Service Learning Project

05-80-207 (12): Leadership Experience for Academic Direction (L.E.A.D.)

Intermediate/Senior

Emily Pepper
Jason Pfaff
March 1st, 2018
 Service Learning Project

Name of Project

ME (Mental Excellence): I Have Time for That!

List of Group Members

Emily Pepper

I/S Consecutive Teacher Candidate

Teachables: Music and French

What is ME: I Have Time for That?

A month project to help students prepare for exam season in January. The purpose of this

project is to teach students how to take time for themselves and to learn how to manage stress

and be mindful during high-stress situations and times. There will be an array of activities that

students can choose from which students can then carry out during stressful moments.

Proposed Date and Timeline of Project

I am proposing to have the service learning project begin in the last week of November

and continue throughout December.

November 26th-30th: Seminar/Workshop on Stress and Stress Management.

December 3rd-21st: Multiple activities to increase student well-being and to reduce stress.

(Roughly two activities per week either during lunch or after school).
 I chose to have these activities during the month of December and not January so that

students could learn ahead of time what they can do for themselves to manage stress. By

attending and participating in these activities, students can take one or two of the activities they

really enjoy and use them in the future.

WEEK 1 (Nov 26th – Nov 30th): Seminar/Workshop on Stress and Stress Management

WEEK 2 (Dec 3rd – Dec 7th): Art Night (Tuesday) & Yoga/Meditation Night (Thursday)

WEEK 3 (Dec 10th – Dec 14th): Foods Class (Monday) & Yoga/Meditation Night (Wednesday)

& Pajama Day (one day of the week)

WEEK 4 (Dec 17th – Dec 21st): Service Dogs (two times during the week) & Foods Class

(Thursday)

After or during each of the activities listed above, students will have the chance to reflect and

discuss what they liked about the activity or why they liked it. I

* The dates are temporary and are most likely to change. Activities may be added or taken away

after discussed with the Wellness Committee at UCC.

Target Audience

I believe that these activities will be very useful for students in grade 9 because high-

school is a big transition for most students coming from elementary school. However, these

activities will be available for the entire student body and even for teachers. By offering the

activities to the entire school community, I hope to change the school climate so that people feel

more at ease knowing that they have avenues available to them when necessary.
Rationale

Unfortunately, mental health is a serious dilemma in our schools today. Furthermore, it is

on a continuum ranging from mild to severe (Supporting Minds, 2013). Shockingly, suicide

accounts for twenty-four percent of all deaths among teenagers and young adults aged fifteen to

twenty-four (Mental Health Commission of Canada, 2018). How can we help as educators?

Teachers and other school administrators have an important role when it comes to helping

students who struggle with mental illness. We are the ones who observe student behaviour for a

major part of the day, something parents or mental health professionals may not get the chance to

see. It is our responsibility to know the signs and symptoms of mental health problems and report

these observations to a parent/guardian or school principal when we believe it is necessary

(Supporting Minds, 2013). According to the Mental Health Commission of Canada (2018),

approximately 1.2 million children and youth in Canada are affected by mental illness, however

fewer than 20% of those affected receive mental health services.

Theoretical Framework

As discussed in class, our students are resilient. They are enthusiastic to learn, they are

motivated, and they have an ambitious vision for their future. Students are willing to overcome

their adversities and continue to strive for better. However, overcoming these obstacles can be

difficult and can put strain on a student’s mental and physical health, and overall well-being.

This is why educators need to give students the tools and guidance that they need to succeed. As

a student teacher, I understand how stressful school life can become. This gives me motive

provide outlets for students so that they have the chance to relax and find ways to reduce stress

that works for them.

 As reported by the Creating Pathways to Success (2013) document, all secondary schools

are mandated to provide orientation programs for students and parents so that students can make

a smooth transition from elementary school to high school (Creating Pathways, 2013).

Furthermore, this document states that from Grade 10 onwards, students should have an

Individual Program Plan that includes “strategies to support the plan, overcome obstacles and

challenges, and access the resources and assistance needed” (Creating Pathways, 2013, p. 23). I

really like the idea of this document, however I feel like it could go further into detail. How will

the students find strategies to overcome obstacles and difficult moments during their school

career? A second document, Learning for All (2013), suggests that students create an Individual

Pathways Plan that “provides the foundation for a successful transitional experience that can help

the student learn to cope with change and adapt to a variety of settings” (Learning for All, 2013,

p. 51). This is what I aim to provide for students with my Service Learning Project. I want

students to be able to make a smooth transition from elementary school to secondary school

while taking care of their physical and mental well-being so that they can focus on their future.

School Background Information

Ursuline College Chatham (UCC) is the largest high-school in Chatham-Kent with over

1400 students enrolled and over 90 staff members. It is one of two secondary schools in the St.

Clair Catholic District School Board, and one of 7 secondary schools in the municipality of

Chatham-Kent.

Ursuline College strives to create a safe and inclusive learning environment by learning

through faith, promoting educational achievement and innovation, and fostering leadership and

social justice. Students can express themselves through faith, academics, the arts, and athletics.
Potential Staff & Students Involved

Being the only LEAD candidate at my school, I am looking to recruit a few teachers who

are willing to participate in the activities. I will also be working with students from the Wellness

Committee and with one of the Child and Youth Workers from Ursuline College.

Students from the Wellness Committee will be helping me plan the activities for the

month of December. I am open to hearing their ideas and would be happy to include more

activities that they see fit. They will also help to organize and advertise the activities.

Community Involvement

I am hoping to get involved with the community by inviting one of Chatham’s service

dog organizations to the school. By providing this service at the school, students that may not

have a pet at home could find out how they could get involved with an organization like this.

This way, students can obtain community service hours by volunteering, and spend some time

with animals which is great for reducing stress and anxiety.

Second, I would like to have a nutritionist come to the school to talk about healthy eating

choices that students may not be aware of. Afterwards, they could lead a food class and show

students some quick and easy snacks/meals that they can make to help keep their body’s healthy

and full of nutrients.

Lastly, I would like to have a certified yoga instructor to lead the yoga/meditation class

for the students. If this is not possible, I would feel comfortable learning yoga poses and leading

the class if necessary.

Copy of Needs Assessment
 Resources

Ministry of Education, Ontario. (2013). Creating Pathways to Success. An Education and

Career/Life Planning Program for Ontario Schools. Retrieved from:
http://www.edu.gov.on.ca/eng/document/policy/cps/CreatingPathwaysSuccess.pdf

Ministry of Education, Ontario. (2013). Supporting Minds. An Educator’s Guide to Promoting

 Students’ Mental Health and Well-Being. Retrieved from:
http://www.edu.gov.on.ca/eng/document/reports/SupportingMinds.pdf

Mental Health Commission of Canada. (2018). Improving Mental Health Outcomes. Retrieved
from: https://www.mentalhealthcommission.ca/English/focus-areas/children-and-youth