Yumpu version

Table of Contents 

note 

This resource is intended to 

be used by educators and 

school professionals who 

have attended the Go-To 

Educator (mental health 

literacy) training. 

It is not a guide for diagnosis or 

treatment. If you are concerned 

about someone’s mental health 

seek the advice of health 

professionals. 

2 

3 

3 

4 

6 

6 

7 

8 

9 

9 

10 

10 

11 

11 

13 

14 

15 

16 

18 

19 

20 

21 

22 

24 

25 

26 

29 

31 

32 

34 

36 

37 

38 

40 

Background 

The Basics 

An important note about self-care 

Understanding mental health as a concept 

How is the brain involved? 

What are the functions of the brain? 

What happens inside the brain when it is not functioning effectively? 

Enhancing our understanding: What is a mental illness? 

District Guidelines 

The Pyramid of Intervention 

Knowing your role 

Who provides counselling services? 

What are counselling moments? 

Confidentiality in a school context 

Record keeping: Notes and referrals 

Keeping records of counselling moments and formal counselling 

Disclosures and legal responsibilities 

Informed consent and formal counselling in schools 

Healthy Development – From Early Childhood Through Adolescence 

Cognition and Perception 

Disorders Associated with Cognition and Perception 

Emotion or Feeling 

Disorders Associated with Emotion or Feeling 

A Classroom Strategy for Mental Health: Guided Breathing 

Signalling 

Disorders Associated with Signalling 

Disorders Associated with Hyperarousal (Stress) and Behaviour 

Behaviour 

Disorders Associated with Behaviour 

Behaviours Related to Mental Disorders: Self-harm and Youth Suicide 

A Classroom Strategy for Mental Health: Tense and Relax 

Physical or Somatic 

Disorders Associated with the Physical or Somatic 

A Classroom Strategy for Mental Health: Let Go and Stretch 

©COPYRIGHT 2019 

MENTAL HEALTH LITERACY FOR SCHOOL PROFESSIONALS 1

ackground 

The content in this flipbook is adapted from teenmentalhealth.org’s Mental 

Health & High School Curriculum Guide, Version 3 (http://teenmentalhealth.org/ 

product/mental-health-high-school-curriculum/). The Guide v.3 (2017) was 

created by Dr. Stan Kutcher and Dr. Yifeng Wei of Dalhousie University and the 

IWK Health Centre. 

© This material is under copyright. It cannot be altered, modified or sold. 

The flipbook design and adaptations were done in partnership with Dr. Yifeng 

Wei, Andrew Baxter (Alberta Health Services) and Edmonton Public Schools 

staff, and were informed by CASA (Child, Adolescent and Family Mental Health) 

Youth Council members. 

Alberta’s revised Teaching Quality Standard (ABED, 2018) requires all educators 

to be aware of and able to facilitate “responses to the emotional and mental 

health needs of our students”. This resource is designed to support school staff 

with integrating appropriate and informed practices that promote positive 

mental health outcomes for students. 

It is recommended that school professionals take the one-day Go-To Educator 

training to ensure informed use of this flipbook. Register through the PDR or 

contact the District’s Comprehensive School Health unit for further information. 

Purpose 

The purpose of this flipbook is to supplement the Go-To Educator training by 

providing school professionals with information, strategies and resources that 

align with a comprehensive, conceptual and evidence-based understanding of 

mental health. 

This flipbook promotes our District vision by supporting staff to: 

• use a shared language around mental health 

• understand their roles and responsibilities 

• support early identification of mental health challenges and guidance for 

referral 

• identify pathways to and through services and support 

2 MENTAL HEALTH LITERACY FOR SCHOOL PROFESSIONALS ©COPYRIGHT 2019

the basics 

An important note 

about self-care 

When educators and school professionals practice self-care, it lays the 

foundation for welcoming, inclusive, safe and healthy learning environments. 

If demands are outweighing resources, it may be necessary to assess and 

reduce demands or increase resources. It is not selfish to look after yourself and 

prioritize your needs. 

Be aware of the signs that can indicate demands are outweighing resources: 

• An increased irritability or impatience with students 

• Difficulting concentrating 

• Denying or feeling numb or detached when presented with a student’s 

mental health problem or illness 

• Persistent worry about a student’s mental health problem 

• Intense feelings and/or intrusive thoughts, that do not lessen over time 

i 

Where can I learn more 

about self-care? 

TeachMentalHealth.org 

https://www. 

teachmentalhealth.org/ 

Where can I go if I need 

assistance? 

Adult Mental Health 

Services, Edmonton Zone 

(780) 342-7700 

Homewood Health 

https://treatment. 

homewoodhealth.com 



Understanding mental 

health as a concept 

MENTAL 

HEALTH 

A person can be 

in one or more of 

these states at the 

same time 

MENTAL ILLNESS 

MENTAL HEALTH PROBLEM 

MENTAL DISTRESS 

NO DISTRESS 

The model above is used to describe the states of mental health as a concept for education. 

1 in 5 Canadians 

will develop 

a mental disorder 

in their lifetime. 

Informed understandings acknowledge that mental 

health can be experienced through various states and 

that an individual can be in one or more of these states at 

a given time. 

For example, a student can be 

diagnosed with ADHD (a mental 

illness) and experience no distress by 

learning how to manage it through 

healthy coping strategies. 

OR 

A person can be grieving the loss of a 

loved one (a mental health problem) 

and be late picking up their child from 

school (a mental distress). 

i 

Where can I learn more? 

School staff can access 

Navigating Mental 

Health, the District’s 

Mental Health Framework 

found on Connect or 

attend the Go-To Educator 

Mental Health Literacy 

training 


Mental health is experienced through emotional, behavioural, physical, cognitive and 

social functions that enable us to feel, think, and act in ways that enhance our ability to 

enjoy life and deal with challenges. It does not mean a lack of distress, emotions or bad 

moods, or a lack of behavioural disorder. 

It is important to 

understand that just 

like physical health, 

everyone has mental 

health. 

States of mental health include: 

Mental illness – a medical condition 

diagnosed by trained health 

professionals using internationally 

established diagnostic criteria. Mental 

illness is when a person experiences 

significant, substantial and persistent 

problems with thoughts, feelings 

and/or behaviours. It is important 

to remember that when a person is 

diagnosed with a mental illness, they 

do not lose their mental health. 

Mental health problems – arise 

when a person is faced with a much 

greater stress than usual that causes 

changes to thoughts, feelings 

and/or behaviours. For example, 

experiencing long-term grief resulting 

from a loss of a loved one can become 

a mental health problem. 

Mental distress – the inner signal of 

stress experienced through the ups 

and downs of daily life. It is healthy, 

inevitable and necessary for growth 

and development. 

No distress – a neutral state when 

a person is feeling at ease, settled or 

balanced. 

Basically, mental health means having the capacity to be able to successfully adapt to the challenges 

(both positive and negative) that life creates for people. In order to adapt, our brain needs to apply its 

emotional, cognitive/thinking, signalling, behavioural and physical capacities. 

Everyone experiences mental distress as it is necessary for healthy brain development. Mental 

distress teaches us how to adapt with change. 

1 in 3 Canadians will experience a mental health problem in their lifetime. Feeling disconnected 

from one’s community after a move is a good example of a mental health problem. 

? 

Which mental health state does “happiness” belong in? 

People can feel a range of emotions in each of the mental health states. For 

example, someone can be experiencing a mental health problem and be 

happy about a life event they are also experiencing. 



How is the brain 

involved? 

What are the functions 

of the brain? 

• Everything that a person does, feels, thinks or experiences involves 

their brain. 

