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Additional Link : https://kidshealth.org/en/parents/parent-conferences.html

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Kim Isaacs, Monster Resume Expert

Whether you're a recent graduate pursuing your first full-time teaching job or a veteran educator, you can benefit from polishing your resume to attract the best job opportunities. Make sure you display the following on your resume, and see our sample resume for a teacher:

A Passion for Teaching

"Showing passion for what you do is important in any field, but in education, this is doubly so," says Candace Davies, owner of A+ Resumes for Teachers. Davies has developed hundreds of resumes for K-12 and college educators.

"Your resume needs to communicate your commitment to student success, teaching and learning," she says. "It needs to show that you're in the classroom for the right reasons."

You can demonstrate your passion for teaching by incorporating your teaching philosophy in your resume's career summary. You can use the Objective field on the Monster Resume Builder for this. Here's how a music teacher highlighted his passion for teaching in his summary section:

"Dynamic music educator with five years of experience developing acclaimed instrumental, band and general music programs. Passion for teaching and helping young people grow as musicians -- committed to providing a nurturing environment maximizing the potential of every child. Run positive, focused and energized rehearsals that motivate students to perform at personal-best levels and foster a lifelong appreciation for music."

Prominently Featured Credentials

Teachers are in the education business, so it makes sense to use a resume strategy that highlights your academic credentials. "You want your credentials, certifications and degrees on the first page under your opening resume profile," says Davies. On your Monster resume, you can incorporate your most important teaching credentials in your qualifications summary, which can be part of your Objective field.

Key Accomplishments

"Teachers must have strong, accomplishments-based resumes," says Davies. An example is a district with low reading scores that is looking for a teacher to help raise them. "A resume that shows documented success doing this is certain to achieve sustained interest," she says.

Even if you're a recent graduate, you can include accomplishments. "Use your practicum/intern experience, and treat it just like a job on your resume," Davies advises, adding that you can excerpt quotes from practicum evaluations or classroom observations.

Ask yourself the following questions to uncover your accomplishments:

Have you led any in-service training workshops for teacher colleagues? Covering what topics?

Have you developed/led any after-school programs or extracurricular activities? Highlight these to show your willingness to meet student needs.

Do you have specialty expertise in particular teaching methods or approaches?

Do you have a track record of elevating average student scores on standardized tests? If so, by how much?

Have you developed creative curricula or lesson plans that were particularly successful or adopted school- or district-wide? What were they? How did they improve on what was there before?

Have you kept current with your own continuing education?

Did you increase parental involvement or strengthen school-community ties? How?

Have you been asked to serve as a mentor or peer tutor to new teachers?

Have you incorporated any technology enhancements to promote learning across the curriculum? What did you do, and what were the outcomes?

Do you have experience teaching in mainstream classrooms or gifted/talented programs? Have you taught special-needs students, at-risk youth, ESL/ESOL learners or some other distinct population?

Keyword Density

"Teachers need to include keywords on their resumes," Davies says. Keywords, which include industry-specific terms, jargon and acronyms, are especially important in today's high tech world, where resumes are scanned and stored in computer databases. When there's a job opening, electronic resumes are sorted and prioritized using keyword search terms.

In Davies' experience, many teachers assume their expertise in areas like curriculum design, lesson planning and classroom management -- all keywords -- don't need to be spelled out on their resumes. But that's a big mistake, she says.

"We're in an era now where most districts want you to post your resume online," advises Davies. "And that means they're scanning them. If you don't have keywords in your document, your resume won't be found in the database."

Sample Education-Specific Resume Keywords

Teaching and learning, curriculum development, curriculum planning, curriculum design, creative lesson planning, in-service leadership, peer tutoring, peer mentoring, lead teacher, teacher-parent relations, special needs students, gifted/talented students, ESL/ESOL students, student success, testing, learner assessment, technology integration, classroom management, classroom monitoring, discipline strategies, student involvement, parental involvement, instruction, teaching across the curriculum, interdisciplinary teaching approaches, K-12, mainstream, inclusion, brain-based learning.
Learn more about education careers.

