# data[].attributes.body
In an elementary school, there was a student who was going to be taken out of my classroom and put into another class as a result of re-org. I had a Grade 7 / 8 split class. I had suggested that this student be put into a certain class to ensure his success by being placed in an environment where he wouldn’t be distracted and negatively impacted by his peers. Another teacher, who didn’t know this group of students, had thought it would be best to place this student in a class where he wasn’t the only person of colour. Basically this new teacher wanted to place people of ethnic backgrounds together so that they could build relationships and feel engaged and connected to one another. This particular group of students have been together since Grade 1 and being a teacher who had taught this group of students in various grade levels in various settings, myself, and many other staff members knew it would be best to place this student within a class where he would make better choices. This new teacher was a little resistant to all of the other staff members' input but I had to advocate for my student and do what was best for him. Parents were also contacted and they had agreed that this student needed to be placed in the learning environment where he would be most successful. The student was placed in the class where he was going to be most successful and I had further discussions with the new teacher to explain to her all of the variables that were in place when it came to knowing what was best for the student and the learning environment.

# data[].attributes.body
I am particularly concerned students who may suffer from ADHD. This is because the entire infrastructure of our school system does not allow success for students that suffer from ADHD. This rings especially true with regard to the elementary grades where success derives from being able to sit down in a chair and pay attention to a speaker all day. When one cannot follow those simple steps they may find themselves as a victim of the system by constantly having their behaviour corrected. I empathize with these students who have ADHD as they are at a distinct disadvantage when it comes to this type of learning environment.

# data[].attributes.body
What I am most concerned about n my school community is the racial tensions between staff and students. With the recent initiatives for more equity and the calling of discrimination, many teachers who were of the privileged classes before are now starting to be complain about being discriminated against and are becoming more extreme in their views or are resorting to more implicit and passive aggressive discrimination. This is having an affect on students because students (particularly non white-males) are no being targeted with indirect means that can't be quantified. As well, teachers who now feel like they are victims are tribalising and becoming more extreme n some cases, causing more divisions amongst staff.

# data[].attributes.body
Within my school/community I am most concerned about the socio-economic status. My school is located in a community where most families are on welfare and/or parents are working multiple jobs to make ends meet. This had lead to some students coming to school without lunch. At my school we offer. a free breakfast program where students can get a nutritious breakfast before school (some students will hold on to the food until lunch time). Also, some students if eligible are given bus tickets when the parent/guardian can't afford to give them bus money.

# data[].attributes.body
Last semester I had a student who was born a female but identified as a male. This student had a hard time at home as her parents did not know that she wished to use male pronouns (he was afraid to tell them). He was nervous about taking gym class because of the change-room situation. At my school we are fortunate in that we have 3 change-rooms, one for male students, one for female students and one called "teams" that visiting sports teams can use. To ease his stress I assured him that he could use the "team" change room if he preferred (which he did). I also ensured that the change room was left unlocked before his period and I'd discreetly lock the door once he exited, to not make it a big deal.

# data[].attributes.body
Our school has a small population of ELL students who have a fairly good structure set up for them to follow when it comes to ELL education. Recently I had a student who struggled with speaking English and, after working with him closely for awhile, I realized he might be struggling with some learning challenges as well. This was making his learning experience very difficult. Since he is an ELL it difficult to spot any issues, because people assume he is just struggling with the language and nothing else. There were no previous indicators that he was assessed with anything, and his parents were very difficult to contact and to talk to when you could contact them. Not only that, but there also seemed to be some cultural resistance to the idea. I made some adjustments to his lessons that would help him process his lessons better. I have also made the Learning Support staff and the ELL staff aware of the challenges this student faces and the process for developing a IEP has begun.
In the meantime, I'm still trying to make adjustments that will help his learning process to improve.
It was a good reminder to me to remember to build relationships with students to see what is going on. It was also a good reminder to look to the staff around me to help work through some of the problems I couldn't handle.
Hopefully, this has helped the student to get an equal opportunity to learn.

