Page 7 - Professional Advisory: Supporting Students' Mental Health

• drinking a lot and/or using drugs
• not doing things they usually like to do
• worrying constantly
• frequent mood swings
• obsession or lack of concern about weight/
appearance
• lacking energy or motivation
• feeling down
• risky behaviour.27
Behaviours such as cutting, scratching or burning oneself, atypical comments made to peers or in school assignments, and appearing emotionally absent are other possible signs.
Disorders may include: anxiety disorders (phobias, social anxiety, separation anxiety/ panic), obsessive-compulsive disorders, atten- tion-deficit/hyperactivity disorders (ADHD presenting as predominantly inattentive and/ or hyperactive/impulsive); mood disorders (depression, childhood bipolar disorder), and eating disorders (anorexia, bulimia, binge-eating).
What you can do:
• be aware of traumatic events in a student’s life or in the community, which can trigger change
• be cognizant of how you talk with students and parents/guardians. Model language that avoids stigmatizing mental illnesses. For example, a student living with bipolar disorder versus ‘He’s bipolar.’
• notice whether your students have friends, how many, who they are (are they age- appropriate?) and how long they’ve had them
• observe whether they are functioning well
in school and managing their work; describe the behaviours you see (difficulty sitting still or taking direction)
• be aware of possible barriers to students getting effective help
• consult with your principal or vice-principal about your concerns
• consult with experts such as school board psychologists and social workers, where available
• keep good records and always document.
Supporting Students’ Mental Health: Advice to Members
The measure of mental wellness is being productive in daily activities, nurturing rela- tionships, adapting to change, and coping with stresses. Ontario Certified Teachers embrace
a professional ethical responsibility to educate students in safe, caring, accepting, inclusive and equitable environments and which honour their mental wellness, dignity, culture, language and heritage. Accordingly, OCTs understand and follow government and employer policies, procedures, protocols and expectations.
Create a supportive learning environment
Positive classroom environments promote good mental health, help to prevent problems or reoccurrences, and reduce the effects of mental health issues on students’ ability to learn. Do the culture and structures within your learning environments promote students’ mental health? Can students and staff talk about mental illness openly in terms that do not promote stigma?
Is there a School Support Team with information and strategies to support identified students or a school-based support plan that involves parents, family doctors, social workers, psychologists or others? Furthermore, are there opportunities for professional development on mental health?
27 “Child and Youth Mental Health: Signs and Symptoms”, ontario.cmha.ca/documents/child-and-youth-mental- health-signs-and-symptoms/
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