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Mental Health Toolkit Part 3

Jordan Bodnar, Don Claudio, Tanya Henry, Gailene Rauser, Tessa Wiebe

Faculty of Education, University of Winnipeg

EDUC 5431 – Mental Health Promotion

Amy Rasmussen Waluk, MEd, FTT

November 15th, 2022

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Transitions Grade 8 (what can we start with? Not reinventing the wheel)

Shianne’s transition from Grade 7 to Grade 8 will begin well before the start of her

Grade 8 year. Shianne’s resource teacher will meet with Shianne’s parents and her Grade 7

teacher to review her AEP and school plan to make any adjustments that might be necessary.

Some adjustments may include adding or removing strategies and tools that may work better

or are no longer working to help Shianne be successful at school.

Shianne’s resource teacher will also plan for her Grade 7 teachers to sit down with her

Grade 8 teachers to hear about Shianne. This will give her new teachers the opportunity to

collaborate with her current teachers in order to prepare their classrooms over the summer to

be ready for Shianne. This may include creating a quiet space where Shianne could complete

her work or take time to recentre herself before returning to the learning activities. Shianne’s

new teachers will also get a sense of where Shianne is academically so that they have a base

to start from in September and they can meet her where she is at and help her feel successful

at the start of the school year. The resource teacher will also plan with Shianne’s Grade 8

teachers to have time to meet Shianne more than once and begin to develop a relationship

with her prior to the start of the school year. This could look like once a cycle her Grade 8

teachers will spend half an hour supporting Shianne with her schoolwork or she will join their

class during presentations or activities to see what she can expect in Grade 8. Shianne’s

resource teacher will ensure that she reviews Shianne’s AEP with her new Grade 8 teachers

before school starts so that her teachers are prepared to support her in their classrooms.

In preparation for the transition, Shianne’s resource teacher will participate in the

creation of the student list for each class to ensure that Shianne has peers in her class that she

gets along with well and places her away from students that she does not work well with or

that do not demonstrate patience towards Shianne.

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If Shianne is changing resource teachers from Grade 7 to Grade 8, it is important that

the new resource teacher is provided with her AEP, current strategies that help Shianne be

successful, and an understanding of the space that Shianne needs outside of the classroom

where she can go to regulate and feel safe and successful.

Overall, for Shianne to have a successful transition from Grade 7 to Grade 8 her new

teachers and school support team need to be well versed in Shianne’s AEP and they need to

have begun the process of building a relationship with her before she starts Grade 8. Shianne

needs to have toured her new classroom and any changes to where her quiet, safe space will

be outside of the classroom. Shianne’s family needs to agree to her plan and know the

strategies and tools available to her on her first day of Grade 8 to eliminate any worry from

them or Shianne. Finally, Shianne’s school support team needs to be prepared for the worst

but hopeful for the best. Some students struggle with the end of the school year because they

dread the change in routine and don’t know how to cope with the change in staff members

and sadness of leaving staff that they have a good connection with. Her support team will

need to be ready to support Shianne in any way they can leading up to the end of the school

year. It is important that she finishes feeling successful and knows how many people in the

building care for her.

Structure/Credit System/Inclusive Programming

As Shianne transitions from Grade 8 to high school, major changes in school structure

can potentially impact how Shianne responds in the new learning environment. Depending on

whether Shianne will have modified or regular programming, it’s important that schools aims

to accommodate Shiane’s needs with the most inclusive approach possible. This means that

exclusionary programs within a school or alternative schooling should not be considered

unless dire. In planning and collaborating with Shianne’s team ( student, parents,

administrators, classroom teachers, and clinicians), Shianne’s needs will be met as outlined in

her Student Specific Profiles. Shianne’s needs will be accommodated in the classroom

through adaptations or modifications as she learns socially and academically with her same
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age peers. Similar to the structural intervention set in place during early years of schooling,

“soft landing” spots will be identified and implemented throughout the school. Student

Service Teachers play a key role in being touch points for Shianne in the start and end of the

day as they can do temperature checks and connect with Shianne. This can alleviate the

pressure of having multiple teachers due to varying courses (ELA, SS, Math, Science,

Industrial Arts and Phys. Ed). Many high schools have also adopted an integrated or year

long course model which greatly reduces student’s adjustment issues with teacher routines.

An example would be that ELA and SS are taught by 1 teacher, as well as Math and Science

in a year long setting. This simple structural change can help all students form better

relationships with their teachers as relationship building is not constrained by semester

changes.