# data[].attributes.body
I think about how I have helped students feel safe and have their lived experiences shared within my teaching resources. In on particular situation, while teaching human development and the conraceptive unit, I had a student ask about same-sex contraceptives to protect against STIs. I did not consider this lens while creating my resources. I am happy that a student submitted this question in our anonymous question box, so I was able to address the information on contraceptives for all sexual orientations in protecting themselves against STIs. I hope this student was able to feel seen and heard and have their lived experiences reflected in the teaching resources.

​

# data[].attributes.body
In our school envıronment we strıve to provıde ınclusıon for all. But to what extent our schools are not well equıpped most of them wıthout a lıft or classes that are bıg enough to cater for students that need a quıet corner due to sensory ıssues or behvıoural problems. Thıs may come as a detrıment to our other students that wıll have dısrupted lessons and theır envıronment wıll not feel safe any more.

# data[].attributes.body
In our school, chıldren can enter a classroom ın the mıddle of the scholastıc year wıth language barrıers and no theır current educatıonal level ıs very behınd the year group that they are put ın. Us teachers have stated our concerns of these chıldren joınıng ın the mıddle of the syllabus and not reachıng the requıred achıevements as the rest of the pupıls. The response was that "We cannot deny educatıon to the chıldren just because they are enterıng ın the mıddle of the scholastıc year" They do not care about the future dıffıcultıes that the chıldren wıll face ın the comıng years.

# data[].attributes.body
#1

A group that I am most concerned about in my school community is the mental health group. As a school, we have created many initiatives to help make students aware of mental health and to help students cope. We have a group that meets every Wednesday called Wellness Wednesday. Students can attend at lunch to do yoga or calming activities. We also share stories or watch motivational videos. We also have a mental health board outside of the hallway. Information is posted there.

#2

This year I taught several students who have some mental health issues. I found that checking in with them daily was helpful. Talking to them about their day was a great way to make them feel better about being at school. The parents were very supportive and provided strategies on how to help them. At times, the parents would email to inform me and the core teacher about their feelings, frustrations, and fears on a particular day. We have a quiet room for the intermediates at our school. Students who need a break could ask to work there. I also found that recognizing the signs of a bad day helped me to be proactive. Also, being aware of the IEP, OSR and speaking with the previous teacher helps to plan properly. One girl, in particular, became anxious before tests and presentations. She would shut down and refuse to work or would skip school. I often let her present to a small group of students. It is difficult to always understand how to help students when they are not happy and sometimes they just need time and space. I have learned to be patient with them and to keep open lines of communication with the parents.

# data[].attributes.headline
I am most concerned about mental health in our school. Our school is small and when we have a concern, we try to get the student connected to a counselor. However I'm concerned that not all students feel safe enough to bring up their anxieties or depression. I have fought for a student before with mental health issues but they were unresolved. The intervention put in place was finding a counselor and trying to talk to her privately at recess one-on-one. 

# data[].attributes.subject
I am most concerned about mental health in our school. Our school is small and when we have a concern, we try to get the student connected to a counselor. However I'm concerned that not all students feel safe enough to bring up their anxieties or depression. I have fought for a student before with mental health issues but they were unresolved. The intervention put in place was finding a counselor and trying to talk to her privately at recess one-on-one. 

# data[].attributes.body
1. Although all of the groups mentioned are certainly at risk of falling through the cracks in some educational settings, so to speak, I believe our current system is letting down students of high intellectual ability the most.  Our system that gives relentless second chances and redo's are not teaching students the meaning of accountability and organization.  Students of higher ability are starting to realize that their hard work isn't being rewarded because someone else that completes the work late, or has to redo the test multiple times, or completes course recovery can get the same grade as them for half as much of the effort.  We are letting down these students because we are teaching them that it's okay to not put in effort.

