Mental Health and Well Being (Strategies for Teachers)

-Provide predictable schedules and routines in the classroom

- Provide advance warning of any changes in routine

- Reduce schoolwork and/or homework based on information from parents and the school team about how much stress the student can manage

- Help the student break the project or large assignment into manageable chunks

- Provide a safe and quiet space for test-taking

- Develop a coping plan for unexpected events (fire drill, supply teacher)

- Daily check-ins with student to see how they are feeling

- Set up a procedure to allow student to exit quickly and safely from an overwhelming situation

- Allow extra time for the transition to a new activity or location

- Establish a method for regular communication between the school and parents about the expectations for the student and/or homework, weekly updates

- Check in with the student on arrival to determine how the student is feeling and provide alternatives to stressful activities on difficult days

- Provide clear, simple instructions/set goals that are attainable for the day

- Communicate expectations clearly and enforce them consistently

- Focus on appropriate behaviour

-Arrange a quiet, safe place where the student can go to calm down when angry

- Give positive reinforcement to the student for showing self-control in situations that would normally make him/her angry, annoyed, or upset (eg., give a tangible reward such as a classroom privilege or free time)

- Plan a full schedule of activities to avoid periods of unstructured time

- Provide students with responsibilities and tasks that they may enjoy

- Provide a space in the school for students to go when they are feeling overwhelmed

- Work with the student to develop clear expectations that they feel are reasonable.

- Help the student to set realistic goals and to monitor their progress

- Ask open-ended questions where there is no specific or correct answer

- Model and teach optimistic and positive attitudes, language, and actions

- Provide a structured environment and a consistent daily routine

- Post rules/expectations where student can see them (or print out a copy for them)

- Give students an outlet for excess energy - scheduled daily physical activity, body breaks

- Chunk critical instructions, allow time for mental processing

- Use advance organizers, structured note-taking sheets, manipulatives, and visual representations

- Seat students with attention problems close to the teacher and away from distractions such as windows, doors, or other students with attention problems

- Provide activities that appeal to multiple senses

-Provide frequent short quizzes, rather than long tests at the end of a unit