{"id":599,"date":"2014-11-27T09:01:27","date_gmt":"2014-11-27T14:01:27","guid":{"rendered":"https:\/\/familyengagement.nipissingu.ca\/?p=599"},"modified":"2019-07-22T15:22:35","modified_gmt":"2019-07-22T19:22:35","slug":"family-school-ways-to-well-being-were-all-in-this-together","status":"publish","type":"post","link":"https:\/\/wpms.nipissingu.ca\/familyengagement\/2014\/11\/27\/family-school-ways-to-well-being-were-all-in-this-together\/","title":{"rendered":"Family-School Ways to Well-Being &#8211; We&#8217;re All in This Together!"},"content":{"rendered":"<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-637 aligncenter\" src=\"https:\/\/wpms.nipissingu.ca\/familyengagement\/wp-content\/uploads\/sites\/26\/2014\/11\/child.jpeg\" alt=\"child\" width=\"320\" height=\"249\" srcset=\"https:\/\/wpms.nipissingu.ca\/familyengagement\/wp-content\/uploads\/sites\/26\/2014\/11\/child.jpeg 468w, https:\/\/wpms.nipissingu.ca\/familyengagement\/wp-content\/uploads\/sites\/26\/2014\/11\/child-300x233.jpeg 300w, https:\/\/wpms.nipissingu.ca\/familyengagement\/wp-content\/uploads\/sites\/26\/2014\/11\/child-192x150.jpeg 192w, https:\/\/wpms.nipissingu.ca\/familyengagement\/wp-content\/uploads\/sites\/26\/2014\/11\/child-150x116.jpeg 150w\" sizes=\"auto, (max-width: 320px) 100vw, 320px\" \/><\/p>\n<p style=\"text-align: justify\">Student well-being is an increasing concern for home and school. Many children and youth experience bouts of anxiety, stress, and isolation at some point over the course of their educational careers.\u00a0Families and schools that make well-being a priority emphasize strong relationships, positive communication, risk-taking, self-confidence, and management of\u00a0physical health and emotions. This can seem like a daunting task, but with a systematic plan that emphasizes\u00a0what we\u00a0already do, families and schools\u00a0can work together in an ongoing and seamless manner.<!--more--><\/p>\n<blockquote>\n<h3>A Note to School<\/h3>\n<p style=\"text-align: justify\">Today, my child didn\u2019t want to go to school. He said that he felt like he didn\u2019t belong, and that he didn\u2019t have any friends. We watched <a href=\"https:\/\/www.youtube.com\/watch?v=kGhLeDugztY\" target=\"_blank\" rel=\"noopener noreferrer\">Sesame Street&#8217;s Good Birds&#8217; Club<\/a><span style=\"color: #000000\">\u00a0where Big Bird was being bullied into changin<\/span>g who he was just to fit in. We discussed what we like about ourselves and that we should be happy to be ourselves. I wonder how to talk to him, make him feel valued, and\u00a0help him to feel that he belongs.<\/p>\n<p>a mindful parent<\/p><\/blockquote>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">Families need\u00a0to know that their children are progressing well in terms of intellectual and social-emotional learning. The intellectual side of learning is often taken care of by the curriculum \u2013 both that which is stated and that which is not. Schools host curriculum nights, such as math and literacy, in order to respond to needs identified by parents. The curriculum is clear in terms of what children and youth need to know.<\/p>\n<p style=\"text-align: justify\">But\u2026 the social-emotional is a little trickier. Without any intent, children often develop a sense of isolation in the school system \u2013 they make a poor decision, they are not chosen to be in a particular group, or they don&#8217;t\u00a0do as well as their best buddies do. It is alarming for families to hear that their child doesn\u2019t want to go to school or doesn\u2019t feel like he belongs, or even more heart-breaking, that she doesn\u2019t have any friends.<\/p>\n<ul style=\"text-align: justify\">\n<li>What is well-being, and how can schools and families work together to enhance and promote it?<\/li>\n<li>What does well-being look and sound like in the classroom, on the schoolyard, in the school community, and at home?