2. My main teachable subject is music, and in that subject it is very easy for a student to "hide" and participate minimally. In situations like this, I have found it immensely helpful to not pressure the student to participate, but to instead create a relationship where they want to participate. It is so important that we get to know our students on a professionally personal level wherever possible. As a teacher that is very active in the arts and athletics department at my school I have seen the fruits of my labor with many students. Some students simply don't like arts subjects, but if you're also their flag football coach it can go a long way in creating a classroom environment where they feel comfortable and excited to participate.

# data[].attributes.body
Question #1 - The group that I am most concerned for in my school are the students from Bkejwanong (Walpole Island First Nation reserve). As mentioned in article 1, it is important as educators that we recognize the differences between the way that we grew up and the ways that our students have been raised. I have come to understand that many of the students from Bkejwanong come from homes with less access to learning, less access to opportunities (sports, activities, clubs), and less access to technology. During the previous school year I began to recognize that the supports for these youths are minimal in comparison to those available to the other students in the school. The resources (financial, technological) are not the same for everyone. I observed privilege  for a majority of the students, but less opportunities for those from Bkejwanong, and this concerned me.
There is support for these students, through a program/centre within our school called the Harriet Jacobs Centre, which supports the Bkejwanong students through help with education, mental health and finances.
Question #2 - One of the ways that I have advocated for these Bkejwanong students is to provide a safe place for them to grow after school. As the bus does not come to pick them up for 1 1/2 hours following the school day, they are required to wait around for transport (another issue, I know). Often, they do not have anything to do during this time. From the start of November until March break I ran a Fitness Club at the school and invited all of the Bkejwanong students to attend to learn about fitness, weight training, and other health related activities. The opportunity for these students to use the Fitness Centre allowed them to grow physically, but also allowed them to gain some confidence through movement competencies and the act of committing to personal growth. I found that providing the opportunity for the students to attend the Fitness Centre was beneficial for them, but also allowed me to understand and support them better both inside and outside the classroom.

# data[].attributes.body
1. I am most concerned about students struggling with their mental health. In the past few years especially, the number of students showing evidence of or admitting to struggling with their mental health has sky rocketed. In the our HPE classrooms, many students who struggle with mental health are unwilling to participate, or are consistently absent for these sessions. My school has phenomenal support from guidance and the wellness team. Students who are struggling may be referred to, or approach the wellness team themselves and referred to the appropriate supports. Team members offer potential supports and accommodations to classroom teachers, and keep tabs on their progress. The one issue that we have yet to manage is how to best support students while promoting active living. Often, students will be with the wellness teams during HPE sessions, which means they are not acquiring basic movement skills or reaching their daily recommended physical activity.

2. I work primarily within middle school HPE. In my most recent Grade 7 HPE class, I had a student who had been absent for over a month due to mental health. When she returned, she refused to participate in sport and would sit on the sideline or consistently ask to go to the bathroom or water fountain. When I spoke with the student, she confessed that she didn't feel like a part of any friendship group and didn't want to be alone. In collaboration with the wellness team, we identified trustworthy students in the class who she would feel comfortable working with. As an HPE team, we incorporated more small group activities with different people so that our returned student could build connections outside of the larger group settings.

# data[].attributes.body
Personal Story

This is a personal story of one of my female grade 6 student who I taught last year in a middle school in the Jane and Finch area.  I believe that this student couldn’t relate to her teachers in the past and that they were unable to motivate her to learn and to be more focus in the classroom. Here is the family background of the student:

Student live with only her mom, with two siblings, one is in high school and one in primary elementary school. They live in government subsidize housing, mother is a black woman from the Caribbean, and she works evening shift at a nursing home as a Personal Support Worker.  Her mom does get some support from another family member who lives in Jane and Finch.  As we can see based on the family background, we can identify this student coming from a low socioeconomic background.

The year before she attended my grade 6 class, she was in a grade 5 class in another school.  In her OSR (Ontario Student Record) she was on an IEP and was identified as being defiant to her teachers and was only on an IEP for her behaviour. She was on an IEP for behaviour issues with anger management problem since she was in grade 2.    As I assess her OSR I realized that the student was a C + student.   I also realized that the student never had a black male teacher and that her teacher in grade 5 was an East Indian female teacher.

