FINDING THE RIGHT RESOURCES
We wanted the resources to be evidence- based, Canadian and with a focus on support- ing well-being for everyone in the classroom. We looked for resources that are identity- affirming and differentiated. We made a com- mitment to centre historically marginalized voices and perspectives and to keep in mind the needs of both educators and students. Te resources needed to be practical, easy to im- plement, and provide a range of activities and learning opportunities for students and staff.
Te following resources met our criteria:
• School Mental Health Ontario (
smho-smso.ca)
• Te Tird Path -
thirdpath.ca
• Ensouling our Schools: A Universally Designed Framework for Mental Health, Well-Being, and Reconciliation by Jen- nifer Katz (Portage and Main Press)
• Teacher, Take Care by Jennifer E. Lawson, ed. (Portage and Main Press)
Tese resources look at mental health as
part of one’s well-being by reflecting on the connection between heart, mind and body. Tey focus on increasing skills and reducing stigmas around mental health.
WHAT WE LEARNED
“Te learning activities that teachers do with a focus on student well-being also have the power to enhance the teachers’ well-being. Tey are interconnected.” – Teacher, Take Care
Educators naturally integrate experiences, activities and learning opportunities into their daily practices that support positive mental health. But when educators plan with intention to weave well-being learning into their classroom and learning experi- ences, it not only benefits the students, it also rewards the educator. But what does well-being look like, sound like, and feel like in the classroom while also acknowledging the need to teach curriculum?
DEFINING WELL-BEING
Te place to start was to have a clear defini- tion of what well-being means. Te World Health Organization defines well-being as “a positive state experienced by individu- als and societies… Well-being encompasses quality of life and the ability of people and
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