My son is in grade 8 and has been using Google Classroom for some of his classes. I find this to be a very effective tool but it requires him to be self motivated and I can see how this could be difficult for some students and or parents who are not actively checking. This approach doesn't require him to bring books back and forth etc..he can have access at anytime. This has been teaching him many tools that he will find useful when he is in Post Secondary and in his career.

This would be an absolutely amazing opportunity and one I wish we could implement within my school- we have several people who are using technology in very educational and innovative ways but they do this with their own classes. How wonderful it would be if we could be trained by our peers. It would segue nicely into building relationships and collaboration.

This reminds me of some Health Curriculum aspects- teaching students social and community health and well being. I recently used a lesson about Video Game Avatars that can affect body image.

We had a surge of accessibility to technology a few years ago; we have ipads in each class but we have not received training on how to use them appropriately for our individual grade levels and or for someone like myself who needs to be shown more than once- this can be daunting.

We took a course called Mental Health First Aid through the Mental Health Commission of Canada- our School Psychologist is a registered trainer - if you would like to do the same check out https://www.mhfa.ca/en/form/looking-mental-health-first-aid-training?gclid=EAIaIQobChMI-7vKsIjb4AIV6B-tBh221gKrEAAYASAAEgKwN_D_BwE

In my experience, we address this issue by creating "Care Teams" with the students, parents (care-givers), teachers, counsellors, school psychologist and Principal. Frequent check ins and areas within the school environment are created to accommodate a variety of emotional needs. We did not always have this line of communication and supports in place and the difference is astonishing.

I have to wonder if a scale will be developed and or is already being developed similar to the ones used for assessing LD's and or ADHD etc... during the IEP process- I noticed we spend a great deal of time during the psych ed assessments filling in forms focussing on daily behaviours so why not also target the anxiety piece where often times it is anxiety misdiagnosed and symptoms can be related to trauma and with proper support can be treated.

This is definitely problematic when teachers are not communicating concerns to the mental health professional affiliated with the school- when they collaborate with others and advocate for proper diagnosis great results are had. Otherwise, student continue to fall through the cracks.

Test

This is a key point as I find that many educators might jump to conclusions when dealing with a particularly shy student and mistake that for a social anxiety. I also wonder if we can rely on audio/video technology to assist with the sefl-consciousness and avoidance. These can be used at home or in a safe space and then shown to the teacher or class.

Sadly, this has been a pattern in my own family- I have lost six uncles to alcohol/drug abuse which was a coping mechanism to deal with their mental illnesses and anxiety. One uncle was diagnosed with bi-polar schizophrenia and I am certain there are many undiagnosed male members of my family.

I have had a student with a severe peanut allergy and had developed anxiety around the possibility of someone nearby causing a reaction. Some of his peers and younger students thought it was funny to tease him saying they had peanuts in their pockets and or on their person. I felt so awful for him and discovered that there had not been a formal session educating others about allergies so we spent a great deal of time discussing them and the way he felt when people were teasing him.

I have dealt with this over the years and one thing that has helped me was to maintain as many of the pre-trauma routines so the student knows I am consistent. It is a fine line I have trouble with because I want to acknowledge the symptom or behaviour with empathy but also want to maintain a certain level of normalcy which is where being in close contact with home and counselling supports in the school is best.

I have noticed this is also possible with a parent and child - where the child needs support keeping the high expectation /anxiety of self at a manageable level but the parent needs to do the same.

This reminds me of the Zones of Regulation Program that we use at my school and the Tools for Taming and Trapping Worry Dragons.