Here are the following strategies I used to improve her behaviour and her grade in grade 6 last year:

As a class, I had the students work in groups of 3 to 4 to come up with classroom rules.  I also had the student take the leadership role coming up with rules for the classroom.

Here are the following six classroom rules that were co-create by the students and myself:

1. Raise your hand before speaking or leaving your seat.

2.Telephone must be placed in a box when they enter the class or be kept in their locker.

3.    Keep hands and feet to yourself.

4.    Walk in the classroom, no running.

5.    Student must sign out in the ‘Washroom sign out book to go to the washroom and only one student at a time.

6.    Listen to your teacher and follow directions immediately.
I also had a daily reward system set up where students with good behaviour received a sticker placed beside side their name.  At the end of the week, students who had 3 or more stickers placed beside their name were awarded a prize which included a pencil, a rubber, and a small box of Smarties or candies.
In addition, I contacted also was able to meet her mom during curriculum night, and parent-teacher meetings. I occasionally contacted her mom and I told her positive about her daughter, in regards to how she was doing in school.
My student with behavioral issues from the year before had no behavioral problems in my class.  I didn’t need to complete any IEP for behavior for her.
I believe my student was able to respond positively to me because I was her first black male teacher to teach her at school.  I was also born in the Caribbean like her parents.   Therefore, I share the same common cultural background such as the music her mother listens to.  Her mother, her siblings, and she attend church every Sunday, just like me and my family.  As we can see, Christopher Redding, research paper, “A Teacher Like Me:  A Review of the Effect of Student-Teacher Racial/Ethnic Matching on Teacher Perceptions of Students and Student Academic and Behavioral Outcomes” conclusion was similar to the experience I had with my black female grade 6 student from last year.   The student's academic performance in the classroom had improved in grade 6 from B to B+ in all her subjects. As well, her behavior in the classroom had also improved, and she became a respectable student in the classroom.  The student became a role model in class, assisting the other grade 6 students in the academic work, and became a role model to the other students in the classroom.
In conclusion, I believe I was able to positively identify with this young black female student because I am from the same cultural and ethnic background as the student.  I also encouraged her in the classroom by asking her questions during classroom lessons.  As well as the student also was able to assist other students who needed help with their schoolwork.  As a result, this student's academic performance in class and behavior in class and school improved in grade 6.  I believe that this student was able to identify with me because I have the same cultural background and maybe she was looking for a male teacher who took the place of a missing father figure in her life.

# data[].attributes.headline
Which groups are you most concerned about in your school/community?  Is there currently any support for these students to feel more included and safe in their environment?  What interventions have taken place, if any, that seemed to erase the divide and help students feel more included and comfortable in your community/school?

# data[].attributes.subject
Which groups are you most concerned about in your school/community?  Is there currently any support for these students to feel more included and safe in their environment?  What interventions have taken place, if any, that seemed to erase the divide and help students feel more included and comfortable in your community/school?

# data[].attributes.body
In my Grade 10 SPEC ED Fitness class, I was really concerned about students with physical disabilities and those who face challenges with social interaction. One student, who I’ll call Adam, had a physical disability that limited his mobility. This sometimes led to him feeling isolated during fitness activities, especially when the rest of the class engaged in exercises or sports that weren’t easily adaptable for him.

Our school has a Special Education program (but it is small in terms of staffing) and the resources for ensuring full inclusion in physical activities were limited. There were programs in place, like EA's and modified equipment, but they weren’t consistently used or tailored to individual needs.

To address this, I worked on interventions that focused on making the fitness class more inclusive for Adam and others with similar challenges. For example, used adaptive fitness equipment, like hand cycles and resistance bands, that allowed Adam to participate in cardiovascular as well as strength-building exercises.

I also collaborated with the physical education department to create a more flexible approach, allowing for both individual goals and group activities.