• What a brain can do depends on multiple parts of the brain working 

together in a network. 

• The brain is made up of cells, connections amongst the cells and 

various neurotransmitters, which are chemical messengers. 

• The neurotransmitters provide a means for the different parts of the 

brain to communicate. 

Each of these brain functions (below) are the result of millions of cells (neurons) 

communicating with each other through various circuits, using various chemical 

messengers called neurotransmitters (e.g., serotonin, dopamine). 

Thinking or 

Cognition 

Behaviour 

Perception or 

Sensation 

Physical or 

Somatic 

Emotion or Feeling 

Signalling 

These six primary domains of brain function constantly interact and perform 

together. Mental disorders/illness are associated with disturbances in these 

primary domains of brain function. 


What happens inside 

the brain when it is not 

functioning effectively? 

There are a variety of reasons a person’s brain may not function as it 

should. Disruptions to brain function can be due to: 

• an over- or under- function of a part of the brain 

• damage (due to concussion, etc.) 

• sections of the brain not communicating with one another 

• infections 



enhancing our understanding 

What is a mental illness? 

The terms “mental illness” and “mental disorder” are used interchangeably. Mental illness is a general term used to 

describe the wide range of diagnosable mental disorders. Diagnosed mental disorders are complex diseases. When the brain 

is not functioning properly in one or more of its six domains, and a person experiences problems that interrupt their life in 

a significant way, these circuits are disrupted and the person may develop the signs and symptoms of mental disorders. 

However, not all changes in brain function signify a mental disorder. For example, difficult emotions are symptoms 

of many mental disorders, however the majority of these emotions are not the result of a mental disorder. Some can be 

a normal and expected response to the environment. For example, acute worry causing sleep problems or emotional 

tension when faced with a natural disaster such as a hurricane. 

Mental disorders: 

• disrupt emotion, thinking and/or behaviour 

• develop from disturbances in the function of various brain circuits 

• occur through a complex interplay of genetic and environmental factors 

that many range in intensity 

• lead to functional impairment (interpersonal, social, vocational, etc.) 

• respond to evidence-based treatments provided by trained professionals 

Mental disorders are not: 

• the consequences of poor parenting or bad behaviour 

• the result of personal weakness or deficits in personality 

• the manifestation of malevolent spiritual intent 

• caused by poor nutrition, poverty or lifestyle choices 

Most youth 

diagnosed with a 

mental disorder will 

go on to be successful 

at school and live 

productive and 

positive lives when 

receiving proper 

treatment and care. 


district guidelines 

The Pyramid of 

Intervention 

The Pyramid of Intervention (see below) is the District’s model of support for 

student mental health. All staff members contribute to the universal supports 

provided in schools. Universal supports include relational teaching and learning 

practices that promote common understandings and messaging about mental 

health and mental illness (as outlined in this flipbook). 

SPECIALIZED SUPPORTS AND SERVICES 

• mental health therapists 

• specialized counselling services 

TARGETED SUPPORTS AND SERVICES 

• counselling moments 

• counselling services 

• therapeutic relationships (success coach, Elder, mentor) 

UNIVERSAL SUPPORTS 

• teaching and learning practices that facilitate common messaging 

about mental health and mental illness (i.e., mental health literacy) 

• providing strategies and approaches that foster healthy school 

cultures (e.g., social-emotional learning, restorative practices, 

physical literacy, self-regulation) 

• health reflected in policy and decision making with partnerships 



Knowing your role 

Consider how your role in school contributes to a 

healthy school culture. 

In a healthy school community: 

• The basics of healthy development are frequently and consistently taught 

over the course of the school year and include: 

• healthy eating 

• getting enough sleep 

• play and physical activity 

• healthy relationships and social interactions 

• healthy coping and strategies for self-care 

• Students and school staff take part in activities that foster belonging and 

social connectedness. 

• Teaching and learning actively addresses the stigma associated with mental 

health. 

• Staff prioritize building healthy relationships, so trust is established in 

advance of times when students and families need assistance with accessing 

targeted and specialized supports and services. 

• School staff understand the roles of helping professionals that provide 

ongoing targeted and specialized supports for mental health (e.g., school 

psychologists, mental health therapists). 

Who provides 

counselling services? 

In Edmonton Public Schools, counselling services are targeted and specialized 

supports. A student may receive counselling services from a teacher-counsellor 

or a team of individuals or specialists working together (e.g., school-linked, 

multi-disciplinary Inclusive Learning teams). Counselling may also be 

provided by teacher-certified counsellors registered with the Alberta Teachers’ 

Association, social workers registered with the Alberta College of Social Workers 

or psychologists registered with the College of Alberta Psychologists. 


What are counselling 

moments? 

Teachers and school staff may have counselling moments which are targeted 

supports that require confidentiality and privacy. Counselling moments 

can include student disclosures of mental health concerns, abuse, neglect, 

relationship problems, etc. These moments may take place informally before 

or after class, during one-on-one classroom conversations, follow up meetings, 

parent/student/teacher interviews, etc. 

i 

In counselling moments, District staff are expected to include 

the school principal and to follow the Canadian Psychological 

Association (CPA) Code of Ethics (https://cpa.ca/docs/File/Ethics/ 

CPA_Code_2017_4thEd.pdf). 

Confidentiality in a 

school context 

Students have a right to expect care is taken to respect and guard their 

personal, private and confidential information. 

The Child, Youth and Family Enhancement Act (February 2019) states there 

are situations when confidentiality cannot and should not be provided 

to the student - such as in cases of abuse, neglect, suicide, self-harm, or if 

counsellors or school staff need to collaborate with other professionals. Parents/ 

guardians and principals must be notified. School staff must let students know 

during counselling moments and prior to formal counselling that keeping 

information confidential is not possible when the student or others are at risk 

for serious harm. 

Additionally, CPA confidentiality standards are to be followed by District 

schools and require staff to “share information with others only to the extent 

reasonably needed for the purpose of sharing, and only with the informed 

consent of those involved, or in a manner that the individuals and groups 

involved cannot be identified, except as required or justified by law, or in 

circumstances of possible imminent serious bodily harm” (I.45). 



What do District staff need to know about 

confidentiality? 

• Counselling moments and formal counselling require confidentiality, 

privacy, and in most cases consent. School staff should take steps to 

ensure consent is given by the student, and any others, prior to sharing 

private, personal student information. If informed consent is not provided 

by the student (and others involved), consider the wishes of the student 

and proceed only if deemed in the best interests of the student. 

• Parents/guardians do not have the right to student counselling 

information or records of counselling moments if it would be an 

invasion of student privacy. Decisions involving the sharing of student 

information with parents/guardians may need to include the school 

principal, Inclusive Learning supervisor or a teacher-counsellor. 

• Disclosures related to sexual orientation or gender expression are not to 

be shared with parents/guardians unless the student involved provides 

consent. 


Record keeping: 

Notes and referrals 

When keeping records of counselling moments or formal counselling, it is 

important to follow the District guidelines. CPA privacy standards require staff 

“collect and record only that private information necessary for the provision of 

continuous, coordinated, or collaborative service” (I.39). 

Powerschool and email should not be used for private and confidential 

information about a student or used as a counselling or administrative file. 

There are two types of administrative files kept centrally at the school by school 

administrators or members of the administrative team: 

a) Student administrative file - records include parent notes, absence notes, 

copy of school ID, early vacation, etc. 

b) School incidents administrative file - records contain information related 

to school incidents that involve students or staff investigation or reports 

such as vandalism, trespassing 

Information that should be 

included in PowerSchool log 

entries: 

• Unexcused attendance 

• Behaviour issues and concerns 

and follow up 

• Altercations with a student 

• Parent contact about the 

student 

• Actions or recommendations 

by the teacher or school 

administration for the student. 

