations in our ability to perform physical activities. However, if we look more closely at the emotional, social and cognitive domains (Mental Literacy), we see clearly how interwoven each domain is with the others. This session will be a combination of dialogue and practical tips & tricks and activities that participants can use with children and/or adults alike.

Children and youth in Alberta and around the world have experienced significant disruptions to social, educational, familial, and to their health because of the pandemic. Partnering with four metropolitan school divisions in Calgary and Edmonton, over two thousand students (age 12-18) were asked about their COVID-related concerns, stress reactions, behavioural concerns, adaptive behaviours, and resiliency. Assessing these areas over the school 2020-21 school year (September, December, March, and June), the results indicate trajectories of change in functioning, both positive and negative, in all areas, with some students showing vulnerabilities and strength depending on developmental (i.e., age, gender) and ecological (i.e., quarantining, education change) factors. Results will be discussed within the contexts of learning, mental health, and resiliency.