Additionally, I focused on fostering a more inclusive classroom culture. I organized team-building activities that promoted cooperation, not just competition, helping students feel more connected. This allowed students like Adam to feel more supported and included, rather than sidelined by their differences.

By making these changes, I noticed a shift in the overall class dynamic. It also allowed Adam to participate more confidently, and his peers became more aware of the importance of inclusion.

# data[].attributes.headline
Think about how you have helped a student feel safer, or perhaps have advocated for a student who wasn't being heard. What were the circumstances or what needs of the student?  What challenges did the student, the teacher and/or the parents face?  Did you find a solution and what interventions or strategies were put in place? If no solution was found, post a ‘help’ question and perhaps another educator has been in a similar situation and could offer some advice.  

# data[].attributes.subject
Think about how you have helped a student feel safer, or perhaps have advocated for a student who wasn't being heard. What were the circumstances or what needs of the student?  What challenges did the student, the teacher and/or the parents face?  Did you find a solution and what interventions or strategies were put in place? If no solution was found, post a ‘help’ question and perhaps another educator has been in a similar situation and could offer some advice.  

# data[].attributes.body
In my Grade 10 Special Education Fitness class, I worked with a student named who struggled with social anxiety. He felt extremely self-conscious during group fitness activities and would often shut down or ask to sit out. His anxiety made him feel unsafe in environments where he was the center of attention or felt judged by others, which happened frequently during team sports or group exercises. This anxiety led to him missing out on physical activities that he would otherwise enjoy if not for the social pressures.

His parents were supportive but also concerned, as they wanted him to be active and part of the class without feeling overwhelmed. They didn’t know how to help him engage more comfortably. As his teacher, I understood his needs but found it challenging to balance the rest of the class’s curriculum with making adjustments for him.

I spoke with him privately to understand his concerns, and I realized he needed an environment where he could participate without the spotlight being on him. I decided to modify his participation by allowing him to engage in individual fitness tasks rather than group ones. For example, instead of joining a group game, he could work on personal fitness goals using equipment like resistance bands or stationary bikes.

I also started incorporating more activities that allowed for optional group involvement, so students like him could choose how to engage. We introduced circuit training where students rotated through stations, each working at their own pace. This helped him and others feel more in control of their environment without the pressure of performing in front of others. Over time, he grew more comfortable and even started participating in smaller group activities closer to the end of the semester (it also helped seeing students everyday, consistency matters!).

The solution wasn’t perfect, but it helped him feel safer and more engaged in a way that respected his anxiety. His parents were grateful for the accommodations, and the class became more inclusive for everyone. The key was listening to his needs and making flexible changes to the curriculum that addressed both his and the class’s needs.

# data[].attributes.body
Question 1

At my school, there are many students who are enrolled in the ASD program. They make up a large portion of our student population and although our school is very welcoming, some children have faced bullying. One thing that my school does yearly to combat this is to celebrate World Autism Month during the month of April. School-wide events, like educational games are played, to teach our student body about Autism. Such has allowed learners to come together and unite as one. In a similar respect, in my own classroom, I have brought in resources, like short stories, that speak about and address the experiences of individuals living with Autism.

Question 2

At present, one of my students often finds herself overwhelmed with the workload and has a difficult time managing her priorities. During tests and when completing assignments, she becomes very anxious and often over-stresses herself. In conversation with the student on several occasions, I learned that she fears failure and, on account of such, often burns herself out trying to finish tasks, even when she does not understand the questions or the material. Together, we came up with a few breathing techniques that she could do when she felt overstimulated and stressed. Now, whenever she feels nervous, she lets me know that she needs to take a short walk, so that she can do some of her exercises to calm herself. Since the beginning of the semester, I have noticed a big change in her ability to handle difficult situations in class and her ability to recentre her focus.