• Documentation of referral 

requested for internal support 

services or external agencies 

Information that should not 

be included in Powerschool log 

entries: 

• Reports or records including 

expulsion reports, Individual 

Behavioural Support Plans 

(IBSP), Attendance Board orders, 

etc. 

• Emails or email threads (a 

summary may be appropriate) 

• Counselling notes 

• Subjective comments 

• Information about other 

students 

• Personal emotional responses 

to a situation, student or parent/ 

guardian 

• Any information that identifies a 

student as a young offender 

• Disclosures of any nature 

(including sexual orientation 

and gender expression) 

• Referral forms or information on 

the forms 



Keeping records of 

counselling moments 

and formal counselling 

• Records of formal counselling and counselling moments should be 

kept secure (locked) and separate from any other records. This includes 

referral forms, student consent forms and parent consent forms. 

• Only share records when appropriate (e.g., need for immediate 

intervention). Use professional judgment. Providing access to your notes 

may be jeopardizing the confidentiality of your records. 

• Parents/guardians do not have the right to see counselling notes or 

records of counselling moments if the information would be an invasion 

of student privacy. 

Records created 

on behalf of 

Edmonton Public 

Schools are subject 

to the Freedom of 

Information and 

Privacy (FOIP) Act. 

Recommendations for record keeping 

• Be accurate. Objective and relevant details about an event are critical. 

If a situation escalates, your record keeping will become important for 

the school, the District and the parents/guardians. Describe what is 

happening and avoid interpretation. 

• Stay focused. Provide documentation of due diligence. When recording 

information, focus on students and consider the impact. 

• Be professional. It is important that records are free of bias, assumptions 

and personal opinions. 

i 


Access the District document Keeping Records and Anecdotal Notes: 

A Guiding Document for Counsellors and Teachers found on Connect. 

This document includes a sample Student Informed Consent Form 

and links to the FOIP Act. 


i 

Disclosures and legal 

responsibilities 

A staff member with reasonable and probable grounds to 

believe a child is in need of intervention is legally required 

to report the matter to Child and Youth Services. There are 

penalties for those who fail to report such situations. The Child, 

Youth, and Family Enhancement Act RSA (2019) provides protection 

from legal action against a staff member making a report unless 

the reporting “is done maliciously or without reasonable and 

probable grounds for the belief”. 

The District’s Administrative Regulation HHEB.AR Children in Need of Intervention 

outlines steps when a student discloses circumstances or risk of neglect, abuse, 

sexual assault, violence, physical injury and/or emotional injury. 

Reporting Procedures 

1. If you suspect a student is in need of intervention, seek advice as to 

whether or not the disclosure constitutes reasonable and probable 

grounds for that belief. Advice may be obtained from the Principal, 

Inclusive Learning staff, or the Edmonton and Area Child and Family 

Services Crisis Unit. When discussing the situation, at your discretion, you 

may use the names of those involved. 

2. If a student makes a disclosure to you, statements should be written 

down, preferably in the student’s own words and as soon as possible after 

the disclosure. You will need to retain the disclosure statement/record in 

an administrative file (see page 13). 

3. If you are satisfied that there are reasonable and probable grounds, 

you will need to make a formal report to the Child and Youth Services 

Region 6. Contact the Edmonton and Area Child and Family Services 

Crisis Unit, open 24 hours (780-422-2001). 

4. You are not discharged of your legal responsibilities until you are certain a 

director of child welfare or designate has received the report. 

5. You need to advise your principal or designate regarding any formal 

report that has been made. 

6. If you make a report, ensure that you keep your own records that include 

date and time of disclosure, the date and time of the call to Child and 

Family Services and the name and position of the caseworker (see page 

13). No records of disclosure should be kept in the student’s record or in 

PowerTeacher/PowerSchool. 

7. The responsibility for notifying parents/guardians about an 

investigation rests with the Children Services caseworker or police 

officer conducting the investigation. If the school is contacted by 

parents/guardians inquiring about a student who has not returned home 

and the student has been apprehended or delayed at school because 

of an investigation, the school shall inform the parent/guardian of that 

fact and provide the investigator’s name and phone number. Parents/ 

guardians should be referred to the Children Services’ caseworker for 

further details. 

8. If you are involved in a child protection investigation, you are required by 

law to keep the details of the investigation confidential in accordance with 

Section 126 of the Child, Youth and Family Enhancement Act RSA (2019). 



Informed consent and 

formal counselling in 

schools 

The Canadian Psychological Association (CPA, 2017) defines informed 

consent as: “a process that involves taking time to establish an appropriate 

trusting relationship and to reach an agreement to work collaboratively” (I.17). 

Informed consent must provide “as much information as reasonable or prudent 

individuals and groups would want to know before making a decision or 

consenting to the activity”( I.23). 

As a best practice in schools, informed consent requires: 

1. a signed consent form 

2. documentation of a consent discussion 

The Standards for Special Education (Alberta Education, 2004) state that school 

boards must obtain parental consent for specialized assessment. The CAP 

(College of Alberta Psychologists) has the additional requirement that both 

the consent discussion and decision are documented. Consent documentation 

should be stored in locked files (whether digital or hard copy). 

Who can provide informed consent? 

In schools, the consent of a student’s legal guardian is required if the 

student is a minor (below the age of 18, age of majority in Alberta). Minor 

youth deemed to be “mature minors” (J.S.C. and C.H.C. v. Wren, 1987, ABCA) 

or “independent students” (School Act, 2015; Education Act, 2012) are able to 

provide consent on their own behalf. The CAP Practice Alert “Mature Minors” 

(September, 2014) provides guidance on determining whether a minor is a 

“mature minor” and the documentation required. 

Student informed consent involves: 

1. informing the student of the mental health service to be provided 

2. asking for their agreement in participation 

If informed consent is not provided by the student, schools should consider the 

wishes of the student and proceed only if deemed in the best interests of the 

student. Students should sign a Student Consent Form before formal counselling 

begins and it is the counsellor/psychologist/social worker’s responsibility to 

ensure they adhere to that agreement with the student. 


Are there cases when informed consent is not required? 

Requirements for informed consent of mental health services are only 

temporarily lifted in cases of emergency psychological care. 

Schools may have registered psychologists, certified teacher-counsellors or 

social workers “provide a professional service without informed consent in the 

case of an emergency, but only to the extent necessary to reduce or alleviate 

the emergency; further professional services shall only be provided by the 

psychologist with informed consent” (CAP Standards of Practice, May 2013, p. 4). 

i 


Access the Student 

Informed Consent Form 

Sample found on Connect. 



Healthy Development 

From Early Childhood through Adolescence 

It is important that school professionals understand 

that healthy development involves some awkward, 

uncomfortable and sometimes painful experiences that may 

include: 

• Struggles with sense of identity 

• Childish behaviour when stressed 

• Conflicts with parents and caregivers 

• Moodiness 

• Increased pressure to fit in and conform with peers 

• Attempts to establish independence 

• Less affection, even rudeness 

• Low self-esteem, feeling awkward or self-conscious about 

one self and one’s body 

• Social challenges with friendship groups 

A note on trauma: 

Disruptions to healthy development may be associated with 

trauma. Trauma is a complex health concern often linked to 

interpersonal, adverse childhood experiences. 

