# data[].attributes.headline
Give them your full attention, make them feel like they are the most important person in that moment.  Validate and support. What do you need right now to be able to participate fully in your day.

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Give them your full attention, make them feel like they are the most important person in that moment.  Validate and support. What do you need right now to be able to participate fully in your day.

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Mental Health Bulletin Boards with strategies and community support numbers 

# data[].attributes.subject
Mental Health Bulletin Boards with strategies and community support numbers 

# data[].attributes.body
Talk to them about how dysregulation feels in our body and how it affects our ability to focus, learn, problem solve, interact socially, etc.

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Building meaningful intentional connections

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Distract the student in the moment with the thoughts they are having by talking about other things (family, friends, hobbies etc..)

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Distract the student in the moment with the thoughts they are having by talking about other things (family, friends, hobbies etc..)

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I am authentic with how I feel and it allows students to be more open about their stuff too. 

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I am authentic with how I feel and it allows students to be more open about their stuff too. 

# data[].attributes.body
I check in with the student and listen to what they are struggling with.  If they don’t really know, I try to ask them questions that may help them narrow it down.

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Check in and hold space

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ensure ALL staff understand intentions to be present and in line with your approach

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Build a connection with the student. Watch, wait and wonder. 

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Build a connection with the student. Watch, wait and wonder. 

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Community Circles in classroom

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I do classroom check ins every morning and whoever rates themselves low is invited to check in with me. 

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I do classroom check ins every morning and whoever rates themselves low is invited to check in with me. 

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Have an open conversation to share what I have noticed and ask what support they would like

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Have an open conversation to share what I have noticed and ask what support they would like

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make resources accessible, i.e., images of community supports or have teacher post on google clasroom/QR code, normalize reaching out for support in the community

# data[].attributes.subject
make resources accessible, i.e., images of community supports or have teacher post on google clasroom/QR code, normalize reaching out for support in the community

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Offer calming strategies and different areas around the school/classroom where students can self-elect to go there and relax or read quietly.

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ask how you can help make their day better?

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ask how you can help make their day better?

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Give a few strategies around calming the body

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check in with them! Talk about feelings and healthy coping skills

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check in with them! Talk about feelings and healthy coping skills

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Lessons that address an issue with the full classes

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Lessons that address an issue with the full classes

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offer an alternative space for the student to use their own strategies to self-regulate or guide them in coregulation

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offer an alternative space for the student to use their own strategies to self-regulate or guide them in coregulation

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Teach mental health coping skills to the whole class

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Teach mental health coping skills to the whole class

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grounding, deep breathing, SEL skills, check ins, restorative circles, 

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grounding, deep breathing, SEL skills, check ins, restorative circles, 

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I ask the student how they would like to be supported at school

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I ask the student how they would like to be supported at school

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Classroom programming tailored to needs

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begin to build a positive connection with student, stop and listen

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begin to build a positive connection with student, stop and listen

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Connect with them.  Mood check-in's (body scans),

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offering classroom support, good for all resources for the teacher to implement, check in

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Invite student to walk and talk, make a connection

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Invite student to walk and talk, make a connection

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Check-in, offer baseline support (coping strategies), be there to listen to them, use a nurturing and caring approach, build a therapeutic relationship with them

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Check in with the student and go from there. Often tools and strategies are what the student wants. 

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Check in with the student and go from there. Often tools and strategies are what the student wants. 

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Share ideas for the teacher to use in classrooms, Without breaking confidentiality.

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connect, eat lunch together, play cards, start a conversation 

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connect, eat lunch together, play cards, start a conversation 

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Help the child to build connection with teachers, peers, or other adults in the school

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Help the child to build connection with teachers, peers, or other adults in the school

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Check in with them. Play a game, go for a walk, draw. Do something low key and fun and that offers the chance to talk without the pressure of eye contact.

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talk to the teacher to gather more info, think of a group we could offer and possibly invite the student to the group (ie., TRAILS)

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talk to the teacher to gather more info, think of a group we could offer and possibly invite the student to the group (ie., TRAILS)

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Talk with student about self care activities, do weekly check-ins, brainstorm coping skills

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check in with student's teachers

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Set up regular check-ins in guidance for monitoring.

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Have an open conversation with the student about what they need.

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Classroom work. Teaching mh literacy skills that are good for all. 

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Classroom work. Teaching mh literacy skills that are good for all. 

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Kinder- Ages and Stages Developmental Screener and supporting Support plans to engage with families and educators. 

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Kinder- Ages and Stages Developmental Screener and supporting Support plans to engage with families and educators. 

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offer a classwide session and plan with the teacher what a good theme could be

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offer a classwide session and plan with the teacher what a good theme could be