# data[].attributes.body
1. Presently, I am most concerned for students of colour. In the last few years, our school has been graffittied with racial slurs and hate speech in bathrooms and on exterior walls on more than one occasion. Students of colour have also heard slurs in the hallways. Members of our EDIJ team shared that when students hear hate speech and racial slurs, it is in between classes or during transitions in the hallway. Currently, the most prominent support for students is with our board's EDIJ team. Students who have faced racism are able to speak to EDIJ members (consultants) to report it while also receiving support to help navigate their experience. For myself, after hearing that hate language is shared in between classes, I have made more of an effort to have a presence in the hallways in between classes. This allows me to be able to quickly report hate speech if I hear it, while also hopefully eliminating it by being an adult figure in the halls.

2. A time I helped a student feel safer was by acknowledging a student who was transitioning at the time by their chosen name and pronouns. As this student was in the beginning steps of exploring their gender identity and had had negative experiences with other adults, they were appreciative to encounter a teacher that didn't question why they were asking to go by a new name. I had mentioned that I appreciated the student sharing their authentic self, and this helped them feel comfortable continuing to do so in class. The student faced challenges in finding safe people to share their gender identity with, as their parents did not support them at home.

# data[].attributes.body
Note: I am basing my answers from my physical education LTO.

1. The groups that I am most concerned at my school were low socio-economic status and mental health. However, there are supports in the school to make these students feel more included and safe. For example, I worked in a low socio-economic area so many students fall into that category. This means some students may not have had proper nutrition to start the day or have access to appropriate attire to be able to participate fully in a physical education class. The school has a breakfast program that runs just before period one starts, and many students use this and it is normalized. The physical education office has many extra athletic attire for students to use if they do not have for themselves including running shoes and t-shirts. The school also raises money for students to go on some sort of physical education field trip (rock-climbing or athletic centres with multiple activities) for free so that they feel more included if they are not able to afford going on the field trip run by the ski club. Many students at this school had mental health challenges. Open communication between students and teachers were encouraged and we had school counselors that helped out in that area as well.

2. During my physical education LTO, I helped one student in particular feel more safe in my classroom. This student was experienced bullying that involved two other students in my classroom (however, most of the issues happened outside of class). I addressed the two students and made it clear that bullying is not tolerated in my class or in school in general. The issues were brought to the principal's attention who communicated with parents and the bullying did eventually stop. However, I could still tell the one student didn't feel fully comfortable participating with these two students. I adjusted my lessons to always have at least two different activities running at the same time, so that these students can be separated if they chose to do so.

# data[].attributes.body
1. I think the groups in my school that tend to be of most concern would be students managing mental health and students with language barriers. In physed specifically, sometimes it can be tough for students managing anxiety or other mental health issues as they struggle to step out of their comfort zone. Physed is naturally chaotic so it can often be a struggle for students who are more anxious. I try to ensure students can always participate with someone they enjoy spending time with and provide opportunities to participate in any way possible, no matter how minimal. Students with language barriers are often difficult to include due to the hurdles that physical literacy can create when they are unfamiliar with sports or 'sport language'. I do my best to diversify activities with global sports to provide opportunities for all students to play sports they are familiar with.

2. Not a specific case, but the biggest thing I try to do to make students feel safe is to create intentional class and individual discussions where I can make my students feel heard. Last school year, I completed an LTO where one of my classes was a grade 11 Health for Life class. It viewed health holistically and the primary students in the class were ones who opted out or failed grade 9 physed and needed to achieve the credit. There were many students who had no desire to be active, struggled with mental health issues, had learning disabilities or just took the class as an easy credit so they lacked any serious interest. I often struggled to find class wide activities that had them all active and engaged. I would try to continually hold individual discussions and classwide discussion but what elements of being active were important to them and what they enjoyed. By the end of the year, we would have one weekly active day where students often engaged in a variety of unique activities of their choosing. I feel proud that I was able to help multiple students identify ways they enjoyed being active, no matter how different they looked.

