Classes and sessions should be aimed at indirectly and / or explicitly supporting students’ mental health.
Imagine living in an imperfect world. Wear a shoe, a pair of gloves or a single chopstick!
Wellness is an overall concept. Mental health needs to be considered a part of our overall well-being and cannot be viewed in isolation (just like a single chopstick!) Which means we create every learning opportunity to promote wellness at the classroom level.
Classes and sessions should be aimed at indirectly and / or explicitly supporting students’ mental health. For example, student support groups need to plan extensive SEL (socio-emotional learning) sessions for students. These sessions cover key SEL skills such as self-awareness, self-management, social awareness, relationship skills and responsible decision making. High school students attend wellness classes per cycle. On the other hand, a carefully designed academic curriculum clearly supports wellness. For example, drama games or PHE classes also teach students about mental well-being.
In addition, homeroom teachers and grade leaders are key points of communication for students. Daily check-in meetings and homeroom discussions create a supportive environment for student improvement. Homeroom is another time where teachers regularly ‘check in’ on their students’ well-being. Under the guidance of Grade Leaders (GL’s), homeroom teachers can engage students in activities that promote well-being, such as ice-breaking techniques, listening and communication skills, and social and emotional skills, to name a few. Similarly, school counseling programs should have an open door policy. Students can enter the room at any time (or send a message / email in Learning from Home mode).
Celebration should be one of the main things in school. Celebrating Mental Health Day has given us a wonderful opportunity to create a week-long plan to celebrate wellness in the morning.