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Kim Isaacs, Monster Resume Expert Whether you're a recent graduate pursuing your first full-time teaching job or a veteran educator, you can benefit from polishing your resume to attract the best job opportunities.

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How to Thrive in a Competitive Environment

There is more competition in school than ever before. And this competition affects everyone, including teachers. If you teach in a competitive environment you know that it has both positive and negative aspects.On one hand, a competitive environment makes you a stronger and more effective teacher.On the other hand, it adds stress to your day and robs you of the joy you find in educating children.

The key to thriving in a competitive workplace is confidence.People recognize confidence in others and respect them for it.Following are some ways to boost your confidence, enhance your teaching, and thrive in a competitive school.

If you look like a professional, people will treat you like one. Do not underestimate the importance of dressing well as a way to appear confident and prepared.Even if you don't feel particularly confident, looking like you do can make you feel better about yourself and boost others' opinions of you.

Prepare well for lessons and meetings.Good preparation is the key to solid teaching.If you are well prepared, it will show in your teaching ability, student test scores, and overall confidence.

Continue Your Education

This may not be possible or even necessary for many teachers, but if you have the time and money to invest in a higher degree, go for it!Most school systems offer pay raises for advanced degrees and if you teach in a very competitive environment, an advanced degree may raise others opinions of your teaching ability.You might be one that doesn't care at all what others think of you, and if so, good for you.But, there may be times when employees with higher degrees get promotions and opportunities that those without an advanced degree may not.

Read professional literature and be familiar with the terms specific to your subject and grade level. With all the competition in school today, this is so important. You want your colleagues to know that you know your stuff! When you are at a faculty or grade level meeting, share a little of your knowledge.For instance, if your school has decided to focus on grouping for the semester, talk about homogenous and heterogeneous grouping and how they can contribute to your students' success.Not only will you appear on top of things (which you are) but you will also learn valuable tools to use in your classroom.

Don't Compare Yourself to Others

If the teacher next door to you is always talking about the new strategy she implemented or how well her students did on their last test, but never stops to inquire about your day or compliment your teaching practices, simply listen, nod your head, and go back to your classroom.Don't think that just because someone else is constantly talking about all the great activities in their room, that you are any less of a teacher.Look at what you are doing and be proud.Some people just brag a lot, while others don't feel the need to do so.

Stay Away from Negative People

If there is a teacher at your school that seems to continually build herself up by bringing other teachers down, stay away!This may very well be that teacher I referred to in my last point that is always talking about all the amazing things going on in his or her class, but never stops to ask you about you. Don't put up with it.Find friends in teachers who are going to build you up and you will enjoy teaching more than ever.

Find a Way to Relieve Stress

At some point, many teachers (myself included) allow teaching to almost completely take over their lives.This seems to happen even more often in competitive schools.It is only after people realize they have allowed their job to overtake their life that they begin to look at ways to regain balance.Don't let that happen to you.From the very beginning, find ways to manage your stress and enjoy your life.(And don't think about your students while you do it!)This could mean taking up a new hobby, exercising, or simply taking a nice long bath each night.Taking time for yourself renews you and makes you a better teacher, spouse, parent, and friend.

Competition in school can make you a stronger teacher, if you handle it correctly. Finding ways to achieve balance and taking pride in your accomplishments can make teaching in the most competitive of environments pleasant and help you to become a strong educator.

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Tips for Teachers: Working with Competitive Colleagues

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There is more competition in school than ever before. And this competition affects everyone, including teachers. If you teach in a competitive environment you know that it has both positive and negative aspects.On one hand, a competitive environment makes you a stronger and more effective teacher.On the other hand, it adds stress to your day and robs you of the joy you find in educating children.

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Additional Qualification Courses and Programs

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School councils provide advice to the principal and school board. Every school must have a school council, and members include parents, the principal, a teacher, a student (in high schools), a non-teaching staff member, and a community representative. The majority of members must be parents, and the chair must be a parent. Principals do not vote on school council decisions.

School councils are governed by Ontario Regulation 612 , which sets out the purpose, membership and election requirements. Under section 2(1), the purpose of the school council is "through the active participation of parents, to improve pupil achievement and to enhance the accountability of the education system to parents."