<\/li>\n<\/ul>\n<p style=\"text-align: justify\"><a href=\"http:\/\/www.edu.gov.on.ca\/eng\/about\/renewedvision.pdf\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-636\" src=\"https:\/\/wpms.nipissingu.ca\/familyengagement\/wp-content\/uploads\/sites\/26\/2014\/11\/wellness-poster.jpg\" alt=\"wellness-poster\" width=\"260\" height=\"128\" srcset=\"https:\/\/wpms.nipissingu.ca\/familyengagement\/wp-content\/uploads\/sites\/26\/2014\/11\/wellness-poster.jpg 500w, https:\/\/wpms.nipissingu.ca\/familyengagement\/wp-content\/uploads\/sites\/26\/2014\/11\/wellness-poster-300x148.jpg 300w, https:\/\/wpms.nipissingu.ca\/familyengagement\/wp-content\/uploads\/sites\/26\/2014\/11\/wellness-poster-250x123.jpg 250w, https:\/\/wpms.nipissingu.ca\/familyengagement\/wp-content\/uploads\/sites\/26\/2014\/11\/wellness-poster-150x74.jpg 150w\" sizes=\"auto, (max-width: 260px) 100vw, 260px\" \/><br \/>\nOntario\u2019s renewed vision for education<\/a> cites <em>promoting student well-being<\/em> as a primary goal, indicating that <em>all children and students will also develop enhanced mental and physical health, a positive sense of self and belonging, and the skills to make positive choices.<\/em><\/p>\n<p style=\"text-align: justify\">Well-being depends on a complex\u00a0interaction between family and school where parent knowledge and wisdom are carefully considered within the context of school. Families know their children, best and what might be perceived at school as bravado, helplessness, silliness, or lack of care on a child\u2019s part \u00a0may be masking a deeper feeling of hurt, insecurity, and isolation. Well-being or positive mental health (as defined by the <a href=\"http:\/\/www.phac-aspc.gc.ca\/mh-sm\/mhp-psm\/index-eng.php\" target=\"_blank\" rel=\"noopener noreferrer\">Public Health Association of Canada<\/a>) is \u201cthe capacity of each and all of us to feel, think, and act in ways that enhance our ability to enjoy life and deal with the challenges we face. It is a positive sense of emotional and spiritual well-being that respects the importance of culture, equity, social justice, interconnections, and personal dignity.\u201d At its best, it is characterized by resilience, commitment to an active lifestyle, and the experience of flourishing (Carney &amp; Parr\u00a0(2015):\u00a0<a href=\"https:\/\/www.edu.gov.on.ca\/eng\/literacynumeracy\/inspire\/research\/WW_ResilientFlourish.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Resilient, Active, and Flourishing: Supporting Positive Mental Health and Well-Being in School Communities.\u00a0<\/a>).<\/p>\n<p style=\"text-align: justify\"><strong>First and foremost, recognize that everybody, everywhere, is a teacher of well-being. <\/strong>This can be accomplished by sharing inspirational poems and songs such as <em><a href=\"http:\/\/www.empowermentresources.com\/info2\/childrenlearn-long_version.html\" target=\"_blank\" rel=\"noopener noreferrer\">Children Learn What They Live<\/a><\/em> by Dorothy Law Nolte, \u00a0<a href=\"https:\/\/www.youtube.com\/watch?v=M_hYdywoV_Q\" target=\"_blank\" rel=\"noopener noreferrer\"><em>Teach Your Children Well<\/em><\/a> by Crosby, Stills, and Nash, or <a href=\"https:\/\/www.youtube.com\/watch?v=4cVpkzZpDBA&amp;index=9&amp;list=ALBTKoXRg38BDUOXIjnU9s3wTTFaHMNGej\" target=\"_blank\" rel=\"noopener noreferrer\"><em>Flowers are Red<\/em> <\/a>by Harry Chapin.<\/p>\n<p style=\"text-align: justify\"><strong>Post key messages and\u00a0posters in prominent areas of the\u00a0school. <\/strong>Use the messages\u00a0each day in\u00a0the\u00a0classroom so that they\u00a0become part of children&#8217;s meta-talk. Send\u00a0home reminder postcards\u00a0with children. \u00a0I think I can,\u00a0I think I can, I think I can&#8230; I knew\u00a0I\u00a0could!<strong><br \/>\n<\/strong><\/p>\n<p style=\"text-align: justify\"><strong>Share\u00a0resources that enhance thinking about well-being &#8211; what it is and what it is not.\u00a0<\/strong>Have a family section in the library (or in the front entry way of the school) that makes\u00a0reference texts available to families\u00a0wishing to\u00a0explore well-being. While this is not a comprehensive list, it is a starting point for schools and families interested in exploring simple, easy to manage strategies that enhance understanding about the well-being of children, youth, families, and schools.<\/p>\n<ul style=\"text-align: justify\">\n<li><i>Well-Aware:<\/i>\u00a0<em>Developing Resilient, Active and Flourishing Students<\/em>, Patrick Carney, Pearson, 2015. Hot off the presses, Carney presents a school, class, family, and community approach to well-being. He asks us to reconsider some of what might have once been viewed as negative as gift\u2026 for example, the gift of energy or excitement.