Page 8 - Professional Advisory: Supporting Students' Mental Health

Learn to recognize behaviours of concern
Social inclusion, freedom from discrimination, and violence and access to economic resources are key determinants of mental health. Learn to recognize the characteristics of mental illness in students and take action. Are there chronic health problems, a family history of illness or disorder, or family conflict or intergenerational trauma? Has a family doctor been consulted? When is it appropriate to inform your school’s health and wellness team and school adminis- trators about your concerns? Do you know the factors associated with higher risk of mental health difficulties? Can you determine what constitutes a crisis (abuse, self-harm, suicide attempts, threats to others)?
Intervene appropriately
Approach students with potential mental health concerns with sensitivity, empathy and under- standing. Use positive, accepting language and offer positive options. Acknowledge anger, but don’t accept abusive, offensive language, and don’t argue. Ask if there’s someone they usually get support from who you can call on their behalf. If students are at risk of harm, act immedi-
ately according to your employer’s policies and protocols. Always maintain professional bound- aries when providing support.
As required, inform and involve colleagues, parents, and other para-professionals. Other regulated professionals who may be essential in the care and delivery of programs and services may include audiologists, speech-language pathologists, occupational therapists, physio- therapists, psychologists, psychological asso- ciates, and social workers. Whenever possible, collaborate with other partners such as elders, knowledge keepers, Indigenous organizations or members of a faith community.
Be sensitive
Recognize and appreciate that there may be community, religious and cultural differences that affect student and parent choices regarding mental health illnesses and treatment. Validate their feelings and hear their concerns. Speak simply and succinctly. If necessary, repeat things. Avoid language that creates stigma. Allow students time to process information and to respond. Let them know you’re listening. Most importantly, demonstrate patience, calm and
a willingness to help. In some cases, it may be helpful to suggest practices such as yoga, jour- naling, prayer, cultural ceremonies, volunteering, exercising or connecting with nature to help students manage stress.
Act professionally
Always maintain a professional relationship
with students and recognize that each situation is different. Respect students’ personal space when addressing concerns about behaviour. Ensure that they understand what you can and cannot do in your role. With respect to communi- cating electronically online and via social media, act online as you would as a professional in person.28 Observe, listen, inform and involve others, but do not counsel unless this is your role and you have the appropriate training. As well, do not disclose confidential information.
Beware of over-care or over-stepping bound- aries. For example, be aware that some students can misconstrue help as intimacy. Consult your principal or vice-principal frequently.
Professionals also practise self-care. Recognize your stressors and know the resources that are available to you.
28 Professional Advisory: Use of Electronic Communication and Social Media, Ontario College of Teachers, Sept. 27, 2017; oct.ca/resources/advisories/use-of-electronic-communication-and-social-media
6 PROFESSIONAL ADVISORY: SUPPORTING STUDENTS‘ MENTAL HEALTH