School councils are responsible for:

Sharing information with parents and the community, and seeking their input on matters the council is discussing.

Providing advice to the principal and school board on issues such as school year calendars, strategies to improve school performance, codes of conduct and dress, curriculum priorities, safe arrival programs, community use of schools and community programs provided at the school, selection criteria for principals and board policies that will affect the school.

Many school councils are also actively involved in organizing social events for the school community and fundraising events. Council meetings are open to everyone in the community, so you do not have to be a member to attend. The Ministry of Education has developed a school council guide to assist school councils in their work.

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Public education in Ontario | People for Education

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School councils provide advice to the principal and school board. Every school must have a school council, and members include parents, the principal, a teacher, a student (in high schools), a non-teaching staff member, and a community representative. The majority of members must be parents, and the chair must be a parent.

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Developing multicultural sensitive and gender equitable classrooms

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Developing multicultural sensitive and gender equitable classrooms

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Additional Link : http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_ResponsivePedagogy.pdf

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30 Ways to Become a Culturally Sensitive Educator | InformED

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Image by Tina Kugler When it comes to personalized learning, there's one topic that tends to get swept under the rug whether we realize it or not, and that area is cultural background. Despite the fact that many students are constantly engaged in a complex transformation of culturally influenced identity-which in many cases can have...

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Additional Link : http://www.readingrockets.org/article/building-parent-teacher-relationships

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20 Tips for Developing Positive Relationships With Parents

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Blogger Elena Aguilar shares 20 tips to help teachers better connect with parents.

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Additional Link : http://www.ascd.org/publications/newsletters/policy-priorities/feb02/num28/Motivating-Students-to-Learn.aspx

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One of the most difficult aspects of becoming a teacher is learning how to motivate your students. It is also one of the most important. Students who are not motivated will not learn effectively. They won't retain information, they won't participate and some of them may even become disruptive. A student may be unmotivated for a variety of reasons: They may feel that they have no interest in the subject, find the teacher's methods un-engaging or be distracted by external forces. It may even come to light that a student who appeared unmotivated actually has difficulty learning and is in need of special attention.

While motivating students can be a difficult task, the rewards are more than worth it. Motivated students are more excited to learn and participate. Simply put: Teaching a class full of motivated students is enjoyable for teachers and students alike. Some students are self-motivated, with a natural love of learning. But even with the students who do not have this natural drive, a great teacher can make learning fun and inspire them to reach their full potential.

Here are five common steps to get your students excited about learning:

1. Encourage Students

Students look to teachers for approval and positive reinforcement, and are more likely to be enthusiastic about learning if they feel their work is recognized and valued. You should encourage open communication and free thinking with your students to make them feel important. Be enthusiastic. Praise your students often. Recognize them for their contributions. If your classroom is a friendly place where students feel heard and respected, they will be more eager to learn. A "good job" or "nice work" can go a long way.

2. Get Them Involved

One way to encourage students and teach them responsibility is to get them involved in the classroom. Make participating fun by giving each student a job to do. Give students the responsibility of tidying up or decorating the classroom. Assign a student to erase the blackboard or pass out materials. If you are going over a reading in class, ask students to take turns reading sections out loud. Make students work in groups and assign each a task or role. Giving students a sense of ownership allows them to feel accomplished and encourages active participation in class.

3. Offer Incentives

Setting expectations and making reasonable demands encourages students to participate, but sometimes students need an extra push in the right direction. Offering students small incentives makes learning fun and motivates students to push themselves. Incentives can range from small to large giving a special privilege to an exemplary student, to a class pizza party if the average test score rises. Rewards give students a sense of accomplishment and encourage them to work with a goal in mind.

4. Get Creative

Avoid monotony by changing around the structure of your class. Teach through games and discussions instead of lectures, encourage students to debate and enrich the subject matter with visual aids, like colorful charts, diagrams and videos. You can even show a movie that effectively illustrates a topic or theme. Your physical classroom should never be boring: use posters, models, student projects and seasonal themes to decorate your classroom, and create a warm, stimulating environment.

