While school staff are not expected to treat mental health difficulties, they play a key role in providing everyday support that promotes belonging and mental health. As trusted adults, school staff are well-positioned to provide the immediate support that can make a difference in a student’s daily experience. They can provide this support by listening, acknowledging the student’s concerns, making connections to needed services, and helping promote a sense of wellness and stability at school. This can also mean working with mental health service providers to reinforce skills and strategies designed to help the student to be successful at school. 

Why this is important 

While some students will require formal mental health services from a regulated professional for a diagnosed mental health disorder, many young people need only supportive care from a trusted adult at school, home or in the community. At school, student support staff, guidance teachers, student success teachers, graduation coaches, special education teachers, chaplains and others can play a pivotal role in helping young people through difficult emotions and circumstances.  

How caring adults can provide support at school 

There are a few key practices that assist with this important support role: validation, psychoeducation (targeted mental health literacy), amplifying the strategies students already have, calming strategies, problem-solving support, and reinforcement of strategies recommended by mental health professionals. 

Validation

Emotional validation is the process of listening without judgement to a student and acknowledging their emotional experience rather than trying to change it. Emotional validation centres the emotional experience, wisdom and strengths of students. It involves intentionally engaging with cultural humility by reflecting on our own biases and assumptions and remaining open and curious about the unique ways that students have of identifying, expressing and coping with emotions. Listening and validating a student’s emotions is a response, and sometimes nothing else is needed.

Psychoeducation (mental health literacy)

Learning about mental health at school can help students build skills and routines that promote well-being. It can also assist with managing stress, recognizing signs of common mental health problems and knowing where and how to seek support if needed. Beyond reinforcing students’ general mental health literacy, caring adults can introduce psychoeducation that is targeted for individual student understanding and areas of need. For example, learning about the connections between thoughts, feelings and actions can be a helpful primer for understanding feelings of anxiety they may be experiencing. Similarly, psychoeducation about digital media and balanced device use contributes to safe and healthy personal choices in this area.

Amplifying the strategies students already have 

As caring adults, school staff can play an important role in amplifying the strategies that students already have and that have worked for them, or those strategies that they feel will support them in the way they need now or in the future. What’s important is that students are supported to recognize what works for them, and that schools create environments where students can explore a variety of strategies to support their mental health and well-being and choose the ones that are right for them. Students can learn that strategies that work now may be less helpful in the future, and vice versa, so it can be helpful to try a range of practices that they may find supportive.

Calming strategies 

Calming strategies are things we can do to help our minds and bodies feel more steady, focused and balanced, especially during times of stress or overwhelm. Everyone feels calm in different ways. For some, calm feels quiet; for others, it feels energized and active. These strategies may include breathing and grounding techniques, visualization activities, spending time on the land or with friends/community, etc.  

Resources to support calming

• Classroom resource
• Website

Everyday Mental Health Practices

• Classroom resource
• Lesson plan
• Video / webinar

Stress Management and Coping Virtual Field Trips

• Classroom resource
• Social media graphics
• Video / webinar

Mental Health Literacy and Anxiety Management Social Media Bundles

• Available in multiple languages
• Available in print
• Classroom resource

Social-Emotional Learning Posters

Problem-solving support 

Problem-solving is an everyday skill that impacts all parts of a student’s life. Students can use a range of problem-solving strategies to navigate academic challenges, interpersonal difficulties (e.g., peer conflict) and life stressors over which they have some control. Students that develop a foundation of social problem-solving skill through repeated practice are able to use their decision-making skills to manage choice-making and complex social interactions.  

Resources to support problem-solving

• Classroom resource
• Website

Everyday Mental Health Practices

• Available in print
• Guide/tool

My Circle of Support – Student Help-Seeking Resource

• Available in print
• Classroom resource

No Problem Too Big or Too Small: student help-seeking resource

Reinforce recommended strategies

Feeling like part of a team can make a significant difference for a child who is accessing treatment for mental health struggles, and school staff have an essential role to play. When students are receiving mental health interventions, mental health professionals often offer recommendations to support the student in the classroom and at school. It is important that school staff learn about and discuss strategies with the student, parent/caregiver and mental health professional, and, when possible, to put these into action in a meaningful way. For example, if a student is experiencing anxiety about coming to school, the recommendation might be for them to check in with a caring adult each day at school. This can help the student feel steadier and more supported as they navigate their emotions. The recommendation for a student who is nervous about speaking in class might be for the educator and student to work out a signal to indicate when the student may be feeling ready to be called on to answer a question. School staff are well positioned to provide ongoing daily support to students receiving mental health interventions.

