{"id":173,"date":"2020-04-15T12:24:55","date_gmt":"2020-04-15T19:24:55","guid":{"rendered":"http:\/\/sd41blogs.ca\/district-psychologists\/?page_id=173"},"modified":"2022-04-26T09:49:06","modified_gmt":"2022-04-26T16:49:06","slug":"mental-wellness","status":"publish","type":"page","link":"https:\/\/sd41blogs.ca\/district-psychologists\/mental-wellness\/","title":{"rendered":"Mental Wellness"},"content":{"rendered":"

Students come to school with more than just their backpack. They bring life factors that can affect their learning that can range from small concerns or large fears, such as getting a text from a bully to the loss of a pet to abuse at home.\u00a0 These life factors can impact children\u2019s social, emotional, and academic success, as historically children\u2019s mental wellness is linked to behavior problems, social interactions,\u00a0 academic performance, school engagement, suspensions, skipping classes, and dropping out of school. Parents and teachers can help create a environment that promotes mental wellness by:<\/span><\/p>\n

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SENSE OF BELONGING
\n<\/span><\/strong>A sense of belonging can help with risky behaviors. A student\u2019s close bond with the school is important, and this can occur by positive interactions. These interactions can be individual, such as happily welcoming a late student at the door, and can be more group-based, such as sharing important events in the school community.<\/span><\/p>\n

It is also important for parents to communicate a positive relationship with the school in front of their child, and to reserve any negative conversations with other adults or school staff. This helps the child believe his\/her parents support and trust the school, and that trust can transfer to the child. It is also helpful to have a positive, working relationship between parents and school staff.\u00a0<\/span><\/p>\n

ADAPTING
\n<\/strong><\/span>The ability to adapt develops at a young age.\u00a0 Some children have difficulties with change, and they may need help at school or home.\u00a0 It could be important for parents and caregivers to notify teachers and\/or principals of any unsettling changes at home, such as the death of a pet.<\/span><\/p>\n

Teachers and parents can help to minimize stress by giving children advance warning, such as \u2018In five minutes we are \u2026..\u2019.\u00a0 In addition, children can be part of the discussion of a change, such as the plans of the day.\u00a0<\/span><\/p>\n

RECOGNITION
\n<\/strong><\/span>Positive feedback validates behaviors that are valued by others, and a focus on positive behaviors can decrease negative behaviors.\u00a0 For example, if a child is misbehaving, verbally acknowledge in front of the class other children doing something positive, such as “Johnny, Kathy, and Bob are lining up quietly”, can encourage other children to line up quietly.\u00a0 In addition, create situations in which a child can do the right thing, such as completing a task they CAN complete and praising the child for it.<\/span><\/p>\n

When a child is at their lowest, acknowledge the feelings of the child and help the child identify something to do to calm down.\u00a0 The interaction could go something like this: \u2018I saw you help John today, great job! I heard you were upset when Rob took your\u2026.It is okay to cry, and can we talk about what happened?\u2019 and then \u2018What occurred sounds upsetting, what can we do to help you rest, recharge, and get back to…..?\u2019 If a child does not know, give the child a few minutes to think about it and ask him\/her him again.<\/span><\/p>\n

MAKING A DIFFERENCE
\n<\/span><\/b>Children are eager to know they make a difference, and we see them in their eagerness to help such as completing chores or helping others.\u00a0 These prosocial behaviors build self-esteem, foster connection, and provide openings for positive recognition. In addition, children can contribute outside of school through activities that would also encourage being part of a community, such as sports or volunteering.\u00a0 These activities can give children who do not feel successful in school the chance to feel successful outside of school.<\/span><\/p>\n

Children also need to believe accomplishment comes through their own actions, often referred to as self-efficacy or self-determination.\u00a0 Children should do as much as they can independent of adults, and adults help only when needed.\u00a0<\/span><\/p>\n

Building the above general suggestions into home and school environment can help children develop a foundation to get and maintain good mental health.\u00a0 It is important to keep in mind the first try is not always a success, and strategies may need to change.\u00a0 We also recognize some children may need additional assistance, and parents can:<\/span><\/p>\n