5. Draw Connections to Real Life

"When will I ever need this?" This question, too often heard in the classroom, indicates that a student is not engaged. If a student does not believe that what they're learning is important, they won't want to learn, so it's important to demonstrate how the subject relates to them. If you're teaching algebra, take some time to research how it is utilized practically for example, in engineering and share your findings with your students. Really amaze them by telling them that they may use it in their career. Showing them that a subject is used everyday by "real" people gives it new importance. They may never be excited about algebra but if they see how it applies to them, they may be motivated to learn attentively.

Have other ideas about how to motivate students? Let us know and we'll share them with the Teach.com community! Send them to info@teach.com with the subject line: Motivating Students.

Read More:

Last Updated August 2020

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One of the most difficult aspects of becoming a teacher is learning how to motivate your students. It is also one of the most important. Students who are not motivated will not learn effectively. They won't retain information, they won't participate and some of them may even become disruptive.

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Additional Link : https://www.thoughtco.com/how-to-set-up-your-classroom-for-the-first-day-of-school-2081586

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An Easy Guide to Setting Up Your Grade K-5 Classroom | Scholastic

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At last, a classroom of your own! Here's how to begin transforming that empty space into a warm and inviting place for your first class.

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Classroom Management and Student Discipline 

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Classroom Management and Student Discipline 

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Additional Link : http://www.bgcdsb.org/UserFiles/Servers/Server_5912063/File/NTIP/Ministry%20docs/Classroom%20Management.pdf

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Creating safe and accepting schools: addressing inappropriate behaviour

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Additional Link : https://www.edutopia.org/blog/what-heck-inquiry-based-learning-heather-wolpert-gawron

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Additional Link : https://thehighlyeffectiveteacher.com/how-to-develop-self-regulation-in-your-students/

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Additional Link : http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/iepresguid.pdf

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Our school had recently been given access to 20 iPads for student use. We had been given time and access to professional development so that we could learn a variety of ways that we could implement the use of these iPads into our classrooms. We hoped that by attending the "Bring IT Together" conference being put on by the Educational Computing Organization of Ontario, in conjunction with opportunities offered by SCDSB, that we as a team could learn different ways to engage our students by using the iPads. This conference had many different workshops that gave us first-hand experience that we would not otherwise gain. This is part of a cycle of co-learning/co-teaching that we are engaging in through the PLC. After using different iPad applications, we met to discuss our findings and share best practices. We also went back to our various departments (Canadian and world studies, social science, art and English) and co-teach with our colleagues. Our overall goal was to enhance student engagement by becoming teacher leaders within the school in the area of using technology to improve learning.

Team Members

Professional Learning Goals

instantaneous ability to record and project performances for on-demand self and peer evaluations

to better understand the applications students will be using in class while having the school iPads booked out (ability to practise at home)

to improve methods of documenting and sharing student learning and for assessment

integrating technology into my classroom

engaging students through technology

using hands-on tools to meet students' learning needs

allowing students to express their knowledge in a variety of forms that best suit their interests and learning needs

to give students more autonomy to direct their own learning

continued focus on descriptive feedback and making descriptive feedback accessible at any time, and interactive through Google Drive or class website

save money on raw materials in the early stages of a project by having the student demonstrate skills using the iPads instead of clay, paint, etc.

to struggle and strive to add new technology to classrooms by challenging self-knowledge and comfort zone to lead by example so if the students see the teacher trying to learn a new skill, perhaps they will shake off the reluctance to try themselves

Activities and Resources

Green Screen Movie Making - used to make 1920s videos with history and in geography classes to make tourism videos - used to air drop the videos they made and to assist in facilitating cutting of their final projects used with adaptor to project their videos directly from the iPad - self and peer evaluations

Dance - used to record dance performances then project them directly from iPad for whole class to view and give self and peer feedback - used by students in small groups to record performances and do self and peer feedback

Remind app - used for ongoing communication with students using the Remind app

Document Student Learning/Activities - used to document student learning - process work, collaboration in class - used to showcase learning as it happens in the classroom then shared on social media (NPSS Dance Twitter)

photographed each student's artworks, then used a variety of apps to record assessment audio over the image while writing/drawing on digital image as well during critique

allowed the instructor to photograph or video an artwork or process and share with the class through the projector in real time. This was done with a visiting artist and with in class demonstrations. Missed lessons and demonstrations are then accessible to all absent students and for review/study.

