Module 2
Module 2
This module supports students to monitor and reflect on their own mental health and know when, where, and how to seek support, should they need it. Leaving space for students to think about and understand their own unique range of feelings and expressions is an important building block for knowing themselves, and in turn knowing when to seek support.
NOTE: Remind students that the focus is on learning facts and reliable information rather than sharing personal stories. If there is a situation a student would like to speak about, invite them to see you after class. You can also share ideas about additional resources at the end of each module.
It is important to provide students with a supportive transition to both open and close the learning. Before starting a module, it can be helpful to create a transition into the learning with a mindful practice. Likewise, these practices can be used to draw mental health learning to a close before moving forward with other classwork or activities. A list of easy-to-use activities and suggested prompts to encourage students to seek help are included at the end of each module so students can transition to the rest of their day in a positive way.
D1.6 - demonstrate an understanding of the relationship between mental health and mental illness and identify possible signs of mental health problems
Refer to the Health and Physical Education curriculum document for a variety of considerations to support planning and delivery of this learning for every student (e.g., students with special education needs and English Language Learners).
We are learning:
Co-develop success criteria with students using the following questions:
“How will we know we are achieving our learning goals? What will it look like/sound like?”
For example:
~ 5 minPURPOSE: To provide students with an opportunity to notice and reflect on their range of feelings.
NOTE:
TEACHER PROMPT
"Sometimes we may think of happiness as the preferred emotion. But a whole range of feelings can be healthy and important in helping us understand what is happening in our lives.
While some feelings may be more comfortable than others, all feelings can help tell us what we like, want, and need. That’s why it’s important to notice how we are feeling.
Today we are going to take some time to think about feelings that might be experienced differently by each of us. Some are unique to us, and some are shared with others, but all are important and valid."
Brainstorm: As a class, look through the emojis found in the My Mood Meter activity. Ask students to identify the feelings they might associate with each emoji. The activity can be found in the student notebook. A slide has also been provided if you wish to view it together.
Students may also have different ways of naming and expressing their feelings that may connect with their culture and identities. The purpose of this activity is not to create a one-size-fits-all list of feelings or bring students’ feelings into line with each other. It is for students to reflect on their unique feelings as part of knowing themselves.
Now choose a few of the emotions and invite students to name whether they feel each emotion is a comfortable or an uncomfortable feeling.
Some students may disagree and that’s okay. Feelings are experienced differently by each of us. For example, pride - some students are comfortable embracing and enjoying this feeling, while others may feel uncomfortable with the attention given by others based on the action or object that is the focus of the pride. A variety of factors including faith and culture can influence the way that students experience feelings.
Invite students to complete the My Mood Meter activity found in the student notebook. Students will look at each of the provided emojis and place them along the scale of ‘comfortable to uncomfortable’. Provide an opportunity for students to reflect on and share their thinking and process for their mood meter.
Encourage students to be thoughtful and take their time with their decisions. Reassure them that this does not have to be shared.
CURRICULUM
CONNECTION
This activity could complement learning in Strand A of the Health and Physical Education Curriculum - Identification and Management of Emotions.
A1.1 apply skills that help them identify and manage emotions as they participate in learning experiences in health and physical education, in order to improve their ability to express their own feelings and understand and respond to the feelings of others.
Reflection
Questions
(Space for responses is provided in the notebook.)
BRIGHT
IDEAS
The emojis in 'My Mood Meter' have not been labelled. This was intentional. Students may interpret these images in a variety of ways. Consider taking time to discuss with students what feeling each emoji expresses to them. This is a good opportunity for students to see that everyone may not respond or interpret feelings in the same way. There are personal, cultural, faith-based, and other influences in terms of individual context and comfort.
TRY IT!
Your mental health matters too! Consider doing this activity alongside students. What are comfortable and uncomfortable feelings for you? Where do you think that comes from? What or who do you think influences the way you experience certain emotions?
~ 15 minPURPOSE: To discuss the healthy range of feelings we all have, how to notice when uncomfortable feelings last too long, and when it may be time to seek support.
TEACHER PROMPT
"We just talked about noticing the range of feelings we all have, including those that are comfortable and uncomfortable for each of us. Now we are going to talk more about our feelings and when uncomfortable feelings may last too long, be extra intense, or get in the way of what we want to do. Knowing when our feelings are out of balance can be a clue for us that it may be time to adjust our strategies. One strategy may include reaching out for help from a school mental health professional or another caring adult."
A video has been provided to assist in this learning. View the video with students and engage in the discussion questions provided. The video has been prepared with pauses built in for this discussion. The discussion questions and space to take notes are provided in the student notebook.
~ 15 minPURPOSE: To help students know when, where, and how to seek support, should they need it; to help them understand the steps to take, should they need support.
NOTE: This activity provides an important reminder that mental health is complex and shaped by a wide range of factors, including (but not limited to) genetics, brain health and social, cultural, and environmental factors.
Here are some suggestions to encourage the use of a range of supports when signs of a mental health problem arise:
Additional information on supporting students is available in the Educator Guide. Learning in this module will be built on in grade 8 (Module 8.3: How to Help a Friend – Seeking Support for Others while Caring for Ourselves).
TEACHER PROMPT
"In the video we watched a student named Cora reached out for support, and it helped her feel less stuck. Seeking help when we need it can be a great strategy to support our mental health. Today we are going to talk about the ’when, who, what, where’ of finding support, should you need it. Everyone’s supports will look different. As we work through this activity, think about what might work for you."
Use the prepared slide deck containing conversation starters to have a class discussion about seeking help for mental health problems when they arise.
Each conversation starter has been provided on an individual slide. Share the first question slide and then pause for class discussion.
Move on to the “answer” slide, which shares information related to each question.
Students may reflect on which information they were familiar with, any new information, and any additional ideas that are sparked by the slide.
Repeat the process for each set of slides (the question and the response).
Noting which slides seem to provide new information for students can help guide you as you move through the conversation starters section of this activity.
STUDENT
VOICE
Leave space and opportunity for students to lead this process. Encourage them to share what they know. This will help you understand what students see as supportive, what information is familiar, and where there may be gaps in their learning.
REFLECTION
QUESTIONS
(extension – space for responses is provided in the student notebook)
What kinds of things could we do as a class or school to help each other feel comfortable seeking support for our mental health when we need to?
BRIGHT
IDEAS
Consider posting information about help for mental health in your classroom and around your school. Ensure that resources are available in a variety of ways, such as on the back of bathroom stall doors or electronically on a website or shared class platform. This allows students to access them privately.
~ 5 minPURPOSE: to give students the opportunity to reflect on the learning and share their ideas.
NOTE: this student reflection is intended to be flexible. You may ask students to reflect individually or share their reflections (e.g., orally with a partner or the larger group, or through sticky notes or other digital tools). Students may also capture their reflections in their notebook.
What did you find interesting or helpful about what you learned?
Did anything surprise you? Is there anything you are still wondering about?
Has anything changed in terms of the way you think about mental health?
What new resources did you discover? Did you find new people, places, or things to add to your circle of support?
KEY LEARNING
A supportive transition to and from mental health learning is recommended. A list of easy-to-use transition activities, as well as suggested prompts to support seeking help can be found on the Supportive Transitions Tip Sheet. It is an important part of the learning and should be repeated each time the module is paused or completed.
You can use this brief parent/guardian communication to share and continue the learning following student participation in this module.
