Student Mental Health and Well-being September 2014 “Improving student achievement and student engagement is directly linked to ensuring that we work collaboratively and in a purposefully integrated way for the social, emotional, mental and physical well-being of all children and youth.” – Ontario Public School Boards' Association Building Adult Capabilities to Improve Child Outcomes: A Theory of Change Over 30 years of research has shown that resiliency skills can be effectively taught to children eight years and older. This 1-minute video shows and reminds us how "children see" what adults "do." How do you demonstrate and model the range of skills which students need to be successful in school and as community members? This 5-minute video makes the case for training adults to be more effective agents of change for vulnerable children and families. Is it our role as educators to be agents of change for vulnerable students and their families? Why or why not? How can you best work with others to develop your skills to improve student outcomes so that they can thrive in a modern society and economy? Student Mental Health and Well-being October 2014 “In the context of exposure to significant adversity, resilience is both the capacity of individuals to navigate their way to the psychological, social, cultural, and physical resources that sustain their well-being, and their capacity individually and collectively to negotiate for these resources to be provided in culturally meaningful ways.” - Dr. Michael Ungar Overview of Resilience This 7-minute video makes the case that resiliency is one’s capacity to navigate and negotiate in terms of what makes sense to them. ◦ Do “resilience” and “well-being” mean the same thing? ◦ How are resiliency skills reinforced in the curriculum or crosscurricular context? ◦ What new or better experiences might you provide to develop these skills in classrooms and other settings? Student Mental Health and Well-being November 2014 “I’ve come to the frightening conclusion that I am the decisive element in the classroom. It's my daily mood that makes the weather.” – Haim Ginott Overview of Resilience This 7-minute video presents 5 principles for designing schools that develop student resilience. ◦ How do you currently develop resiliency skills in the classroom or other settings? Which examples align with the principles presented? ◦ What new or better experiences might you provide to develop resiliency skills in classrooms and other settings? Student Mental Health and Well-being December 2014 “Children mature into adulthood in large part by observing and emulating the adults around them. It is through caring relationships and positive role models that children come to feel safe, supported, respected and hopeful.” – George Zegarac Overview of Resilience This 6-minute video builds on the 5 principles for designing schools that develop student resilience to introduce 7 core elements that students need to succeed. ◦ How do you currently meet student needs in the classroom or other settings? Which examples align with the elements presented? ◦ What new opportunities might you provide? Student Mental Health and Well-being January 2015 “Resilience is not a trait that people either have or do not have. It involves behaviors, thoughts and actions that can be learned and developed in anyone.” – American Psychological Association The Good and Bad News About Resilience This 5-minute video discusses the good, but challenging, aspects to building resilience. ◦ How can you help students become aware of their responsibility towards building resilience? ◦ How can you find time for students to talk about and engage in proactive activities to build their resilience? ◦ How can you design activities with students and partners that will enable them to develop resiliency skills? Student Mental Health and Wellbeing February 2015 “We know so many stories of young people who have had an unstable educational start who then go on to shine in high school through the supportive relationships of trusted teachers who saw and supported their strengths and uniqueness.” – Dr. Jean Clinton The Power of Resilience This 9-minute video makes the case that resilience is nothing but “ordinary magic” or the fostering of strength, hope and optimism in our children. ◦ In what ways can you foster resilience in students? Which examples have the biggest impact on their resilience? ◦ How do you provide opportunities for students to develop resiliency skills? Student Mental Health and Well-being March 2015 “Resilient people view a difficulty as a challenge, not as a paralyzing event. They look at their failures and mistakes as lessons to be learned from, and as opportunities for growth. They don't view them as a negative reflection on their abilities or self-worth.” – Dr. Susan Kobasa Growth vs Fixed Mindsets —thinking habits that affect our resilience This 5-minute video makes the case that the way we view the world influences our sense of well-being and resilience. ◦ How do you demonstrate and model a growth mindset for students? ◦ How can you best work with others to help students develop a growth mindset across curriculum areas, and across different contexts and settings Student Mental Health and Well-being April 2015 “When students or adults see their abilities as fixed, whether they think they're naturals or just not built for a certain domain, they avoid challenge and lose interest when things get hard. Conversely, when they understand that abilities are developed, they more readily adopt learning-oriented behaviors such as deliberate practice and grit that enable them to achieve their goals. But this belief is itself malleable, and there are clear actions we can all take to establish a growth mindset and enable success for our children, our peers and ourselves.” – Dr. Eduardo Briceño Challenging our beliefs promotes resilience This 10-minute video explains how our beliefs/mindset about our intelligence and abilities deeply impacts our success. ◦ How do you demonstrate and model for students the practice of challenging beliefs to promote a growth mindset? ◦ How can you best work with others to help students develop a growth mindset that challenges their beliefs across curriculum areas, and across different contexts and settings? Student Mental Health and Well-being May 2015 “We begin to learn about ourselves through our interactions and continuous relationships with adults. This is because adults are the people we rely on when we first come into the world. And what we need most are reliable, caring, nurturing adults so that we feel secure and develop a strong sense of belonging” – Bruce Ferguson The importance of mindset to student social emotional learning This 5-minute video makes the case that youth attribute their resilience to experiences in which they feel valued. How can you design experiences to help students feel valued? What opportunities do your students have to engage in activities where they feel valued? What opportunities do your students have to reflect on their value as a student, person, contributing member of society and to think about how this relates to their future learning and career options?