video students working as curators when constructing exhibitions

students allergic to clay or certain paints have enjoyed using the iPad apps to demonstrate expectations (Pottery Wheel, intaglio etching, mixing paint)

3-D modelling

students have used social media apps such as Twitter, Facebook and Instagram to spread awareness about various social issues such as mental health and domestic violence

students have used Educreations and Prezi to create dynamic presentations and products

used Goose Chase app as a hook into one of units in parenting to generate student interest in topics related to early childhood development

access the Google Classroom app for interactive discussions, assignments and class notes

students have used iMovie to create various products for assignments such as a mental health awareness PSA

parenting class uses the BabyCenter app regularly to participate in web quests, conduct research and view the interactive videos on the app

parenting class has used the Allrecipes app to find healthy recipes appropriate for children for food labs

parenting class has used the Today's Parent app to conduct research and find relevant and recent articles related to parenting

Intro to Anthropology, Psychology and Sociology class used the Devolve Me app to learn about evolution

use the iPad to bring the world of literature alive in Grade 9 academic English by creating QR codes that whisk students back to Shakespeare's time as student watched the famous balcony scene, or practice belting out "Stella" a la Marlon Brando via YouTube. But it is not just videos and audio that entices the senses, students were able to create the wedding between Romeo and Juliet using a green screen app and edited short videos to demonstrate their learning.

iPad used during morning announcements to showcase a vast variety of music genres introducing the world of upbeat music to start the students' day

Unexpected Challenges

at times our ideas exceeded supporting digital structures of website, video emailing, Wi-Fi, etc.

making sure the instructor updated websites and drives regularly and learned more about data transfer in general

gaining confidence in my own self using a new and different technology. The iPad's operation system and style is clearly the way moving forward and to demonstrate a variety of uses, outside of Tumblr and Instagram, the students and our group engaged in producing actual merit in material instead of simply filling the Internet with more of the same. Simply, this iPad gave us confidence to teach and explore iPad apps while still maintaining a close tie to the curriculum.

wishing we had more time to play and experiment with more ways to utilize the iPad

accessibility - having one iPad was amazing, but having a larger number available for students in our classes would ensure all students had a chance to use the iPads

Enhancing Student Learning and Development

it helped engage students through technology

it allowed students to learn using hands-on tools

it allowed students to express their knowledge in a variety of forms that best suit their interests and learning needs

it gave students more autonomy to direct their own learning

Assessment AS Learning - performance feedback - gave students more opportunity to see themselves during performances and to set goals based on their observations on what they need to do to improve

student engagement - incorporating more technology engaged the students more in the topics that were being discussed in class - made learning more fun! (1920s pop culture)

the main measurable enhancement when the iPad(s) were introduced in the classroom was assessment. This technology has allowed for a steady stream of descriptive feedback for student work. This feedback is so important to the development of the divergent thinking mind. The assessment model in my class has changed and become more expedient and fluid, mirroring the immediacy of the students' daily digital surroundings and interactions.

it is what they expect and know. We feel it is what we need to do to promote responsible and appropriate digital citizenship.

with the help of some amazing apps, art history reviews and gallery tours have become interactive and fun; studio apps allow students that are challenged by the studio portion of the course to not only meet expectations but to excel

the technology allows us to easily distill the main idea of the Arts; to express oneself and solve problems creatively

the students absolutely love it. The hands-on experience of new technologies but also the stable operating system gave the class a flow that was not slowed by slow or out-dated technology. The class was buzzing and humming at the speed of students rather than waiting for technology to load.

Sharing

- We have already begun to share through Twitter and PD sessions and conferences. We will continue to share via PD sessions, lunch and learns, and staff meetings.

- We are all available to help our peers within the schools and in our school board.

- We are using social media to spread our willingness to share with others.

Project Evaluation

- We were highly successful in beginning to achieve our goal to engage learners through technology.

- Our next steps will be to continue to spend more time with the iPads and their various applications.