Figure 1: Image was taken from Shelly Moore's Blog on Inclusion

The credit system in education can pose a threat to the success of Shianne and many

other students. For one, Manitoba Education requires 30 credits for students to graduate high

school. One credit requires an undertaking and successfully completing a course of study

designed for approximately 110 hours of instruction. This structure creates an overwhelming

barrier for many students who will be unable to attain 110 hours of instruction in one

semester. In addition, this system falsely perpetuates that learning is time-based and that

knowledge domains are fragmented from each other. Many schools are exploring alternatives
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to traditional model of education. One model that has been around to challenge norms is

competency based education (CBE). CBE is defined as “a flexible and engaging learning

environment in which progression is based on mastery of explicit learning objectives, or

competencies, as demonstrated through evidence of student learning, rather than the time

spent in a course/topic” ( Krauss &.Steinberg 2020) . By implementing this model of

education, all students including Shianne can thrive and have control of this learning.

Figure 2: Competency Based Education Model

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Adaptations

As Shianne transitions to high school, she will require adaptations which were in

place for her in middle school to continue so that she is able to be successful academically,

emotionally, and socially. Shianne’s support team from middle school had a transition

meeting with her new support team at the high school. Since Shianne’s Adapted Education

Plan [AEP] and Behavior Intervention Plan [BIP] are already in place, this will give

Shianne’s new support team at the high school a good starting point. Some changes may need

to be made to Shianne’s AEP and BIP as the structure of the day, variety of teachers

throughout the day, and expectations change in her new school.

Shianne’s support team consisting of the guidance counsellor, resource teacher, school

psychologist, mental health worker and admin are also all new to her. Trusting relationships

will have to be built and established.

Shianne’s teachers will be encouraged to use Differentiated Instruction and Universal

Design for Learning [UDL] teaching practices. Both Differentiated Instruction and UDL are a

framework for goal setting and creating a flexible learning environment. Students have varied

ways of learning concepts, and flexibility in how the knowledge is acquired and assessed can

be the difference between success and failure.

Figure 3 Differentiation Flow Chart (Tomlinson, 2016)

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Figure 4 Principles of Differentiated Instructions (Schiffer 2012 )

The AEP will focus on adaptations which Shianne requires to help her thrive and be

successful in her classes. To accommodate Shianne, the following are examples of

adaptations which could be utilised as she is below grade level in math, reading and writing.

The AEP also allows for accommodations for emotional and behavioural support in her

classes.

Math

-Allow extra time to complete assignments and tests.

-Do frequent checks for accuracy during seatwork

-Reduce the number of questions on assignments

Writing

-Use of speech to text software

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-Use a computer for written assignments with word prediction software and/or spell-checker

-Scaffold writing process with prompts

-Break writing assignments into smaller pieces

-Allow for oral assessments rather than written

Reading

-Allow for audio books

-Text to speech software

-Support staff to read test aloud to student

Executive Functioning

-Provide student with an extra set of books for home use

-Set a realistic goal of completing 75% of assigned homework

-Check-in with student twice per class to ask how he/she will remember facts or rules

discussed

-Use of assistive technology to help students keep up with assignments (no more loose

papers)

-Give student detailed written instructions

-Communicate with parents so that they are aware of assignments and tests

-Give student study guides well in advance of tests

-Allow for extra time on assignments and tests

Emotions and Behavior

-Create a plan with the student ahead of time so that he/she can signal the teacher when a

break is needed without attention being drawn to them.

-Have the student run errands for the teacher to give him/her a break.

-Schedule a weekly check-in with a guidance counsellor or resource teacher.

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-Clearly post and display expectations and consequences

Miscellaneous

-Give student permission to leave class a few minutes early for transitions from one class to

the next to avoid the busy hallways.

-Give student preferential seating in the class to avoid distractions.

-Compliment student on positive behaviour and work done well

(Williams et al., 2022)

Shianne’s resource teacher will meet with each of her classroom teachers to go

discuss her AEP. It is imperative that the teachers follow the AEP so that Shianne can be

successful academically. If Shianne is able to do well in her studies, she will feel better about

herself which will boost her emotionally and also socially. Now that Shianne is in high

school, her academic achievement is important for her to gain credits for graduation and

possibly post secondary education in the future.

Shianne’s support team will meet regularly to ensure that she is getting the support

she needs to be successful and continue to thrive. Shianne will also be included in these

meetings so that she has a voice in planning for her future.