<\/li>\n<li><em>The Conscious Parent: Transforming Ourselves, Empowering Our Children<\/em>, Shefali Tsabary, Namaste, 2010 details the power of learning alongside children in mutual and reciprocal partnership.<\/li>\n<li><a href=\"http:\/\/stbenedicts.act.edu.au\/srcfiles\/INSIGHTS10waystopromotegoodmentalhealth.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">10 Ways to Promote Good Mental Health and Well-Being in Kids<\/a> outlines well-being as\u00a0a set of choices made by families &#8211; for many it will be reinforcement of their way of being; for others, it will provide important insights.<\/li>\n<li><em>10 Mindful Minutes<\/em>, Goldie Hawn, Rutledge, 2011 offers simple, effective ways for families to create calmer, kinder, and happier environments that reduce stress and anxiety.<\/li>\n<li><em>Mindful Teaching and Teaching Mindfulness: A Guide for Anyone Who Teaches Anything,<\/em> Deborah Schoeberlein with Suki Sheth, Wisdom, 2009 presents an approach that nurtures \u00a0emotional balance, reflective thinking, \u00a0and empathic relationships.<\/li>\n<li><em>Planting Seeds: Practicing Mindfulness with Children,<\/em> Thict Nhat Hank and the Plum Village Community, Parallax Press, 2011 outlines a range of hands-on activities to increase concentration and confidence, relieve stress, communicate effectively, and address difficult emotions.<\/li>\n<li><em>Quiet:<\/em><i> The Power of Introverts in a World that Can&#8217;t Stop Talking<\/i>, Susan Cain, Broadway Books, 2013<i>\u00a0<\/i>discusses how we see introverts, how they see themselves, and the stories of many\u00a0successful introverts.<\/li>\n<\/ul>\n<p style=\"text-align: justify\"><strong>Engage families in collaborative exploration of positive mental health and well being. <\/strong><\/p>\n<ul style=\"text-align: justify\">\n<li>Have a corner of the newsletter that highlights one or two easy to implement\u00a0strategies that enhance\u00a0well-being at home and at school.<\/li>\n<li>Invite families to sit in on mindful meditations or yoga moments at\u00a0school to see how it all works.<\/li>\n<li>Suggest quiet and calming music that might accompany more stressful\u00a0moments of homework or studying.<\/li>\n<li>Use\u00a0the texts listed below (literature to TedTalk) to highlight one\u00a0key message a week (at times, this might be supplemented with\u00a0kits or sets of questions, sentence starters, props, response tasks, etc., each of which supports\u00a0the work of the classroom). For example, In response to Scaredy Squirrel, what do we have in our family emergency kit? What do we wonder about? What do we like about ourselves as individuals, as families? Has there ever been a time when you felt like you didn\u2019t fit in or belong? Have you ever felt like the\u00a0character or person in the text? Remember, if we want them to talk, we must give them something to talk about.<\/li>\n<\/ul>\n<p style=\"text-align: justify\"><strong><a href=\"https:\/\/wpms.nipissingu.ca\/familyengagement\/wp-content\/uploads\/sites\/26\/2014\/11\/great.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright  wp-image-638\" src=\"https:\/\/wpms.nipissingu.ca\/familyengagement\/wp-content\/uploads\/sites\/26\/2014\/11\/great.jpg\" alt=\"great\" width=\"153\" height=\"153\" srcset=\"https:\/\/wpms.nipissingu.ca\/familyengagement\/wp-content\/uploads\/sites\/26\/2014\/11\/great.jpg 225w, https:\/\/wpms.nipissingu.ca\/familyengagement\/wp-content\/uploads\/sites\/26\/2014\/11\/great-150x150.jpg 150w\" sizes=\"auto, (max-width: 153px) 100vw, 153px\" \/><\/a>In the\u00a0earlier\u00a0years, use picture books to foster family conversations about well-being and real-life situations that might be tricky to discuss.