- We look forward to sharing our experiences with our colleagues and putting these new-found skills into our everyday practice.

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Engaging Learners Through Technology in the Classroom

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Our school had recently been given access to 20 iPads for student use.

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More Links :
http://www.millerthomson.com/en/publications/communiques-and-updates/education-law-newsletter/march-2012-education-law-newsletter/claim-against-board-and-teacher-for-student/ (Links to an external site.)Links to an external site.

https://www.ontario.ca/page/children-and-youth-mental-health-signs-and-symptoms

https://oere.oise.utoronto.ca (Links to an external site.)Links to an external site.

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What is Open Minds, Healthy Minds?

Open Minds, Healthy Minds is a comprehensive, cross-ministerial Mental Health and Addictions Strategy for the province of Ontario. It was introduced in 2011.

Who leads this strategy?

Child and youth mental health was the primary area of focus in the first three years, 2011-2014. The Ministry of Children and Youth Services led the implementation of the Strategy during this period. Phase 2 of the Strategy takes a lifespan perspective and is led by the Ministry of Health and Long-Term Care.

What is the role of education in this strategy?

As schools play an important role in promoting positive mental health, identifying students in need, and in supporting those who require intervention, the Ministry of Education was a key partner in carrying out initiatives in support of these goals.

What are the key commitments to the strategy from the Ministry of Education?

Enhance expectations related to mental well-being within the Ontario Curriculum

Develop a K-12 Resource Guide

Provide support for professional learning in mental health for all Ontario educators

Fund and support Mental Health Leaders

Implement School Mental Health ASSIST

What is School Mental Health ASSIST?

School Mental Health ASSIST (SMH ASSIST) is a provincial implementation support team designed to help Ontario school boards promote student mental health and well-being.

What does School Mental Health ASSIST do?

This provincial team provides Ontario's 72 school boards with leadership and co-ordination, resources and implementation coaching support in the area of school mental health.

How is this support provided?

School Mental Health ASSIST supports Ontario school boards, primarily via the Board Mental Health Leader and Superintendent with responsibility for mental health. SMH ASSIST offers provincial, regional and individualized board coaching in English and French.

What is a Mental Health Leader?

The Board Mental Health Leader is a senior clinician - typically a registered psychologist, psychological associate or social worker - who co-ordinates the development and implementation of the Board Mental Health and Addictions Strategy.

What sorts of resources does School Mental Health ASSIST provide?

SMH ASSIST develops resources, with its education stakeholders, in response to identified needs. Some School Mental Health ASSIST resources support board leadership and decision-making; other resources build capacity for various school board audiences.

How does School Mental Health ASSIST help education professionals support student well-being?

SMH ASSIST provides a continuum of capacity-building resources to help education professionals understand their role in supporting student mental well-being, and in identifying students who may be struggling.

Mental health awareness level resources provide basic, practical information appropriate for all education audiences (e.g., office staff, bus drivers, custodians).

Mental health literacy resources support school leaders and classroom staff (e.g., principals, teachers).

Mental health expertise resources support school mental health professionals (e.g., social workers, psychology staff).

A variety of knowledge sharing vehicles are used to build capacity in school boards, including provincial mental health leadership meetings, webinars and web meetings, and special interest group sessions.

Who leads School Mental Health ASSIST?

A provincial team of Implementation Coaches leads the initiative, in collaboration with the Special Education Policy and Programs Branch of the Ministry of Education as well as partners in other branches and Ministries.

SMH ASSIST Director Dr. Kathy Short is based within Hamilton-Wentworth District School Board. Meet the members of the Implementation Coaching Team.

What are the main areas of focus for School Mental Health ASSIST?

In the first three years of the Strategy, 2011-2014, SMH ASSIST focused on helping boards create firm foundations for effective school mental health practices:

1. Organizational conditions and leadership

2. Capacity-building for education professionals

3. Implementation support for school mental health promotion and prevention programming

The next three-year strategic plan, 2014-2017, deepens work in these areas and introduces unique programming for specific populations. It also helps with system co-ordination in the wider community of care.

How does School Mental Health ASSIST fit with other provincial mental health and addictions initiatives?