Proactive Mental Health

Part of Shianne’s plan will be to incorporate some proactive mental health strategies

into her life. The goal is to help create conditions for sustained positive mental health and

well-being by focusing on five different areas: sleep, diet, physical activity, involvement in

community, and hobbies.

Incorporating these strategies into her life will also give Shianne some feelings of

control. According to the Government of Canada, “having more control over your life and

personal decisions” is a key factor in one’s personal mental health (2022). Feelings of power

and control are also important factors for someone experiencing ODD. It is important that
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there be an element of choice in the planning and implementing of these strategies. For

example, allowing Shianne to choose which strategy or strategies she implements first, or

giving Shianne input into how a strategy is implemented might help reinforce her need for

control and power.

It is also important that Shianne’s goals are manageable and sustainable. In order to

have a lasting effect, they need to become part of her routine. There are potential barriers to

implementing certain strategies, such as cost, transportation, availability of services or

products, and time constraints. Some also involve Shianne trying something new or adding

something to her plate. A recommendation would be that Shianne focus on implementing

positive sleep, diet, and exercise habits first, then look to add something new when she feels

she is ready.

Proactive mental health strategy #1: Sleep

According to the Anxiety & Depression Association of America [ADAA], “a good

night's sleep helps foster both mental and emotional resilience, while chronic sleep

disruptions set the stage for negative thinking and emotional vulnerability” (2019). Both the

American Medical Association and the American Academy of Sleep Medicine have

recognized insufficient sleep as a serious health risk amongst adolescents, and that sleep

issues during the teen years can persist into adulthood (ADAA 2019). Proper sleep habits are

critical in terms of creating conditions for Shianne to have sustained positive mental health.

Goals/Recommendations:

-Shianne will keep a regular sleep schedule. To provide some flexibility, a window of

time will be established in which Shianne will go to bed each night. Shianne will have

input into what that window of time will be.

-Shianne will watch TV or use electronics in a room other than her bedroom.
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-Shianne will put down her electronics 30 minutes before bedtime.

Proactive mental health strategy #2: Diet

Poor eating habits can negatively impact a person’s mood regulation throughout the

day, and can cause fatigue, concentration issues, and irritability (ADAA 2019). The ADAA

(2019) points out that these symptoms are similar to those experienced by people with

depression. For Shianne, moderating her food intake will create better conditions for positive

mental health.

Canada’s Food Guide (2022) recommends a balanced diet of protein, healthy

non-saturated fats, fibre, and complex carbohydrates, while avoiding foods that are high in

saturated fats, sodium, and sugars or simple carbohydrates. The government of Canada also

recommends certain behaviours related to food intake that can be incorporated into Shianne’s

routine.

Goals/Recommendations:

-Shianne’s support team will educate her about different foods and meals that can

meet her diet goals, and Shianne will identify a variety of options that are appealing to

her.

-Shianne will develop a meal plan for breakfast and lunch where she will be able to

choose from a variety of options.

-Shianne will take control over preparing her lunches for school.

-Shianne will make an effort to cook dinner at home once per week.

-Healthy food and snack options will be kept on-hand at school, in case Shianne does

not eat breakfast or prepare a lunch for herself.

-At school, Shianne will eat lunch with her classmates whenever possible.
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Proactive mental health strategy #3: Physical activity

According to the Government of Canada (2022), there are substantial mental health

benefits for youth when they engage in 20-60 minutes of moderate (walking, biking, etc.) to

vigorous activity (running, basketball, etc.) per day (2022).

A key for Shianne will be to maximise opportunities already offered by the school,

such as physical education class and school sports. Ideally, Shianne would also look for ways

to incorporate physical activity into her life outside of school.

Goals/Recommendations:

-Shianne will participate in physical education class when it is scheduled.

-Shianne will join a fitness club or sports team at her school, or in her community

-At school, a member of Shianne’s support team will schedule a 20-minute around the

school community at least twice per week.

-Shianne will be encouraged to walk or bike to and from school.

-Shianne will be encouraged to take part in some of the physical chores at her house,

such as raking leaves and shovelling snow.

-Shianne’s support team at school will provide her with a pedometer, and she will try

to meet a daily goal of 10 000 steps.

Proactive mental health strategy #4: Involvement in community

No matter the activity, interacting with people who have similar goals and interests

can have a positive impact on mental health and well-being. A study funded by the

Patient-Centered Outcomes Research Institute found that donating one's time towards a

community project, or simply socialising is a quality way to help improve self-esteem and
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build a network of support (ADA 2019). Interacting with fellow human beings reminds us we

are not alone and gives us an outlet to share our thoughts and feelings.

