Professional Documents
Culture Documents
Research Assignment
Research Assignment
Mental illness can impact the way we think about ourselves, relate to others, and interact with the world
around us. They can create many challenges, but with the right support, we can get back on a path to
wellness.
Mental illness can be characterized by alterations in thinking, mood, or behaviour associated with significant
distress and limitations.
Anxiety
Depression and other mood disorders
Eating disorders
Schizophrenia
Approximately 1 in 5 children and youth in Ontario have a mental health challenge. About 70% of mental
health challenges have their onset in childhood or youth. That’s why early identification and interventions
are so critical and can lead to improved achievement in school and better health outcomes in life.
Ministry Definition
Medication is one of many treatments available to help manage a mental illness. There are a lot of options,
and it may take testing out a few different medications and/or dosages to find a good fit. Knowing what is
available and how those medications work can help us get a better idea of where to start.
Most people use a combination of treatments to help meet their needs. Things like therapy, brain stimulation,
supplements, and self-care are scientifically backed as effective ways to reduce the symptoms of certain
mental illnesses.
Accommodations/Modifications
Assistive/Adaptive Technologies
Assistive Technology:
A laptop
Can be used for different speech-to-text or text-to-speech options for assignments
Apps:
Headspace
Can help reduce stress and improve well-being by guiding users through mindfulness and meditation
sessions
Physical/Environmental/Social Modifications/Considerations
An essential ingredient in mental health promotion is ensuring a welcoming, inclusive, and caring classroom
environment where every student knows and feels that they belong. Educators and support staff can help
students learn about mental health and develop healthy habits.
Physical/Environmental
Social Modifications
Re-direct the student at the onset of behaviours or when triggers are present
Positively reinforce appropriate behaviour and/or use self-regulation strategies such as a zone chart
Provide a peer support group
Safety
Teachers should have an evacuation plan in place if a student becomes a danger to themselves and/or
others in the classroom
Students who are prone to leave the classroom/school may require extra supervision
Students who have been prescribed medication may require support to ensure they are taking their
medication properly and safely
Transitions
Grade to Grade:
School to School:
EduGAINS
http://www.edugains.ca/newsite/mentalHealth/index.html
Emotional ABCs
https://www.emotionalabcs.com/teachers/
Go Noodle
https://www.gonoodle.com/
Special Education in Ontario Kindergarten to Grade 12: Policy and Resource Guide
https://www.ontario.ca/document/special-education-ontario-policy-and-resource-guide-kindergarten-grade-12
Zones of Regulation
https://www.zonesofregulation.com/teaching-tools.html
Journal Citation:
Moran, K. (2015). Anxiety in the classroom: Implications for middle school teachers. Middle School Journal,
47(1), 27–32. http://www.jstor.org/stable/43958586
Summary:
Anxiety is a prevalent mental health concern in children and adolescents that can have a negative effect on
their personal relationships as well as their academics. Teachers are in a position to assist in recognizing the
signs of anxiety and supporting students in the classroom. Practical suggestions on how teachers can support
middle school students with anxiety are provided.
Most teachers will have at least one student in their classroom with an anxiety disorder (Children's Mental
Health Matters, 2009). "Because school plays such a significant role in adolescents' identity development,
teachers are in a unique position to recognize and provide essential supports for students. . ." (Johnson, Eva,
Johnson, 8c Walker, 2011, p. 10).
Teachers can provide classroom lessons on anxiety, including education about anxiety, relaxation skills, and
positive self-talk. Mindfulness programs can also assist students in managing their symptoms.
According to Dubois, Feiner, Brand, Adan, and Evans (1992), support from school personnel can have a
positive effect on a child's development. Teachers can provide numerous accommodations and modifications
within the classroom that will assist and support a student with anxiety.
Strategy:
Promote positive coping skills by providing time in the classroom for students to relax and practice positive
coping skills, including using stress balls, listening to soothing music in the background, or reading a book.
Teaching students relaxation activities can be beneficial for their overall stress level. Positive self-talk can be
powerful in relation to anxiety. Helping students be mindful of how they talk about themselves and their
abilities can be influential in reducing anxiety.
To help manage stress and anxiety in the classroom, I believe it is important to start the day with a
community circle. In the morning, students come together to practice deep breathing, mindfulness, and
practice gratitude. The steps I include in this activity are taking 5 deep breaths together then students can list
something they are grateful for (family, friends, food, clean clothes, etc.), and then ending off with something
they need from their teacher that day (colouring time with a friend, extra quiet reading time, extra DPA time,
etc.).
Teachers are in very important positions to help identify students who are showing signs of anxiety and to
support these students in the classroom. This article and the strategies provided highlight important pathways
for professional practice.