Trauma can also be classified as: 

1. Acute - resulting from a single incident (e.g., being a 

victim of crime, having a serious accident) 

2. Chronic - repeated, prolonged (e.g., domestic violence, 

neglect, abuse) 

3. Intergenerational/historical - passed on through 

generations (e.g., residential school histories, growing up 

in war-torn regions) 

What can school professionals do? 

School professionals can focus on building healthy relationships 

with and among students in their classrooms. Research strongly 

suggests caring, supportive and attentive relationships are the 

foundation to healthy brain development and function. Healthy 

development can be hindered by the impacts of trauma, 

including broken trust and safety, shame, grief and loss. 

The following sections are designed to teach about the domains of brain function, healthy development and 

mental disorders that include strategies and resources for school professionals. 


cognition and perception 

What do school professionals need to know 

about COGNITION and PERCEPTION? 

Cognition or thinking supports the skills we use at school: 

reading, comprehending, computation, remembering, planning, 

paying attention, focusing, contemplating, insight, judgment, 

processing and communicating. 

Perception is our ability to use our five primary senses (sight, 

hearing, taste, smell and touch). There are also other senses, 

including proprioception (our ability to sense our body in space) 

or synthesia (the overlap of two senses; e.g., seeing colours when 

you hear music). 

To promote healthy function, teachers can: 

• encourage students to do one task at a time, rather than 

multitasking 

• encourage students to make and review checklists 

• use play to show different perspectives through changing 

rules and roles 

• teach about ambiguities (use riddles, puns or different 

meanings for different contexts) 

Healthy function of COGNITION and 

PERCEPTION enables: 

• an ability to interpret experiences that others can relate 

to, recognize or see 

• encourage questioning and critical thinking 

• promote regular physical activity and promote movement 

breaks 

• thinking that is organized in form and content 

• speaking that is clear and makes sense in relation to 

what is happening in the external world; the capacity to 

distinguish between what is real and what is not 

• senses that respond in accordance to stimuli existing in 

the physical environment 

• an ability to perform abstract reasoning, concentration, 

higher order thinking and problem solving 

• clear memory, insight and judgement 



Disorders Associated with Cognition and Perception 

Schizophrenia (SCZ) - is a disorder characterized by 

noticeable disturbances in the capacity to distinguish 

between what is real and what is not 

Age of onset: adolescence to early adulthood 

What to be aware of: 

• It can be difficult to distinguish the early onset of SCZ from 

other mental disorders 

• A family history of SCZ can increase the risk 

• Significant marijuana use may bring on SCZ in young 

people who are at risk for the illness 

What to do: 

• If you suspect a student is impacted by SCZ, involve the staff 

member at the school who is the most trained in mental 

health. If similar concerns are shared by the mental health 

professional, a referral to connect the student and family to 

the most appropriate health service is required. 

• If you suspect a student is experiencing delusions, take a 

neutral stance. Do not lie or agree, but also do not disagree. 

Acknowledge that it is their experience, and not yours. 

• Participate in discussions with the student, health service 

providers and family about school-related issues. 

• Learn about the school’s emergency plans. 

• People who have SCZ may be at risk for: 

– increased substance use 

– psychosis, such as hearing voices telling a person to 

harm self 

– delusions, such as believing they are being conspired 

against 

What it is not: 

• strongly held religious minority or cultural beliefs 

• typically accompanied by violent action 

Questions to ask: 

• Can you tell me what you are 

concerned about? 

• Do you feel comfortable in 

school (your class)? 

• Are you having any problems 

thinking? 

i 


Schizophrenia Society of 

Alberta - Edmonton Chapter 

(780) 452-4661 

www.schizophrenia.ab.ca 

TeenMentalHealth.org 

www.teenmentalhealth.org 

• Are you hearing or seeing 

things that others say they 

are not seeing or hearing? 


EMOTION OR FEELING 


about EMOTION or FEELING? 

A key job for the brain is to regulate our emotions or feelings. It 

is important to understand healthy function includes the ups and 

downs of emotions or feelings, and is not about the absence of 

distress. 

Healthy function of EMOTION or 

FEELING enables: 

• an ability to manage mental distress and adapt to 

changes in the environment 

• moods that change over a day (called a circadian 

rhythm), over a month and over a year 

• completion of complex tasks without feeling 

overwhelmed 

• engagement in social activities, able to work with 

others, able to relate to others 

• balanced sleep 

• an ability to concentrate, focus and perform 

academically 

• motivation to take part in activities that promote 

self-care 

• a full range of emotional expressions (feeling 

happy and sad) 


• promote regular physical activity and integrate movement 

breaks into lesson plans 

• promote healthy eating, relaxation strategies and social 

activities 

• develop a supportive relationship with students 

• identify and promote strengths through positive and 

specific feedback and praise 

• teach and talk about mental health 

• challenge negative thinking by modeling and teaching 

strength-based language, optimistic and hopeful attitudes 

and actions 

• provide a calming space for relaxation and mindfulness 

• provide information about healthy ways to cope with stress 

• help students set realistic goals and achieve them 

• check in regularly with students 

• accommodate for cognitive challenges; be prepared to 

adjust a student’s workload 

• watch for changes in mood and behaviour 

• advocate for treatment and support (frequent breaks, 

chunking tasks and assignments) 

• help students develop problem solving skills using an 

effective problem solving approach 



Disorders Associated with Emotion or Feeling 

Mental disorders 

are diagnosed by 

a trained mental 

health professional 

established on 

internationally 

recognized criteria. 

Bipolar Disorder - is an illness characterized by cycles 

(episodes) of Depression and Mania that can be frequent 

(daily) or infrequent (many years apart) 

Age of onset: adolescence or early adulthood 

What to do: 

i 


American Academy of Child 

& Adolescent Psychiatry - 

www.aacap.org 

Canadian Mental Health 

Association - ww.cmha. 

ca/mental-health/ 

understanding-mentalillness/bipolar-disorder 

Bipolar Disorder - 

https://myhealth.alberta. 

ca/health/pages/conditions. 

aspx?Hwid=hw148751 




• Mood changes including irritability and anger can be 

common. 

• People who have bipolar disorder may demonstrate: 

– self-destructive or self-harming behaviours 

– excessive spending sprees 

– violence towards others 

– increased substance use 

• People who have bipolar disorder may exhibit behavioural, 

physical and thinking problems, such as trouble solving 

problems or being overwhelmed by complex tasks. 

• Students with bipolar disorder may have long absences from 

school during treatment. 


• substance use 

• states of extreme happiness 

• untreatable - people can live healthy and productive lives 

when treated 

• caused by a life problem or event 

• If you suspect a student is 

living with an undiagnosed 

bipolar disorder, immediately 

refer them to a highly 

qualified service provider. 

• Participate in discussions with 

the student, health service 

providers and family about 

school-related issues. 


• Have you lost pleasure in 

the things you usually like 

to do? 

• Have you felt sad, low, down 

or hopeless? 

• What supports do you have? 

• Do you have any friends, 

family or other adults you 

can talk to? 


There are two types of 

clinical Depression, Major 

Depressive Disorder 

(MDD) and Dysthymic 

Disorder. 

Major Depressive Disorder (MDD) - is characterized by periods (lasting months to 

years) of Depressive episodes that cause functional impairment (stopping a person 

from doing what they would otherwise be doing). 

Dysthymic Disorder - is a low-grade Depression that lasts for many years. It is less 

common. 

Age of onset: adolescence or early adulthood 


• There may be a family history of Depression, 

substance use or alcoholism. 