Implementing SMH ASSIST was one of the key commitments made by the Ministry of Education in support of Open Minds, Healthy Minds. This team worked closely with partners within the Ministry of Children and Youth Services, and the Ministry of Health and Long-Term Care in executing key activities associated with the Strategy in the foundational years. SMH ASSIST is committed to continuing to strengthen our part of the system of care for children, youth and families in coming years.

What resources does SMH ASSIST provide to all Ontario school boards?

1. Leadership modules to support Mental Health Leaders and senior administrators

2. Ongoing board-specific implementation coaching support

3. Decision-making tools and templates

4. Resources that boards can use to support educator mental health awareness and literacy

5. Resources to support professional learning for school mental health staff

6. SMH ASSIST presentations and workshops

How were School Mental Health ASSIST services scaled up across the province?

In 2011-2012, 15 school boards were selected to participate alongside SMH ASSIST in developing the framework and supports for future work in Ontario (cohort one). An additional 15 boards joined in 2012-2013 (cohort two). The feedback from these Focus Boards helped to refine the processes and supports for all remaining school boards and school authorities in Ontario who joined the initiative in 2013-2014 (cohort three).

How common are mental health problems in children and youth in Canada?

Surveys consistently demonstrate that about 20 per cent of children and youth (1 in 5) suffer from mental health problems or a diagnosable mental illness.

What are the most common problems seen at school?

School staff report that anxiety and depression are the most common mental illnesses seen at school. Non-suicidal self-injury, eating disorders and alcohol and substance abuse are not uncommon. In addition, generally poor coping skills and a lack of resilience make dealing with stressful events very difficult for many students.

In many cases, students may experience more than one of these conditions. This can result in moderate to marked distress for these students, as well as impaired social and academic functioning.

Are mental health problems increasing amongst children and youth?

While mental health cases are increasing, part of this increase occurs at the same time that we are improving our ability to recognize mental health problems in young people. It does seem clear that many youth today are not as well equipped to face life's challenges as youth were in the previous decades.

What puts children and youth at risk for mental health problems?

There are a number of contributing factors, including less parental and community support for young people, exposure to more violent and disturbing media, and the over-scheduling of children and the pressures to do more, resulting in less time to 'just be kids.'

What can protect children and youth from experiencing serious mental health problems?

Some of the factors that protect children and youth from serious mental health problems include: good family relationships; good relationships with peers, teachers, and other adults; a supportive family; good social skills; self-confidence; good coping skills; seeking help and advice when needed; being open to change and new ideas; and being able to bounce back from disappointment and failure.

Are some specific groups of students more at risk than others?

In some cases, mental illness and ill-health are seen in particular families. However, it's unclear if this is due to heredity, environment or both of these influences. Specific risk factors include: parental psychopathology, experiencing violence and abuse, poor family care, poor communication skills, high impulsivity, poor problem-solving skills, lack of connectedness to school, and engaging in anti-social behaviour.

What are the social determinants of health?

Children and youth generally function well at school, work, home and in the community if they have:

good relationships and connections with families, peers and teachers

have things to live for

experience healthy mood, feelings, thoughts and behavior

What is the role of schools in supporting student mental well-being?

All schools have a responsibility to nurture well-being in their students. They do this through pervasive caring, compassion and understanding of students' needs. Educators are responsible for universal programs and approaches that serve all students.

What is the role of the school in supporting students with mental health problems?

Many Ontario school boards employ mental health professionals (e.g. psychologists, psychological associates, social workers) who provide assistance and teach coping skills to individual students or groups of students. Additionally, classroom teachers provide accommodations for students based on their physical and psychological needs.

Do all school boards in Ontario have school mental health professionals?

Not all, but those who don't have in-house staff typically have access to community resources. These boards work collaboratively with agencies and community partners to help students who need specialized care.

Who can I contact to learn more about child and youth mental health?

Each school district employs a Mental Health Leader who can provide additional information. Also, be sure to visit our Resources page.

How can schools help support mental well-being for all students?

One major focus in school districts is preventing mental ill-health by promoting class-wide and school-wide programs. Students learn best in classrooms that encourage mental well-being. All school staff can contribute to this by sharing information about mental health with students, as well as by teaching social-emotional learning skills.