<\/strong>\u00a0Concepts that underpin well-being can be explored\u00a0with the use of children&#8217;s literature and texts that are readily available (e.g., video, movie, multimedia, resource). Children, youth, schools, and families can explore the concepts\u00a0and relate\u00a0to characters or real people in the media in ways that might pose difficulty in real life. Sample texts include, but are certainly not limited to:<\/p>\n<ul style=\"text-align: justify\">\n<li><em>Scaredy Squirrel, <\/em>Melanie Watt, Kids Can Press focusses on risk-taking and how we need to take small steps in order to build confidence and willingness to take risks. Children can identify things that scare them, what they might put in their emergency kits, their own daily routines, and feelings associated with taking a risk or trying something unfamiliar. See suggestions for reading aloud at <a href=\"http:\/\/www.kidscanpress.com\/Assets\/Books\/w_ScaredySquirrel_1858\/PDFs\/ScaredySquirrel_1858_storytime.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Kids Can Press.<\/a><\/li>\n<li><em>The Most Magnificent Thing, <\/em>Ashley Spires, Kids Can Press, 2014 shows a young girl who tries not once, not twice, but many times to build the most magnificent thing. Reminiscent of Edison who said, \u201cI have not failed, I have just found 1000 ways that won\u2019t work,\u201d what she finds in the end is that each thing that she has built along the way contirbutes to her most magnificent thing. See a multi-lesson learning experience at <a href=\"http:\/\/www.scholastic.com\/teachers\/top-teaching\/2014\/10\/design-thinking-lesson-connects-classmates\" target=\"_blank\" rel=\"noopener noreferrer\">Scholastic<\/a>.<\/li>\n<li><em>I Like Myself, <\/em>Karen Beaumont, Scholastic, 2010 and <em>What I Like About Me<\/em>, Allia Zobel-Nolan, 2005, Readers Digest support students in building self-confidence, understanding that difference makes us special, and identifying what it is they like about themsleves. We all have strengths, and sometimes we just need a little help to discover and articulate them.<\/li>\n<li><em>The Way I Feel, <\/em>Janan Cain, Scholastic, 2000 and <em>Feelings<\/em>, Aliki, Greenwillow, 1986 allow children to make connections between their daily experiences and feelings, Discussion questions include: What are some feelings you remember having? What were you doing when you had that feeling? Talk about a time when you felt happy, sad, excited, angry, etc. What are the best ways to express these feelings? Ultimately, the goal of such discussions is to share the message that we all have similar feeling and are really not that different at all; what might differ is how we express our feelings. Check out this\u00a0full week plan for <a href=\"http:\/\/www.freespirit.com\/files\/OTHER\/3-5_lesson.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Grades 3-5<\/a>.<\/li>\n<li><em>I Wonder<\/em>, Annaka Harris, Four Elephants Press, 2013, frees children and adults to be curious, uncertain, and okay with the many things we don\u2019t know. It would serve as a wonderful springboard to conversations about what we wonder about and what we don\u2019t know.<\/li>\n<li><em>Ripple\u2019s Effect<\/em>, Shawn Achor and Amy Blankson, Little Pickle Press, 2012 shares the message that being happy in this world is a choice we make. It demonstrates the difference that just one individual can make by being positive. You can find the publisher\u2019s lesson plans at <a href=\"http:\/\/info.littlepicklepress.com\/download-lesson-plans-ripples-effect\" target=\"_blank\" rel=\"noopener noreferrer\">Little Pickle Press<\/a>.<\/li>\n<li><em>What Do You Do With An Idea?<\/em> Kobi Yamada, Compendium, 2014 and <em>Wings of Change<\/em>, Franklin Hill, Hushion House, 2001 foster open conversation about persistence, resilience, belief in oneself, and openness to small successes.<\/li>\n<li><em>Through the Cracks<\/em>, Carolyn Solomon, Davis, 1994 demonstrates that we all learn in different ways and we just need to find our strengths. When our strengths are matched with learning experiences, we all flourish. Discussion can focus on asking students (of all ages) to review the images presented, pointing out the ways that they learn best.<\/li>\n<li><em>The Invisible Boy<\/em>, Trudy Ludwig, Knopf Books for Young Readers, 2013 presents the story of a young boy who struggles with belonging. Discussion questions include: How are we similar? How are we different? How can we make sure that everyone feels included and welcome. See this\u00a0<a href=\"http:\/\/www.witsprogram.ca\/pdfs\/schools\/books\/the-invisible-boy\/the-invisible-boy.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">sample read aloud plan<\/a>.