• People who have Depression may demonstrate: 

– diminished ability to think or concentrate 

What to do: 

• If you have a concern that a student may have Depression, discuss this 

concern with the most appropriate health provider in your school (teachercounsellor, 

school psychologist). 

• If a student is suicidal or disclosing suicidal thoughts, immediately refer 

them to the health service best suited to treat Depression. 

– loss of pleasure or marked disinterest in all or 

almost all activities 

– excessive fatigue or loss of energy 

– significant sleep problems 

– decrease in appetite that leads to noticeable 

weight loss 

– feelings of worthlessness, hopelessness or 

significant indecisiveness 

– suicidal thoughts or plans 

– preoccupation with death and dying 

– an increase in risk-taking behaviour 


• Have you lost pleasure in the things 

you usually like to do? 

• Have you felt low, sad, down or 

hopeless? 

• Are you feeling that life is not worth 

living? 

If a student answers yes to any of these, 

further assessments of all symptoms 

should be conducted by assigned staff in 

the school best trained to support student 

mental health. 

i 


American Academy of Child 

& Adolescent Psychiatry - 

www.aacap.org 

TeenMentalHealth.org - 




A Classroom Strategy for Mental Health: Guided Breathing 

Use a guided breathing method such as box breathing (four square breathing) or balloon 

breathing to bring students’ attention to their breath as they inhale and exhale in a pattern, focusing 

on the rise and fall of the chest or the sensation of air through the nostrils. The point is to clear one’s 

mind and focus on physical sensations and, in doing so, bring one’s body into a more relaxed state. 

Directions for box breathing: https://www.healthline.com/health/box-breathing 

Directions for balloon breathing: https://kidshelpphone.ca/get-info/breathing-balloon/ 


signalling 


about SIGNALLING? 

Signalling is an immediate brain (neural) response. Signalling 

impacts our ability to respond and react to a threat or danger in 

the environment when there is one. 

Healthy function of SIGNALLING enables: 

• an ability to respond to potential or actual danger in the 

environment 

• feeling anxious for limited periods of time in response to 

a stressor, such as going on a first date or performing at a 

concert 


• promote regular physical activity, regular sleep and healthy eating 

• discourage perfectionism by communicating that mistakes are 

normal or by reframing mistakes as learning opportunities 

• practice relaxation, mindfulness and breathing activities in advance 

of challenging learning activities like exams, class presentations and 

performances 

• provide checklists, daily schedules and visual reminders for tasks, 

upcoming events, deadlines 

• encourage students to discover creative interventions for coping 

with anxiety-inducing situations, fears and worries 

• interpret stress responses to challenges as helpful 

• model brave, non-anxious behaviour 

• verbalize your own coping responses to stress 

• recognize any progress, however small, that a student makes 

towards confronting a fear 

• encourage students to complete one task at a time before starting 

another 

• provide learning opportunities that explore coping strategies for 

unexpected events 

• give students lots of notice about tests or exams 

• allow for flexible time limits on assignments and tests 

• provide practical solutions for anxious behaviours 

• engage students in problem solving activities around the cause of 

the stress 

• promote a strength-based approach to addressing challenges in 

schools 

• provide realistic but reassuring information about fears and worries 



Disorders Associated with Signalling 

Anxiety Disorders are 

a group of illnesses, each 

characterized by persistent 

feelings of intense anxiety 

that cause functional 

impairment (stopping a 

student from doing what 

they would normally be 

doing). 

i 


Anxiety Canada - 

https://anxietycanada.com/ 

Anxiety Disorders Resource 

Centre, American Academy of 

Child & Adolescent Psychiatry 

www.aacap.org 



Generalized Anxiety Disorder (GAD) is excessive anxiety and worry occurring over 

an extended period of time marked by emotional distress, and various symptoms, 

when no danger of threat is present. 

Age of onset: childhood or adolescence 


• GAD can be characterized by fearful feelings, 

persistent worries, imposing thoughts that 

something bad is going to happen, tension or 

appearing “on guard”. 

• People with GAD can experience worries that are 

out of proportion to a situation or event, persistent 

and/or noticeably greater than the usual sociocultural 

norms. 

• GAD can be experienced through body changes, 

such as: 

– increased heart rate 

– sweating and shakiness 

– shortness of breath 

– fatigue 

– muscle aches 

– upset stomach 

• People with GAD may have an increased risk for: 

– using cigarettes or a vaping device 

– self-medicating with drugs or alcohol 


• everyday worries 

• a healthy stress response to an environmental 

challenge that needs to be addressed 


• Can you tell me about your worries? 

• Do you or others see you as someone 

who worries much more than most 

people do? 

• Do you have trouble “letting go of the 

worries”? 

What to do: 

• Help the student identify the 

problem underlying the anxiety. 

• Involve the school’s Inclusive 

Learning team or schoolcounsellor 

who can elicit 

assistance from family members 

or a person knowledgeable 

about the problem. 

• Refer the student to an 

appropriate health professional 

if the functional impairment is 

extensive. 


Social Anxiety Disorder (SAD) - is characterized by an intense fear of scrutiny by others, which can be perceived 

to result in embarrassment or humiliation. Often a person impacted by SAD can recognize their fears as excessive or 

irrational but are unable to control them and so avoid potentially triggering situations. 

Age of onset: childhood or adolescence (more common) 


• Students may try to cope by doing everything perfectly. 

• Panic symptoms may arise in social situations. 

• People with SAD may have a tendency to avoid social events. 

• SAD may be experienced as a persistent fear of social or 

performance situations. 

• Students may recognize that their fear is excessive or 

inappropriate. 

• People with SAD may have an increased risk for: 

– Using cigarettes or a vaping device 

– Self-medicating with drugs or alcohol 


• shyness 

What to do: 

• Be realistic with expectations. 

• Remain flexible with the student and help them be successful. 

• Take small steps and do not push the student too hard or too fast. 

• Help the student to challenge negative self talk. 

• Modify programming and activities as needed without allowing 

the student to avoid situations. 

• Encourage coping behaviour and discourage avoidance. 


• Do situations that are new or associated with unfamiliar people 

cause you to feel anxious, distressed or panicky? 

• When you are in unfamiliar social situations are you afraid of feeling 

embarrassed? 

• What kinds of situations cause you to feel that way? 

• Do these feelings of embarrassment, anxiety, distress or panic stop 

you from doing things you would otherwise do? 

• What have you not been able to do as well as you would like to do 

because of these difficulties? 

i 







www.aacap.org 





Panic Disorder is characterized by the rapid onset of panic attacks which are 

recurrent, unexpected episodes that include a number of frightening physical 

reactions, fears and irrational thoughts (disruptions to brain signalling). 

Age of onset: most common between the ages of 15-25 


• Typically a panic attack comes “out of the blue” and lasts less 

than 20 minutes. 

• A diagnosis of panic disorder does not come from 

experiencing an isolated panic attack. The average person will 

experience approximately three panic attacks over the course 

of a lifetime. 

• The frequency and severity of panic attacks can vary greatly 

and lead to agoraphobia (fear of being in places where escape 

is difficult) or becoming homebound due to avoidance 

behaviours. 

• People with panic disorder may have persistent worries about 

having an attack and/or the consequences of having a panic 

attack. 

• Sometimes people with panic disorder will fear they are “losing 

their mind” or feeling like they are going to die during a panic 

attack. 

• Youth with panic disorder are at higher risk for: 

– depression 

– substance use or misuse 

• Some young people living with panic disorder may experience 

sadness, hopelessness or suicidal thoughts. 


• an isolated panic attack 


• Can you describe in your 

own words what happens 

when you have one of these 

episodes/spells? 