# data[].attributes.body
1: A group I am most concerned about at my school is the LGBTQIA+ student. Outside of select teachers that students feel safe around, and their own friends there is no established support for these students.  Myself and other teachers have attempted to start different clubs and groups but they never last. Now, maybe you could say my school doesn’t have any students from this community.  But in an elementary school of almost 1000 students and an intermediate division of around 200 the odds of this are low (probabilities aside I know this not to be true.  The homophobia amongst many of our students has made schools unsafe for students.  Pride flags get pulled down, students refuse to attend the raising of the pride flag and due to fear or parents or legal action staff don’t do much to fight back.

2: I do what I can to make all my students feel safe. Related to my answer of part one I do everything I can to make sure LGBTQIA+ students feel safe. Passive things like; I introduce myself with pronouns, I have pride flags and quotes from LGBTQIA+ advocates and ambassadors.  More active things as well like calling out homophobia in my class and the hallways and attempting to start different clubs.  I don’t think there is one solution that can end homophobia in middle and high schools, but I do what I can for those students.  I’m open to any recommendations anyone can make.

# data[].attributes.body
For me I am worried about the socio-economic status. We have some families in rough situations and the kids don't come to school with much food, and in some situations the kids do not have a lot of clothes as they would wear the same shirt/pants a few days in a row. I personally have had a few of these students in my class. We have reached out to the families to see if there is way that we can assist them (take care of lunch for the kid(s), breakfast club in the morning) but we don't alway get the positive response that we would think we would get. The other problem is that these kids don't get to participate in sports. Most practices are either before school or after school, and the parents can't get their kid to school early or be able to pick them up after school as the don't drive or have a car. It would be nice if the board had an uber account that schools could access t0 so that we could get kids in rough situation to and from school for practice or after practice.

# data[].attributes.body
I am most concerned about my ELL students at present. Because of the language barrier and cultural divided these students are often marginalized and isolated socially. I have struggled to integrate the ELL students into harmonious relationships with native English speakers in my HPE classes. I encourage diverse grouping, but recognize the necessity for the ELL speakers of the same language to support each other as well. It has been a challenge to see the ELL students fully integrate and thrive in my HPE program. I would like to know how to better support my ELL students and see them build more positive relationships with other students and achieve successful outcomes in school.

# data[].attributes.body
1. The group that I am the most concerned about at my school are students who struggle with mental health. The school that I work at is an alternative school which means that we deal with high risk students who have not had good experiences with mainstream schools. Therefore many of the students come to school with anxiety and a negative perception of school which not only makes it difficult for them to engage with the class but also makes it difficult for them to build connections with their peers. Therefore many of our students are on their own and have very limited support other then the support that comes from the staff at the school. There are many types of support that we offer at out school including an in house Child and Youth Counselor where students have the ability to meet with them daily and discuss issue they may be facing at home or at school. This resource has been extremely helpful for not only the students but also the staff since students occasionally share things with other staff members that leave us not knowing what to do or say. Therefore having that counselor in the building really allows students to get the support they need in the most efficient and personal way.

# data[].attributes.body
In my school community, I am particularly concerned about socio-economic status. The school I teach at is located in the second lowest-income neighbourhood within the school board, and it impacts many students on a daily basis. For example, as the coach of our school's basketball team, I deal with student-athletes who are unable to afford the athletic fees, or sometimes come to practices low on energy because they were not able to buy lunch on certain days. In the classroom, I have also experienced students who on the surface appeared to be disengaged with the course (falling asleep in class, missing class altogether, etc.), but were actually feeling fatigued because they worked a job in the evenings/nights in order to help support their family. In order to assist with the socio-economic struggles in my school's community, there is a Breakfast Program which students can be enrolled in so that they are provided with meals at the start of the day. Furthermore, the school receives funding from the school board to assist students with some of these struggles, however I believe more must be done. Another pattern I have noticed as a result of the socio-economic status of many students in the school is that some parents are unable to engage with their children (e.g. staying on top of their progress, or attend parent conferences, etc.) because many of them work long hours at multiple jobs just to be able to provide for their children. It is imperative that we take these factors into consideration when working with students in order to create environments where they feel seen, heard, and included.