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We know that behaviour is an extension of lagging skills. An attuned adult can see past a behaviour into the lagging skills to co-create a path forward. Kids do well if they can in particular if there is a caring adult they can connect with.

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Creating space for students in a level, open and, very importantly, structured way to share, connect and eventually be vulnerable toward and supportive of their peers.

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Behaviours are often connected to thoughts and emotions. Connecting first helps us to understand the root of the behaviour.

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Our MDI results show that only 37% of our kids would talk to an adult at our school if they are feeling sad, stressed, or worried (92% would talk to a family member).

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Creating space and opportunities in the classroom for small group/individual check-ins with purpose (typically tied to curriculum). Ongoing and structured as part of the routines of the class.

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Approach misbehaviour with curiosity. It is usually a cry for help and a signal of a need that is going unmet. Simply correcting the behaviour may not get to the source of the problem.

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A connected community is collectively resilient. We can lean onto our relationships in challenging situations.

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By first making a connection, we open up the dialogue to find out what may be going on 'behind the scenes', what may be driving certain behaviours, or driving certain emotions, etc. Then we can we can work on the correction.

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Students feel like they belong and listened to.

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Students feel like they belong and listened to.

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We are hardwired to feel a sense of belonging. When we lead with connection and belonging, success will shine through other areas.

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If we connect, we build trust. If we build trust, we build a relationship that allows us to have honest dialogue with our students. Only 37% of kids would talk to an adult at school if they are sad, stressed or worried. By connecting and building that trust, we can increase this number.

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Cross-grade groupings for events and activities. A student or two from each grade is grouped with one teacher to create connections through grades, french and english, and with different staff members.

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By connecting with colleagues we can create time and space to build connection with our vulnerable learners. For example, if you are working to connect with a group of students and need time to make to happen colleagues can step in to support.

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Connecting one on one or in small groups

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Connecting one on one or in small groups