• How many of these 

episodes have you had in 

the last week? in the last 

month? 

• What do these episodes 

stop you from doing that 

you would otherwise 

usually do? 

i 

What to do: 

• Help students identify the 

problem underlying the 

anxiety. 

• Involve the school’s 

Inclusive Learning team 

or school-counsellor 

who can elicit assistance 

from family members or 

a person knowledgeable 

about the problem. 

• Refer the student to 

an appropriate health 

professional if functional 

impairment is extensive. 







www.aacap.org 




Disorders Associated with Hyperarousal (Stress) and Behaviour 

Obsessive Compulsive Disorder (OCD) is characterized by 

obsessions and compulsions. A person living with OCD will have 

significant symptoms of either obsessions, compulsions or both. 

Age of onset: early childhood and adolescence 


• Obsessions and compulsions can be of 

such intensity that they cause a great 

deal of distress. 

• Symptoms can be time consuming 

(takes up more than one hour a day) and 

significantly interfere with a person’s 

normal activities, such as work, school, 

social life or family time. 

• People with OCD may experience 

overwhelming anxiety or intensifying 

urges. 

• OCD changes in nature or scope from 

one set of obsessions and compulsions 

to another, with differing behaviours. 

• Symptoms can worsen or seem to 

disappear over time. 


• perfectionism 

• organization 

• being picky 

• having high standards 

What to do: 

• Educate yourself about OCD and the 

importance of not participating in the 

OCD ritual. 

• If you suspect a student is living with OCD, 

consult the school-counsellor or a staff 

member trained to make referrals. 

• Continue to provide support to the 

student as part of their “circle of care.” 

• If appropriate, educators may take part 

in treatment planning, monitoring and 

accommodations for learning. 

Obsessions are persistent, intrusive, unwanted 

thoughts, images, or impulses that the person 

recognizes as irrational, senseless, intrusive or 

inappropriate but is unable to control. Obsessions are 

different from psychotic thoughts because the person 

knows that they have these thoughts (not put inside 

their head by some external force) and the person does 

not want to have the thoughts. 

Compulsions are repetitive behaviours which the 

person performs in order to reduce anxiety associated 

with an obsession. Examples of compulsions are 

counting, touching, washing and checking. 


• Are you having thoughts that are 

coming into your mind that you do 

not want to be there? 

• Do these thoughts cause you to feel 

uncomfortable or upset? 

• Do you think that these thoughts 

are true? 

• How are you trying to deal with or 

stop the thoughts from coming? 

• What do the thoughts stop you from 

doing that you would otherwise be 

doing? 

• Please describe the things you are 

doing that are causing distress to 

you or other people. Can you tell me 

why you are doing these things? 

i 


Alberta OCD Foundation 

(www.aocdf.com) 

Edmonton Centre for 

Cognitive Behavioural Therapy 

(780) 455-8133 

(www.cfcbt.ca), 

OCD Canada 

www.ocdcanada.org 





Post-Traumatic Stress 

Disorder (PTSD) can 

develop when a person 

experiences or witnesses 

significant trauma. 

i 

Age of onset: any age 





www.aacap.org 

Canadian Mental Health 

Association: Post-traumatic 

Stress Disorder 

www.cmha.ca/doucments/ 

post-traumatic-stressdisorder-ptsd 

www.teeenmentalhealth.org 




• Not all people who have experienced a traumatic event 

will develop PTSD. 

• PTSD involves the development of psychological 

reactions related to the experience such as recurrent, 

intrusive and distressing recollections of the event. 

These may be in the form of nightmares, flashbacks 

and/or hallucinations. 

• The duration and severity of PTSD symptoms may vary 

over time. 

• People with PTSD may develop avoidance symptoms, 

where they avoid things, people, places, topics of 

conversation, etc. associated with reminders of the 

traumatic experience or event. 

• People with PTSD may experience: 

– an inability to recall key aspects of past experiences 

– persistent and disturbed feelings that include selfblaming, 

guilt, shame or detachment 

– symptoms such as sleep disruptions, fatigue 

resulting in irritability or difficulty concentrating 

– hypervigilance 

• The phrase “traumatic experience” should not be used 

for the ups and downs of healthy development. It 

should be used for severe, substantive and significant 

(often life threatening) events. 

• People with PTSD may be more likely to use 

substances, particularly alcohol. 

• Identification and effective intervention of PTSD is key. 


• Acute Stress Disorder (ASD), which has similar 

symptoms but ends or diminishes greatly without 

formal treatment and within four weeks of the 

traumatic event 

• feeling upset about a stressful event 

• the ups and downs of healthy development 

What to do: 

• Develop practices with the student 

that establish safety, security and trust. 

• Use your relationship with an 

impacted student to support them to 

access a knowledgeable health service 

provider and/or counselling. 

• Differentiate between PTSD and a 

normal, and expected response to a 

traumatic event (including ASD). 


• Are you bothered by memories 

or thoughts of a very upsetting 

event that has happened to you? 

• What kinds of things are you 

experiencing? 

• How is this affecting your life? 


ehaviour 


about BEHAVIOUR? 

We all use brain functions to drive our behaviour every second of 

every day, even to perform the simplest tasks. 

All of the following can influence student behaviour: medical 

conditions, hearing or vision difficulties, learning difficulties, 

developmental differences and speech and language delays. 

Healthy function of BEHAVIOUR enables: 

• an ability to move one’s body with competence and 

confidence 

• an ability to execute actions when given directions 

• impulse control 

• healthy eating 

• structure, routine and personal discipline 

• an ability to demonstrate patience 


• be proactive in managing behaviour 

– collaboratively establish rules and routines, post expectations 

and review frequently 

– give immediate feedback frequently 

– establish behaviour cues with students 

– use a problem-solving approach 

– build trusting relationships with students 

• examine physical environment to ensure student needs can be met 

• learn and teach physical literacy regularly 

• organize the physical environment to reduce distractions for 

students 

• teach waiting strategies, turn taking (e.g., write down questions 

before asking for help) 

• build on strengths 

• integrate regular movement breaks into daily lessons 

• have headphones available to help focus attention 

• make eye contact with students when giving instructions 

• use multi-sensory cues in instruction (visuals, voice) 

• use real life examples to make instruction interactive 

• make activities “hands on” and as physical as possible 

• teach students about variations in personal space 



Disorders Associated with Behaviour 

Attention Deficit 

Hyperactivity Disorder 

(ADHD) is characterized 

by a persistent pattern of 

hyperactivity, impulsivity 

and substantial difficulties 

with sustained attention. 

Age of onset: childhood 

through adulthood 

i 


Canadian ADHD Resource Alliance 

www.caddra.ca 

Centre for ADHD Awareness 

Canada 

www.caddac.ca 

Understood: for learning & 

attention issues 

www.understood.org 




• Inattention can look like: 

– an inability to give close attention, resulting in many careless errors 

– not appearing to be listening when spoken to 

– not following through on instructions 

– difficulty organizing and keeping track of items 

– being easily distracted by the environment 

– being forgetful 

• Hyperactivity can look like: 

– blurting out comments or answers to questions 

– having difficulty waiting turns 

– fidgeting or squirming when seated 

– having difficulty in solitary play or quiet activities 

– being “on the go” or motor-driven 

– being impulsive 

– talking excessively 

• ADHD is more common in boys. 

• Students with ADHD may not learn as quickly from negative 

consequences as others. 

• impulsivity may override danger when making decisions. 

• Difficulty with academic tasks is common. 

• Students can benefit from modifications to their environment such as 

having quieter places in which to work or having homework done in 

small amounts over longer periods of time. 


