Embedded Files
“Rarely, if ever, are any of us healed in isolation. Healing is an act of communion.” - bell hooks
“Rarely, if ever, are any of us healed in isolation. Healing is an act of communion.” - bell hooks
Reflect:
Reflect:
- How are we addressing what healing means and looks like for students?
- What opportunties are we providing for students to talk to each other to understand their lived experiences?
- What is the purpose of creating healing spaces in school?
- How are we getting to student agency?
- What goals do students have for themselves that might be helping them to heal?
Learn:
Learn:
Something to Read:
Something to Read:
Something to Watch:
Something to Watch:
Something to Listen to:
Something to Listen to:
Something to Engage With:
Something to Engage With:
Healing Centered Engagement
- A holistic approach to fostering well-being
- Collective view of trauma and healing
- Addresses the root causes of trauma that exist in the environment (e.g., neighbourhoods, families) not the individual
- Focuses on healing and identity restoration and fostering well-being rather than coping strategies
- Supports educators with their own healing of trauma and restoring of their identities
Shawn Ginwright, Ph.D., 2018, The Future of Healing Shifting From Trauma Informed Care to Healing Centered Engagement
Shawn Ginwright, Ph.D., 2018, The Future of Healing Shifting From Trauma Informed Care to Healing Centered Engagement
Shawn Ginwright's 5 Parts of Healing-Centred Engagment:
Shawn Ginwright's 5 Parts of Healing-Centred Engagment:
- Culture: How are we having restorative conversations about identity?
- Relationships: How are we creating spaces to be vulnerable and empathetic?
- Agency: How are we focusing on developing youth voice and agency?
- Meaning: How have we set intentions and purpose?
- Aspiration: How are we collectively setting goals and outlining actions to move towards them?
Act:
Act:
Offer an Affinity Space
Offer an Affinity Space
Offer a Peace Building Circle for Healing
Offer a Peace Building Circle for Healing
Begin with Soft Starts:
Begin with Soft Starts:
Soft starts are an invitation into the day. Think about the mental, emotional, and social demands on our students on a typical day of school. When we provide a soft start, we are inviting students to prepare their brains to meet those demands.
When thinking about mental, emotional, and social states of our students, there is not an equal or balanced starting point. This is the importance of offering choice and space.
Create Micro-Environments:
Create Micro-Environments:
Inquiry based Grade 4 Classroom: flexible seating and technology
Inquiry based Grade 4 Classroom: flexible seating and technology
Micro-environments:
Micro-environments:
Micro-environments are spaces within spaces that are designed to meet specific needs within the classroom. Within the classroom, micro-environments can address specific stressors that negatively impact students learning and regulation. These spaces are designed to build energy and reduce tension so that the student can learn.
Micro-environments are spaces within spaces that are designed to meet specific needs within the classroom. Within the classroom, micro-environments can address specific stressors that negatively impact students learning and regulation. These spaces are designed to build energy and reduce tension so that the student can learn.
Make Time for Daily Check-ins
Make Time for Daily Check-ins
It is important to recognize that check-ins can be done in a variety of ways, by a variety of people.
It is important to recognize that check-ins can be done in a variety of ways, by a variety of people.
Consider how some students might engage in more meaningful check-ins in different ways. How might we be providing options throughout the day in order to measure, monitor and address the social and emotional well-being needs of all student?
Consider how some students might engage in more meaningful check-ins in different ways. How might we be providing options throughout the day in order to measure, monitor and address the social and emotional well-being needs of all student?
Teach Students About Their Brains
Teach Students About Their Brains
Learn How to Hold Space
Learn How to Hold Space
- Learn to Listen without judegement.
- Listen without the intent to 'fix'.
- Be open to all emotions that arise and sit in your own discomfort
- Practice unconditional positive regard
- Assess the space that you hold for yourself - "You can't pour from an empty cup"
Embrace Vulnerability
Embrace Vulnerability
Create Opportunities for Peer Mediation
Create Opportunities for Peer Mediation
Peer mediation is one of the restorative practice strategies available to schools.
The peer mediation program invites students to take responsibility for their actions by working together to find solutions to conflict. Two trained students (mediators) lead the students in conflict through a structured process. It aims to:
increase awareness of how conflict can affect peoples' lives
improve communication between students and between teachers and students
teach students skills such as listening, critical thinking and problem solving
empower students by having them take greater responsibility for resolving their own disputes.
Resources
Resources
These resources are designed to support the implementation of peer mediation in primary and secondary schools
Create a "Peace Table"
Create a "Peace Table"
Students use the peace table to resolve conflict with each other.
Students use the peace table to resolve conflict with each other.
Create a Peace Path
Create a Peace Path
Create Opportunties to Move
Create Opportunties to Move
Generate Trust:
Generate Trust:
Teach the Vocabulary of Emotions
Teach the Vocabulary of Emotions
Dr. Brene Brown:
Dr. Brene Brown:
Human emotions and experiences are layers of biology, biography, behaviour and backstory.
Human emotions and experiences are layers of biology, biography, behaviour and backstory.
We understand how emotions and experience show up in our bodies and why (biology). We get curious about how our families and communities shape our beliefs about the connection between our feelings, thoughts and behaviour (biography). We examine our go- to response (behaviour). We recognize the context of what we're feeling or thinking. What brought this on? (backstory).
We understand how emotions and experience show up in our bodies and why (biology). We get curious about how our families and communities shape our beliefs about the connection between our feelings, thoughts and behaviour (biography). We examine our go- to response (behaviour). We recognize the context of what we're feeling or thinking. What brought this on? (backstory).
Prompting Questions:
Prompting Questions:
- How are you feeling in this moment?
- Where in your body do you experience this feeling (chest, head, face)?
- How might you use the wheel to better describe how you are feeling?
- How might you focus on what caused the feeling?
- What is the need behind the feeling?
- How might we sit in the discomfort of this feeling and move through it?
- How might we let go of this tension, move forward and heal?
Embed Healing into Curriculum and Instruction
Embed Healing into Curriculum and Instruction
Additional Resources:
Additional Resources:
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