Recognizing when more support may be needed

Sometimes, changes in a student’s expression of thoughts, feelings or actions may signal an emerging mental health concern. To learn more, visit Noticing signs of emerging student mental health concerns 

Common mental health concerns

Struggles with attention, mood and anxiety are common mental health concerns in youth. Knowledge of common mental health concerns can help school staff feel more confident in providing support through everyday actions within school environments and may help with early identification and support.

Every student is unique, and what works for one individual may not work for another. Mental health needs can also change over time, requiring more or less support. It is important to know each student and continually collaborate with those in their circle of support.  

Anxiety at school  

Most of us feel anxious from time to time. And while it can be uncomfortable, anxiety is often a helpful emotion. Some levels of anxiety can help us with focus and performance. You can help students learn to recognize and manage anxious feelings, and you can connect them with more support if they feel that these changes are causing increased distress, are often present and are impacting their daily life.

Here are some everyday strategies to try: 

• Have predictable daily routines and tell students about changes in advance. 
• Normalize the experience of anxiety and work to reduce potential sources of stress at school. 
• Recognize that students may experience or express anxiety differently depending on their cultural background and personal circumstances. 
• Teach/reinforce time management and study skills so that students feel more prepared and confident for tests and assignments. 
• Help students break down large tasks into manageable pieces. 
• Take time to practice stress–reduction techniques in the classroom and model effective strategies – see our resource section for tools you can use in the classroom to help students develop these skills. 
• Reinforce identity-affirming, social-emotional skills like problem-solving, decision-making and conflict resolution. 
• Encourage healthy risk-taking and reinforce students for solid effort, maintaining a growth mindset. 
• When students are struggling with a new skill, remind them to be gentle with themselves and to take the time they need to learn and practice. 
• Set up ways for all students to comfortably participate in class (e.g., talking in small groups for students who may be shy or new language learners). 

If you notice changes in a student that may be related to anxiety concerns and are causing distress or getting in the way of their learning, monitor and note your observations and try targeted classroom strategies. 

Targeted support for students experiencing anxiety 

While these strategies have been designed with the classroom in mind, many can be applied to other settings in the school environment.

Attention at school

Many students will occasionally have difficulty paying attention, managing their impulses or completing tasks. Class-wide strategies and supports can help every student maintain focus and optimize learning.

For most students, general strategies and support will be enough to help them maintain attention. We can help students learn skills for focusing their attention, staying on task, waiting their turn, etc., to help them engage and be more available for learning

Here are some everyday strategies to try in your mentally healthy learning environment: 

• Maintain a welcoming and positive environment with clear expectations. 
• Have predictable classroom routines and tell students about changes in advance. 
• Use visual reminders and prompts. 
• Teach/reinforce/model time management skills, helping students chunk assignments and use class time well (e.g., using a calendar/agenda). 
• Teach/reinforce study skills, helping students prepare for tests in advance and be methodical during test-taking (e.g., strategies for checking work). 
• Offer a range of engaging ways for students to access information and demonstrate their strengths. 
• Create a culture of caring within your classroom, through which students know they can ask for help when needed. 
• Design environments that minimize crowding and distractions. 
• Consider creating spaces that may assist with concentration when students are trying to focus. 
• When students struggle with attention and hyperactivity/impulsivity occasionally, remind yourself that they are learning executive functioning skills and that this takes time. 

If you notice changes in a student that may be related to attention concerns and are causing distress or getting in the way of their learning, monitor and note your observations and try targeted classroom strategies. 

Targeted support for students struggling with attention 

While these strategies have been designed with the classroom in mind, many can be applied to other settings in the school environment.  