• a learning disability 

• being active 

• being chatty or overly social 

• being distracted 

• attention-seeking behaviour 

• oppositionality 

What to do: 

• Explicitly teach students with 

ADHD about the social skills they 

do not have. 

• Request educational testing to 

determine if a learning disorder is 

present. 

• Remember these students are 

not bad, however many of them 

become demoralized because of 

constant reminders from teachers, 

parents/guardians and others 

about their behaviours. 

• Focus on the student’s strengths. 


• Are you having difficulties 

focusing on your schoolwork? 

• Is it hard for you to finish your 

work it there are noises or 

distractions? 

• Do your parents/guardians or 

teachers seem to be asking you 

all the time to do your work and 

sit still? 


i 


Al-Anon/Alateen Information for 

Families and Friends: 

(780) 433-1818 

AHS Addiction Services, 

(780) 422-7383 



Substance Use Disorders (SUDs) are characterized 

by excessive and continued use of substances in spite 

of numerous negative consequences (physical, social, 

academic, vocational, interpersonal or legal). 

Age of onset: typically adolescence 


• There are many types of SUDs stemming from 

alcohol, cannabis, tobacco, etc. 

• Students may be craving a substance and 

exhibit drug-seeking behaviours that include 

many anti-social behaviours. 

• Students with SUDs may demonstrate 

intoxication at school or absence from school. 

• Admission to hospitals or residential care may 

be required. 

• Treatment relapse is common. 


• a substance misuse event 

• experimentation with substances 

What to do: 

• Be supportive after long 

absences from school. 

• Watch for patterns of use. 

• Contact the most 

appropriate school health 

professional for resource 

and support. 

Adolescent Alcohol & Substance Use Screening 

Tool (CRAFFT) 

Young people who have engaged in one or more 

items on the CRAFFT Screening Tool could be 

considered as candidates for early intervention. 

C - Have you ever ridden in a CAR driven by 

someone (including yourself) who was 

“high” or had been using drugs or alcohol 

R - Do you ever use alcohol or drugs to 

RELAX, feel better about yourself or fit 

in? 

A - Do you ever use alcohol or drugs while 

you are ALONE? 

F - Do you ever FORGET things you did while 

using alcohol or drugs? 

F - Do your FAMILY or FRIENDS ever tell 

you that you should cut down on your 

drinking or drug use? 

T - Have you gotten in TROUBLE while you 

were using alcohol or drugs? 



Behaviour Related to Mental Disorders: Self-harm and Youth Suicide 

Non-Suicidal Self Injury 

(NSSI) or Self Harm is the 

intentional destruction of 

one’s body tissue without 

suicidal intent. This 

includes behaviours such 

as cutting, burning, selfhitting 

or self-bruising. 

i 


Children, Youth and Families Intake: 

(780) 342-2701 

Youth Addiction Services 

(780) 422-7383 

SIOS: Self-Injury Outreach and 

Support 

www.sioutreach.org 

Self-Injury Awareness Network, Inc. 

www.sianct.org 




• Self-injury can be used to feel better or gain relief 

from intense emotions and often provides a sense 

of control. 

• NSSI is often a chronic condition where several 

methods are used over a period of time. 

• The central issue may be body alienation, 

numbness or emotional vulnerability. 

• NSSI may be endorsed by peers or the student 

impacted. 

• To prevent the influence of social contagion in 

schools regarding NSSI, school staff can avoid 

sending out newsletters about self-injury, 

discussing self-injury at school assemblies, 

teaching group sessions on self-injury to students 

and allowing students who engage in NSSI to 

display scars or wounds. 

• Watch for items worn to cover injuries, frequent 

injuries, first aid supplies being used quickly and 

the student rubbing the injured areas of their 

body (itchy cuts). 

• Students who self-injure may avoid activities 

that would reveal more of their body (e.g., PE 

activities). 

• It is important to identify the intent and result/ 

impact of the behaviour for each individual to 

differentiate self-injury from suicide attempt. 


• a suicidal act 

• normal teenage behaviour 

What to do: 

• Acknowledge your own feelings before approaching a student 

and 

practice self care when assisting or supporting students 

impacted by NSSI. 

• Speak with the impacted student in private location. 

• Teach the student coping strategies, including a healthy 

lifestyle, for dealing with challenging emotions. 

• Validate that change takes time. 

• Celebrate the student’s accomplishments and successes. 

• Build relationships and establish a safe and welcoming learning 

environment. 

• Promote a warm handoff by collaborating with the student on a 

plan and have them with you when you call parents/guardians 

or transition the student to other professionals. 

• Avoid actions that may exacerbate the impacts of NSSI, such as: 

– reacting negatively 

– issuing ultimatums 

– making deals to stop 

– promising confidentiality 

– violating the student’s privacy 


• I’ve noticed some cuts to your arms and I’m wondering if 

you’ve been hurting yourself? If so, I want you to know that 

you’re not alone and I am here if you need someone to talk 

to. I just want to help. 

• How long has this been going on? 

• What happens just before you self-injure? 

• Did something happen today to cause you to self-injure? 

• What were you thinking about that made you self-injure? 


Youth Suicide is when a 

person intentionally ends 

their own life. It is a rare 

but tragic event for any 

community. Youth suicide 

is not the result of the 

usual stresses of being a 

teenager. 

i 


211 Alberta 24 hour information 

and referral line 

Dial 211 

Children’s Mental Health 

Crisis Line 

(780) 427-4491 

CMHA Edmonton Distress Link 

(780) 482-HELP (4357) 

Online Crisis Chat: 

https://edmonton.cmha.ca/ 

online-crisis-chat/ 

Health Link Alberta 

Dial 811 

Kids Help Phone 

1-800-668-6868 

EPSB HHCF.AR - Staff or Student 

Suicide 

https://epsb.ca/ourdistrict/ 

policy/h/hhcf-ar/ 


• Most youth suicide is associated with the presence of a 

mental disorder (often Depression) that has either not 

been diagnosed or is not being appropriately treated 

• Suicide attempts need to be differentiated from selfharm 

events and require different approaches to deal 

with them 

• Current research evidence shows that the most effective 

approach to suicide prevention is identification, 

diagnosis and effective treatment of mental disorders 

What to do: 

• Edmonton Public Schools Administrative Regulation - 

Student or Staff Suicide - HHCF.AR outlines clear steps 

all District staff are to use to identify suicide risk. 

• When speaking with students, do not ensure 

confidentiality if suicide is the topic. 

• Notify parents/guardians when students disclose 

suicidal thoughts and/or intentions. 

• Promote a warm handoff by collaborating with the 

student on a plan and have them with you when you 

call parents/guardians or transition the student to other 

professionals. 

Questioning youth about suicidal 

thoughts should begin with empathy 

and privacy: 

• I can see how difficult things have 

been for you lately… 

• You seem to be having a hard 

time… 

Gently inquire: 

• Would you help me understand 

how this has been for you? 

• Tell me more about what has 

been difficult for you lately. 

After time is spent supporting the 

student by letting the student share 

thoughts, feelings, experiences, 

more direct inquiry can occur: 

• Have you been feeling or thinking 

that life may not be worth living? 

• Have you ever tried to do 

anything to yourself that could 

have seriously harmed or killed 

you? Are you planning to? 



A Classroom Strategy for Mental Health: Tense and Relax 

Tense and relax is a strategy 

aimed at helping a person 

to physically relax when 

they are feeling anxious or 

stressed. It is known to address 

physical problems such as 

stomachaches and headaches, 

as well as to improve sleep. 