How can schools support students at risk for mental health problems?

One role of school staff is to recognize when students are struggling and to help these students get the supports they need. This process is made easier when educators know the contacts for interventions and can act early to prevent minor problems from becoming more serious.

How can schools help students experiencing a significant mental health problem?

Adults should notice when students are struggling and consult with colleagues and mental health professionals. School staff can also support students by being active listeners, accommodating student needs with flexible expectations and requirements, remaining optimistic and by communicating with parents.

Staff can promote positive mental health strategies in the classroom, throughout the school, and in the broader community, and provide information to students and parents about mental health, and about resources within the school district and in the community at large.

On an interpersonal level, staff can also demonstrate wellness by taking care of themselves, as well as by building social-emotional skills in students and demonstrating genuine caring.

Are there any practices to avoid because they may cause harm?

Yes. Harmful behaviours include:

Providing incorrect information to others.

Introducing specific mental illness information without ensuring appropriate support for students who are at risk.

Equating mental ill-health and illness with weakness or character flaws.

Using language which further stigmatizes and isolates those people who are suffering from mental ill-health or illness.

Attempting to diagnose mental illness without proper qualifications. Only psychologists, psychological associates and physicians can diagnose mental illness. Others who do so can cause significant harm, and risk severe financial penalties. For this reason, school staff must clearly describe their observations of students without implying that they are explaining the cause of the observed behaviour.

Is it dangerous to talk about mental health with young people?

Not at all. Talking about mental health reduces stigma, signals that you are OK with the topic and provides a safe zone for student with concerns or needs. We all strive to be mentally healthy; it's similar to how we seek physical health. We can talk openly about mental health, as well as physical health.

How do Ontario schools support student mental well-being?

Extensive programs happening are in classrooms, whole schools, and school districts. These are both universal approaches, intended for a general audience, as well as targeted programs for those with more specific needs.

It is an encouraging time for mental health in education. Today's school staff are more aware than ever about mental ill-health. Some school staff have a strong degree of mental health literacy. In addition, school districts are building the expertise of mental health professionals who work in schools.

As a parent, what signs should I watch for if I suspect my child has a mental health problem?

Decline in your child's ability to function at school

Distress that you would consider moderate or marked

A poor ability to cope with life.

Additional warning signs include: Agitation, confusion, poor mood control, poor self-regulation and significant changes in behaviour at home and school.

What are the main warning signs for suicidal behaviour?

Students who are thinking of suicide often express feelings of hopelessness. Their sleeping, eating and activity levels often change. They often withdraw from friends and family. They may skip school, talk about death or suicide, and may take engage in risky behaviours.

What should I do if my child shows some of these signs?

Seek immediate help from a mental health professional (i.e. psychologist, psychological associate, social worker, psychiatrist) or a family doctor.

Additional steps to take include:

Actively listen to the child

Ask questions, including asking directly if they are thinking about ending their life.

Do not judge or downplay the concerns, and don't be defensive.

Increase the child's support network and provide access to community supports.

Assure the child that you will do everything possible to provide support and instill a feeling of hopefulness

I'm worried that my child might have a mental health problem. Where can I get help?.

To start, talk to your child's teacher(s) and school principal. Your family doctor may also be a valuable resource.

Mental health professionals within your school district or community (psychologists, psychological associates, social workers) can help distinguish between normal and problematic behaviour. Problems assessed and treated early have better outcomes.

What support can I expect at school if my child has a mental health problem?

This will vary from school to school and teacher to teacher. Parents can be strong advocates for their children if they are very clear with school staff about their children's needs and what supports their child needs to be successful at school.

Who can I contact in my child's school board to learn more about services and supports?

The district's Mental Health Leader serves in a co-ordinating role for all mental health services within the school district. Find a list of school board contacts on our Contact page.

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What is Open Minds, Healthy Minds? Open Minds, Healthy Minds is a comprehensive, cross-ministerial Mental Health and Addictions Strategy for the province of Ontario. It was introduced in 2011. Who leads this strategy? Child and youth mental health was the primary area of focus in the first three years, 2011-2014.