Presentation by: Danae Hodgins
Session: E | Time: 11:05AM – 11:45AM | Location: Room 208
I have been investigating the effect that providing various experiential opportunities for learning about mental health and well-being might have on a school culture. With a rising incidence of anxiety and depression in today’s adolescents, mindfulness and self-compassion are practices quickly becoming a necessity both inside and out of the classroom. Consequently, my investigation is motivated by questions centered around bringing these practices into action. Firstly, what impact can a social emotional support program targeted towards students with mental health diagnosis have on their engagement in the learning environment? Such at-risk youth require interventions that are strengthened through a multi-disciplinary approach to fostering self-awareness, regulation, and advocacy skills. The program of focus incorporates the knowledge and experience of a teacher, youth care worker, school administrative team, outside agencies, and the student and family in a holistic approach to education. As investigation into this guiding question started to unfold, both strengths and limitations to such a targeted program have been identified. As such, another question has begun to formulate: What impact can a school wide event centered on fostering mental wellness have on school culture? Data has been collected from implementation of a social-emotional learning support block for at-risk students at Robert Bateman Secondary School in Abbotsford. Further evidence has been collected from a student led school-wide initiative, titled Mental Wellness Week, in which over twenty community agencies interact with the general student population to provide experiential learning, engaging students in wellness through physical activity, mindfulness, and many more approaches. First hand experience with students and staff engaging in mental health literacy and breaking stigma collaboratively will be shared. Activities, strategies, and assessment practices that encourage student ownership and empowerment in mental health will be brought forward. Challenges faced in both programs will be acknowledged as a means of critical self-reflection and opportunity for professional growth. Perhaps most importantly, the role of the student as the ‘driver’ in learning about mental well-being will be emphasized due to the powerful ability to enhance engagement, empathy, and self-discovery.
Abstract: 546