The technique involves tensing 

and then relaxing different 

muscles in the body, in turn. 

This can help a person feel 

the difference between being 

in a state of physical tension 

or relaxation and make 

connections between their 

physical and mental states. 

THE MOVES: 

1. Neck/Turtle: 

- Push your shoulders up to your ears (as if you were hiding inside a turtle shell) 

- Hold for 3 seconds: counting 1-2-3 

- Relax for 3 seconds: counting 1-2-3 

2. Hands/Lemons 

- Squeeze your hands together into fists (as if you were squeezing lemons) 



3. Stomach/Fence 

- Squeeze your stomach in (as if you were trying to squeeze through a fence ) 



4. Feet/Mud 

- Push your feet down into the floor (as if you were squishing mud) 



5. When you are finished, count backward from 5 to 1 to bring your focus back to 

the present 

Adapted from https://smh-assist.ca/emhc/2017/12/14/tense-and-relax/ 


physical OR somatic 


about the PHYSICAL or SOMATIC function? 

Physical or somatic development requires healthy eating, daily 

physical activity and regular sleep. These habits contribute to 

healthy brain function. 

Healthy Function of the PHYSICAL or 

SOMATIC enables: 

• balanced and healthy eating habits 

• enjoyment of, and motivation for, taking part in 

regular physical activities 

• sound sleep patterns 

• sustained energy 

• positive self-confidence and self-esteem 

• concentration and focus 

• play and creativity 


• make physical activity a daily aspect of teaching and learning 

• allow for student directed play activities (even for adolescents); 

follow your students’ lead 

• be a role model for healthy eating habits, regular sleep and 

regular/balanced physical activity 

• provide opportunities for positive social interaction within 

lessons 

• teach in playful ways, promote creative and fun activities 

• recognize that love, empathy and kindness go a long way in 

supporting mental health and connections to the physical 

function 

• show interest in student activities and health practices 

• integrate movement breaks routinely into lessons 

• make eye contact with students when giving instructions 

• use multi-sensory cues in instruction (visuals, voice) 

• use real life examples to make instruction interactive 

• make activities “hands on” and as physical as possible 

• integrate energizing techniques (chewing gum, invigorating 

smells) 

• teach ways to take a break (mindful activities, take a walk, 

splashing water on face) 

• integrate diverse body types when representing healthy living 

• challenge beauty stereotypes and representations 



Disorders Associated with the Physical or Somatic 

There are two main types of 

eating disorders: Anorexia 

Nervosa and Bulimia 

Nervosa. 

While there are overlapping 

symptoms between the two, 

they are likely to have different 

causes and the treatments for 

them differ. 

Anorexia Nervosa (AN) is characterized by excessive 

preoccupation with body weight control, a disturbed 

body image, an intense fear of gaining weight and a 

refusal to maintain a minimally normal body weight. 

Age of onset: typically adolescence to adulthood 


• How do you feel about 

yourself? 

• Has anyone asked you if you 

were having problems with 

your eating? 

• Do you sometimes feel 

your eating may be out of 

control? 


i 


Eating Disorder Support Network 

of Alberta 

www.edsna.ca 

Eating Disorder Program at the 

University of Alberta Hospital 

(780) 407-6114 



• Girls and boys can be impacted. 

• Classroom discussions about eating habits 

or problems should be undertaken with 

the sensitivity that there may be a student 

in the class impacted by AN. 

• Most students with AN will deny they have 

a problem with being underweight. 

• Students may avoid class or other school 

activities. 

• Students with AN may experience a lack of 

energy and/or fatigue. 

• Self care is critical if you are supporting a 

student with AN. 


• skipping a meal 

• fasting for cultural reasons 

What to do: 

• Emphasize healthy living practices, rather than 

diets and excessive exercise. 

• A concerned school professional should gently 

and supportively discuss the issue with a 

young person in private. 

• If you suspect a student has an eating disorder, 

refer the student to the appropriate support 

person or health service provider in the school. 

• Avoid suggestions that the student should 

eat more or negative comments about their 

weight. 

• Avoid responding to student behaviour with 

shame or judgements, such as assuming that 

the student may be “just seeking attention.” 


• healthy weight loss practices 

• fad diets 


Bulimia Nervosa (BN) is characterized by regular and recurrent binge-eating (large 

amounts of food over a short time accompanied by a lack of control over eating during 

the episode) and by frequent and inappropriate behaviours designed to prevent 

weight gain (including but not limited to: self-induced vomiting, use of laxatives, 

enemas and/or excessive exercise). 

i 

Age of onset: typically adolescence to adulthood 


Eating Disorder Support Network 

of Alberta 

www.edsna.ca 

Eating Disorder Program at the 

University of Alberta Hospital 

(780) 407-6114 




• Girls and boys can be impacted. 

• There are two subtypes within BN: 

– a restricting subtype, where the 

person does not regularly binge, abuse 

laxatives or engage in self-induced 

vomiting 

– a binge-eating/purging subtype, 

where the person regularly binges 

and abuses laxatives or self-induced 

vomiting 

• Students will not complain about living 

with BN. 

• BN is an often hidden disorder. 

• Classroom discussions about BN can be 

counterproductive. 

• Self perspective may be overly-influenced 

by body shape and weight. 


• overeating or eating a lot 

• vomiting due to illness 

• healthy weight loss practices 

• fad diets 

What to do: 


• How do you feel about 

yourself? 

• Has anyone asked you 

if you were having 

problems with your 

eating? 

• Do you sometimes feel 

your eating may be out 

of control? 

• Emphasize healthy living practices, 

rather than diets and excessive 

exercise. 

• A concerned school professional 

should gently and supportively 

discuss the issue with a young person 

in private. 

• If you suspect a student has an eating 

disorder, refer the student to the 

appropriate support person or health 

service provider in the school. 

• Avoid suggestions that the student 

should eat more or negative 

comments about their weight. 

• Avoid responding to student 

behaviour with shame or judgements, 

such as assuming that the student 

may be “just seeking attention.” 



A Classroom Strategy for Mental Health: Let Go and Stretch 

Stretching in the classroom provides a movement and brain break. It is an opportunity for students and staff to release 

tension, calm feelings and to focus attention. 

Side Stretches 

– Stand up straight and tall with shoulders relaxed. Take a deep breath and let it out with a sigh. 

– Now, breathe silently, bringing palms together above the head and stretching them as high as possible. 

– Breathe in and gently lean to one side. On the next breath out, stretch a little further. 

– Return to centre. 

– Now, repeat the steps but lean to the opposite side. 

Twist 

– Make fists with your hands and place them on your hips. Breathe in and stand tall, shoulders relaxed. Twist 

from your waist to one side as you breathe out. Take another breath and then twist a little further as you 

breathe out. Breathe in as you come back to the centre. 

– Repeat but twist to the other side. 

– When you are ready to finish, bring your hands to your heart. Notice if you feel a little more relaxed or strong. 

Tree Stretch 

– Stand tall, stretching the arms slightly to the side while relaxing the elbows and shoulders. Shift your weight 

to your right foot and lift your left foot off the ground. Gently pull your left foot to the inside of the right leg, 

avoiding the knee ( the foot can be below or above, just not on). To maintain your balance, focus your eyes on 

an object on the floor or keep your arms at your side. 

– Imagine you are a tree and your arms are branches growing out towards the sun. 

– Bring your left leg down, placing your left foot on the floor. Shift your weight onto both feet. 

– Repeat with the opposite leg. 

Adapted from https://smh-assist.ca/emhc/2017/12/14/let-go-and-stretch-2/

Yumpu version

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?