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Mental health and wellness in action at SD73

Barriere Star Journal
Nov 28, 2021

A strong focus on mental health and wellness within the SD73 student and staff community was emphasized at the Nov. 8Board of Education Meeting.

Deanna Brady, District Principal of Inclusive Education, along with her team comprised of Sherry Stade, Healthy Schools Coordinator, and Charmayne Wilson, SD73 Aboriginal Resource Teacher on the Land, discussed the importance of bridging the knowledge gap in mental health literacy with continuity of learning and utilizing a combination of age-appropriate content with the intention to empower students to address mental health needs.

"When we talk about mental health, or mental well-being, we mean the ability to cope well with the challenges and opportunities that life brings us," explained Stade.

"About 70 per cent of psychiatric disorders can be diagnosed between the 12–25-year age range, following the onset of puberty. Generally, they affect about 20 per cent of young people," Stade continued.

Stade and Wilson say they are dedicated to providing an appropriate curriculum to teachers that can then be delivered to specific age groups in the classroom.

"When common language is shared between educators, their students, families, and the community, our ability to care for youth significantly improves," Stade said.

Specifically, Stade and Wilson have re-envisioned the Circle of Courage, a framework for positive youth development, originally created by Dr. Martin Brokenleg.

Focusing on the four components of mental health literacy consisting of belonging, mastery, independence, and generosity, Wilson was able to indirectly translate each concept using Secwépemctsín, the Secwépemc language, with a plan to deliver the concepts to grade 5 students around the district.

By using the values of the Circle of Courage as a framework to practice positive personal development and resiliency, students will begin noticing the interconnections with themselves, with others and with nature. At the time of this writing, 22 schools had registered to participate in the virtual series.

Trustee Diane Jules commended the team on their work and the connection to Indigenous material. "I think the more we tune in to how First Nations People are with themselves, traditionally, our well-being around us, and what the land brings to us," said Jules, "That's how we start out with our little ones - simple ways of understanding our connections, and a lot of it has to do with the land."

Vessy Mochikas, Assistant Superintendent of Inclusive Education, further highlighted the importance of checking in on students and staff, especially given the recent events that have impacted the school community, not limited to COVID-19, the discovery of remains of 215 unmarked graves at the Kamloops Indian Residential School, and this summer's wildfires.

"We check in on each other, we check in on our youth, and we connect with families," commented Mochikas. "We also realize that there are professionals outside of classroom teachers like school and family consultants, and Aboriginal family counselors, who will do some of that primary work, and always refer out to those clinical specialists for the deeper work that's needed."

Source: SD73

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