Mood at school

Everyone experiences periods of sadness or irritability from time to time. For most students, occasional difficulties with mood are short-lived. Sometimes though, concerns with mood are associated with a diagnosable mental illness that requires assessment and support from a mental health professional.

Most students will do well with general support for their mental health. Here are some everyday strategies to try in your mentally healthy learning environment:

• Greet each student warmly every day.
• Show them that you are glad they are part of your class and pleased that they are at school today.
• Consider including time at the beginning of class for checking in and connecting with students as they settle into the academic work.
• Show an interest in student stories, opinions and concerns. They may be “trying on” new ideas, and you can help to influence this in positive ways through careful listening and support.
• Develop understanding and vocabulary around mental health within the classroom to reduce stigma for students who may be struggling.
• Convey by your words and actions that each day offers the chance for a fresh start.
• Notice when students are late or absent frequently, and wonder why, especially if this is a behaviour change. Offer a warm welcome to those struggling to get to school.
• Reduce stigma by normalizing emotional ‘ups and downs’ and by being a good model for coping with life stress.

Encourage participation and active engagement in classroom life.

If you notice changes in a student that may be related to a mood concern and are causing distress or getting in the way of their learning, monitor and note your observations and try targeted classroom strategies.

Targeted classroom support for students experiencing mood challenges

While these strategies have been designed with the classroom in mind, many can be applied to other settings in the school environment.

For a student at risk for a mood concern, the following strategies may help to prevent things from escalating or may minimize the impact. The same strategies may also support recovery from a diagnosed mood disorder. Working with the student, their family and involved mental health professionals is important to ensure that the strategies used best meet the student’s needs.

• Pay particular attention to Tier One everyday strategies for students at greater risk (they may benefit from a higher “dose” of these caring practices).
• Check to see that there is a support person (you, another teacher, a school administrator) available to quietly welcome the student to school and/or to check-in with the student during the school day.
• Acknowledge the effort required to attend class each day, as appropriate.
• Provide support to help with school performance, like offering advance organizers, checking student understanding of concepts and tasks and giving ample notice for tests, assignments and other deadlines.
• Limit timed tasks and other stressful academic demands.
• Chunk assignments and provide support and encouragement for attempting schoolwork.
• Correct errors or suggest improvements in the context of offering praise and support.
• Set realistic expectations and priorities collaboratively, including the student whenever possible, providing accommodations for learning (e.g., extra time for tests and assignments).
• Develop a classroom coping plan with the student (this may include developing signals to indicate when they need extra support, or to remind them of a coping strategy).
• Look for natural opportunities to teach/reinforce problem-solving, relaxation techniques and other coping skills.
• Develop a home-school communication system to share information about the student’s academic, social and emotional progress.
• Be aware that some situations may be particularly difficult for the student. Understand that refusals to participate may be associated with their mood challenges.
• If students fall behind academically, reassure them that they can catch up. Show them the steps they need to take and be flexible and realistic about your expectations.
• Model an optimistic outlook and help the student to ‘find a silver lining” when challenges occur.
• If a student is returning to school following hospitalization or a prolonged absence, work collaboratively with the student, their family and their support team to develop a plan of specific strategies for reintegration that considers issues of stigma, workload, missed content and reassurance.
• Be aware and familiar with your board’s procedures for dealing with students who are expressing suicidal thoughts.

Identity-affirming classroom support

Students’ mental health experiences are shaped by their identities, cultures and lived experiences. When classroom supports are identity-affirming, they support learning environments where every student can thrive.

Identity-affirming classroom support includes:

• acknowledging that experiences of stress, trauma and resilience are diverse and individual to every student
• recognizing how racism, discrimination or bias can impact student well-being
• adapting strategies to reflect cultural understandings of wellness and communication and abandoning practices that do not
• partnering with families and community members to build a shared understanding of student needs
• avoiding assumptions related to behaviour and communication, understanding that emotions and coping can be expressed in a variety of ways that are often informed and influenced by student identities

When support honours identity and community context, students are more likely to feel welcomed, respected and understood, and classrooms become powerful spaces for prevention and care.

Resources

What to do if you’re concerned about a student’s mental health

• Guide/tool

ONE-CALL Desk Reference

Learn

• Guide/tool

Supporting Minds Strategies at a Glance