<\/li>\n<\/ul>\n<p style=\"text-align: justify\"><strong> With youth, use biographies, movies, and TedTalks to foster conversations.<\/strong>\u00a0While picture books are still valuable discussion starters, there are times when more complex texts and messages are warranted. Ted Talks\u00a0respond to the new literacies of students, as do any popular culture movies, and open conversations about persistence, values, risk-taking, self-confidence. etc. Favourites include the following:<\/p>\n<ul style=\"text-align: justify\">\n<li><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-649\" src=\"https:\/\/wpms.nipissingu.ca\/familyengagement\/wp-content\/uploads\/sites\/26\/2014\/11\/Screen-Shot-2014-11-27-at-9.06.12-AM.png\" alt=\"Screen Shot 2014-11-27 at 9.06.12 AM\" width=\"206\" height=\"268\" srcset=\"https:\/\/wpms.nipissingu.ca\/familyengagement\/wp-content\/uploads\/sites\/26\/2014\/11\/Screen-Shot-2014-11-27-at-9.06.12-AM.png 772w, https:\/\/wpms.nipissingu.ca\/familyengagement\/wp-content\/uploads\/sites\/26\/2014\/11\/Screen-Shot-2014-11-27-at-9.06.12-AM-230x300.png 230w, https:\/\/wpms.nipissingu.ca\/familyengagement\/wp-content\/uploads\/sites\/26\/2014\/11\/Screen-Shot-2014-11-27-at-9.06.12-AM-115x150.png 115w\" sizes=\"auto, (max-width: 206px) 100vw, 206px\" \/>Biographies and messages of famous people\u00a0(e.g., <a href=\"http:\/\/www.thomasedison.com\/biography.html\" target=\"_blank\" rel=\"noopener noreferrer\">Thomas Edison<\/a> &#8211; <em>I&#8217;ve not failed, I&#8217;ve just found 1000 ways that don&#8217;t work;<\/em>\u00a0<a href=\"https:\/\/www.michaeljfox.org\/foundation\/michael-story.html\" target=\"_blank\" rel=\"noopener noreferrer\">Michael J. Fox<\/a>\u00a0&#8211; <em>You suffer the blow, but you capitalize on every opportunity left in its wake<\/em>) allow youth to explore the similarities of their lives to those who have made a difference.<\/li>\n<li>Popular Culture Movies, such as\u00a0Freedom Writers, Mona Lisa Smile, Dangerous Minds, Dead Poets Society, all contain messages of resilience and identity.<\/li>\n<li>Ted Talks:\u00a0<em><a href=\"http:\/\/www.ted.com\/talks\/kathryn_schulz_on_being_wrong\" target=\"_blank\" rel=\"noopener noreferrer\">On Being\u00a0Wrong<\/a><\/em>; Meaghan Ramsey&#8217;s\u00a0<em><a href=\"http:\/\/www.ted.com\/talks\/meaghan_ramsey_why_thinking_you_re_ugly_is_bad_for_you\" target=\"_blank\" rel=\"noopener noreferrer\">Why thinking you&#8217;re ugly is bad for you<\/a>; <\/em>Shane Koyczan&#8217;s<em>\u00a0<a href=\"http:\/\/www.ted.com\/talks\/shane_koyczan_to_this_day_for_the_bullied_and_beautiful\" target=\"_blank\" rel=\"noopener noreferrer\">To This Day &#8230; for the bullied and beautiful<\/a>;\u00a0Susan Cain&#8217;s\u00a0<a href=\"https:\/\/www.ted.com\/talks\/susan_cain_the_power_of_introverts\" target=\"_blank\" rel=\"noopener noreferrer\"><em>The Power of Introverts<\/em><\/a><\/em>)<\/li>\n<\/ul>\n<p style=\"text-align: justify\">How do you work toward the goal of\u00a0well-being with schools and\u00a0families? Which of these ideas\/books\/strategies have you tried? What other resources can you add?<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Student well-being is an increasing concern for home and school. Many children and youth experience bouts of anxiety, stress, and isolation at some point over the course of their educational careers.\u00a0Families and schools that make well-being a priority emphasize strong relationships, positive communication, risk-taking, self-confidence, and management of\u00a0physical health and \u2026 <a class=\"continue-reading-link\" href=\"https:\/\/wpms.nipissingu.ca\/familyengagement\/2014\/11\/27\/family-school-ways-to-well-being-were-all-in-this-together\/\"> Continue reading <span class=\"meta-nav\">&rarr; <\/span><\/a><\/p>\n","protected":false},"author":139,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[7,13,12],"tags":[],"class_list":["post-599","post","type-post","status-publish","format-standard","hentry","category-empowering-families","category-strategies-for-families","category-strategies-for-schools-and-teachers"],"aioseo_notices":[],"aioseo_head":"\n\t\t<!-- All in One SEO 4.9.9 - aioseo.com -->\n\t<meta name=\"description\" content=\"Student well-being is an increasing concern for home and school. 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