Suggestions for Community Involvement Goals:

-Volunteer with a community-run organisation or program

-Volunteer as a coach for a youth sports team or youth-oriented club

-Join a club at school that will promote activism and positive change in the school or

community, such as student council, social justice, GSA, etc.

Proactive mental health strategy #5: Hobbies and activities

According to the ADAA (2019),

“finding an enjoyable activity serves to combat the onset of depression and anxiety, as

it can be a healthy outlet and a positive distractor from any negative thoughts,” and

“Engaging in an activity that brings us pleasure and enjoyment has a physiologic

effect on our brains, triggering a release of neurotransmitters such as dopamine and

serotonin, which are the body’s ammunition in fighting depression and anxiety.”

Isolation can also be a trigger for anxiety, depression, and other mental health concerns.

Therefore, engaging in activities or hobbies that have a socialisation aspect would be a good

way to reinforce the previous strategy of involvement in the community.

Suggestions for Hobbies and Activities:

-Take on a personal hobby or activity to do in her spare time

-Choose to take part in a special interest club at school

Circle of Care/Supports/Extra-Curricular Programming

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To help maintain and support Shianne in high school she will be included/invited into

a few programs that will provide some support, give her a sense of accomplishment and

belonging.

Shianne will be connected to the divisional program, Wayfinders. This program would

be beneficial for Shianne because it connects students to a mentor who can help them

organise their schoolwork and provide tutoring in most subject areas. The mentors also

provide their own system of support and encouragement by checking in with the student

during the school day and offering to hold “Homework Club” a few times a week after

school. This support program will reinforce the effort established by the school and will

foster more supportive relationships in the building.

Another program that Shianne will be invited to join is the Indigenous Cultural Credit.

This is a course offered to Indigenous students which takes place once a week afterschool and

one lunch hour a week. The program reconnects students to their culture. There are field trips

and opportunities that allow students to learn aspects of their culture and share their

experiences. Students have an opportunity to meet during the lunch hours for smudging and

sharing circles. This class is very inclusive and would allow Shianne to feel an immediate

sense of belonging and an opportunity to make friends in the first few weeks of school. This

is also another great place to form some positive relationships.

There are two other extra curricular areas that Shianne has indicated interest in. One

of these areas is the school production. This starts in the early fall. The counsellor will

connect Shianne to the Drama teacher and get the information and all the dates so that

Shianne is aware of meeting times. The second extra curricular that Shianne has indicates she

is interested in is Volleyball. The counsellor will introduce Shianne to the volleyball coach

and get all the dates and times for tryouts. The counsellor will also help Shianne put

reminders into her phone, so she doesn't miss these meetings.

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References

Government of Canada (2022, Oct 31). Healthy eating is more than the foods you eat.

Canada’s Food Guide. https://food-guide.canada.ca/en/

Government of Canada (2019, Nov 07). Physical Activity Tips for Youth (12-17 Years).

Healthy Living.

https://www.canada.ca/en/public-health/services/publications/healthy-living/physical-

activity-tips-youth-12-17-years.html

Government of Canada (2022, Aug 12). Promoting positive mental health. Mental Health and

Wellness.https://www.canada.ca/en/public-health/services/promoting-positive-mental-

health.html

Israel, L. (2019, Jan 02). Top 5 strategies to cultivating your mental health. Anxiety &

Depression Association of America.

https://adaa.org/learn-from-us/from-the-experts/blog-posts/consumer/top-5-strategies-

cultivating-your-mental-health

Stephanie Malia Krauss, Adria Steinberg, Clare Bertrand, J. F. F. L., Thor Blanco-Reynoso,

Stephanie Malia Krauss, Melanie Shea (n.d.). Student centered deeper learning: Jobs

for the future (JFF). student centered deeper learning | Jobs for the Future (JFF).

Retrieved November 14, 2022, from

Tomlinson, C. (2016, May 27). Differentiation model. Differentiation Central. Retrieved

November 14, 2022, from

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https://differentiationcentral.com/model/https://www.jff.org/what-we-do/impact-stories/

supporting-states-districts-to-implement-student-centered-deeper-learning-practices/

Wayfinders. (n.d.). Retrieved November 14, 2022, from

https://www.7oaks.org/school/Wayfinders/Pages/default.aspx#/=

Williams, P., Shelley Haven, A. T. P., & Sandra Rief, M. A. (2022, October 29). 50 high

school accommodations for every ADHD challenge. ADDitude. Retrieved November

14, 2022,