Here are some everyday strategies to try:

• Have predictable classroom routines and tell students about changes in advance

• Normalize the experience of anxiety, and work to reduce potential sources of stress at school

• Recognize that students may experience or express anxiety differently, depending on their cultural background and personal circumstances

• Teach/reinforce time management and study skills so that students feel more prepared and confident for tests and assignments

• Help students to break down large tasks into manageable pieces

• Take time to practise stress reduction techniques in the classroom and model effective strategies – see our resource section for classroom resources to help.

• Reinforce identity affirming social-emotional skills, like problem-solving, decision-making, and conflict resolution

• Encourage healthy risk-taking, and reinforce students for solid effort, maintaining a growth mindset

• When students are struggling with a new skill, remind them to be gentle with themselves and to take the time they need to learn and practice

• Set up ways for all students to comfortably participate in class (e.g., talking in small groups for students who may be shy or new language learners).

There are many specific subtypes of anxiety disorders, but in general, the following are some common signs of concerning anxiety:

• attendance concerns

• difficulty speaking in groups or in class

• exaggerated need to be perfect

• excessive worry

• fears

• performance on tests doesn’t match ability

• recurring physical symptoms without medical explanation (stomach aches)

• refusal and avoidance of tasks

• separation issues (younger students)

• social issues, like extreme shyness around peers

If you notice a student showing concerns in this area that are causing distress or getting in the way of their learning, monitor and note your observations and try targeted classroom strategies.

For most students, general strategies and support will be enough to help them to maintain attention. We can help students learn skills for focusing their attention, staying on task, waiting their turn, etc. We can maintain learning environments that help students engage and self-regulate, so they’re more available for learning.

Here are some everyday strategies to try in your mentally healthy learning environment:

• Maintain a safe and positive environment with clear expectations

• Have predictable classroom routines and tell students about changes in advance

• Use visual reminders and prompts

• Teach/reinforce/model organizational skills, helping students to have needed materials ready for learning (e.g., spare pens/pencils available for loan)

• Teach/reinforce/model time management skills, helping students to chunk assignments and use class time well (e.g., using a calendar/agenda)

• Teach/reinforce study skills, helping students to prepare for tests in advance and to be methodical during test-taking (e.g., strategies for checking work)

• Offer a range of engaging ways for students to access information and to demonstrate their strengths

• Create a culture of caring within your classroom, through which students know they can ask for help when needed.

• Design environments that minimize crowding and distractions

• Consider creating spaces that may assist with concentration when students are trying to focus

• When students struggle with attention and hyperactivity/impulsivity occasionally, remind yourself that they are learning executive functioning skills and that this takes time.

As an educator, you are well-positioned to observe early signs of attention concerns. For some students, signs of difficulty with attention are obvious and noticeable from a young age. For others, concerns can be hard to notice but can be just as impactful, particularly when they are not identified until later grades.

Signs you may observe for elementary students Signs you may observe for secondary students

• difficulty paying attention and following instructions * difficulty organizing self and activities

• fidgety, excessive activity *trouble starting/completing work

• acts without thinking *difficulty with setting goals

• may blurt out answers *trouble maintaining attention to tasks and ignoring irrelevant information

• has trouble taking turns *restless, distracted, may appear to daydream

• difficulty with / avoids written work *difficulty with multistep problem-solving and managing deadlines

• easily distracted, daydreams *challenges performing under pressure

• processes information slowly *difficulty making decisions quickly

• forgetful *difficulty retaining information

• acts younger than age *may have more frequent negative moods (anger, anxiety, stress, sadness)

• may have difficulty with friendships *may have difficulty with friendships

Most students will do well with general support for their mental health. Here are some everyday strategies to try in your mentally healthy learning environment:

• Greet each student warmly every day.

• Show them that you are glad they are part of your class and pleased that they are at school today.

• Consider including time at the beginning of class for checking in and connecting with students as they settle into the academic work.

• Show an interest in student stories, opinions, and concerns. They may be “trying on” new ideas, and you can help to influence this in positive ways through careful listening and support.

• Develop understanding and vocabulary around mental health within the classroom to reduce stigma for students who may be struggling.

• Convey by your words and actions that each day offers the chance for a fresh start.

• Notice when students are late or absent frequently, and wonder why, especially if this is a behaviour change. Offer a warm welcome to those struggling to get to school.

• Reduce stigma by normalizing emotional ‘ups and downs’ and by being a good model for coping with life stress.

• Encourage participation and active engagement in classroom life.

Many signs of a mood challenges are also typical components of adolescent development and don’t necessarily indicate a mental health disorder. Knowing a student’s typical behaviour and recognizing changes is a good place to start.

Signs you might observe Things a student may describe

• less interest and involvement in previously enjoyed activities *aches and pains

• sadness, tearful *changes in appetite

• irritability, quick to anger *changes in sleep patterns

• difficulty concentrating on tasks/activities, forgetfulness, inattention *feelings of low self-worth

• hypersensitivity (e.g. cries easily, appears to overreact to small issues) *sense of boredom

• lethargy, fatigue *substance use

• decreased academic performance and follow-through on tasks *suicidal thoughts and behaviours

• impulsive and risky behaviour

• periods of elevated mood, racing thoughts, feeling unrealistically powerful

Important: Take all disclosures of suicidal thoughts or behaviours seriously. Follow your school protocols for response and support. Never leave a student who has expressed suicidal thoughts alone without support.

The many ways that we support mentally healthy classrooms and build wellness skills in schools DOES support the prevention of substance mis-use. But quality, targeted information is also imperative to not only inform but to reduce stigma. REsources are needed for educators, for parents adn for student facing. Below you will see resources for each of those categories developed by SMHO and CAMH

There are many ways to support students who are experiencing grief. The most important thing is to know what is happening so you can work to support that student in your important role as their educator. It is not the role of educators to provide grief counselling or intervention. Connect with your administrators and/or Child and Youth Counsellors about what the board may have to offer but also other resources.

Knowing how to support students who are grieving includes:

Knowing how different ages interpret and understand the concept of death

Knowing how to have classroom, age appropriate conversations with all students about grief and loss (not as a reaction but proactively)