Archive
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COVID-19: Supporting Teachers in Times of Change
Comments Off on COVID-19: Supporting Teachers in Times of Change
COVID-19 is here to stay, at least for the foreseeable future. Researchers from the University of Winnipeg surveyed over 1,600 teachers across the country to explore which conditions, in terms of resources and job demands, allow teachers to remain resilient when teaching during times of disruption and change such as the COVID-19 pandemic.Note: These findings are part of a survey series on supporting teachers during the COVID-19 pandemic. Survey responses were first collected in April/May 2020, when teachers had just begun to teach remotely. The survey was administered a second time in mid-June 2020. It will be administered once more in September 2020, when students (in most provinces) are physically back in school practicing safety protocols related to COVID-19. Stay tuned for updates on this survey series.
Continue to survey results here
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Infographic | K-12 Staff Stress and Burnout: An issue worthy of investment
Comments Off on Infographic | K-12 Staff Stress and Burnout: An issue worthy of investmentThis infographic builds the case for why K-12 workplace wellbeing in Canada is an issue worthy of investment – from financial, legal, and student achievement perspectives.References and further reading
Koenig, A., Rodger, S., & Specht, J. (2018). Educator Burnout and Compassion Fatigue: A Pilot Study. Canadian Journal of School Psychology, 33(4), 259–278. See also: McCallum, F., Price, D., Graham, A. & Morrison, A. (2017). Teacher Wellbeing: A review of the literature . Association of Independent Schools of NSW.Froese-Germain, B. (2014). Work-Life Balance and the Canadian Teaching Profession. Canadian Teachers’ Federation.
Santor, D. A., Bruckert, C. & McBride, K. (2019). Facing the Facts: the escalating crisis of violence against elementary school educators in Ontario. Ottawa ON: University of Ottawa.
Ontario Alliance of Black School Educators (2015). Voices of Ontario Black Educators: An Experiential Report.
Grace, A. P., & Wells, K. (2016). Sexual and gender minorities in Canadian education and society (1969-2013): A national handbook for K-12 educators. Ottawa, ON: Canadian Teachers’ Federation.
Ontario Principals’ Council. (2017). Ontario Principals’ Council International Symposium White Paper: Principal Work-life Balance and Well-being Matters. International School Leadership Symposium, Toronto, Canada.
Pollock, K. (with Wang, F. & Hauseman, D. C.). (2014). The changing nature of principals’ work: Final report.
Wang, F. & Pollock, K. (2020). School Principals’ Work and Well-Being in British Columbia: What They Say and Why It Matters.
Alphonso, C. (2020, January 16). Ontario’s teachers, education workers using more sick days now than almost a decade ago: Report. The Globe and Mail.
Naylor, C., & White, M. (2010). The Worklife of BC Teachers in 2009: A BCTF study of working and learning conditions [Research Report]. BC Teachers’ Federation. See also: Deloitte Development LLC. (2019). The ROI in workplace mental health programs: Good for people, good for business—A blueprint for workplace mental health programs (Deloitte Insights, p. 36) [Research and analysis]. Deloitte Development LLC.
Deloitte Development LLC. (2019). The ROI in workplace mental health programs: Good for people, good for business—A blueprint for workplace mental health programs (Deloitte Insights, p. 36) [Research and analysis]. Deloitte Development LLC.
Morrison, B. (2019, November 22). The Student Achievement Case For Workplace Being. The Case for Investing in K-12 Staff Well-being, Toronto, Canada.
Shain, M. (2019). Getting Ahead of the Perfect Legal Storm: Toward a basic legal standard of care for workers’ psychological safety (p. 27). Workplace Strategies for Mental Health.
Oberle, E., & Schonert-Reichl, K. A. (2016). Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students. Social Science & Medicine, 159, 30-37.
Núñez, J. L., Fernández, C., León, J., & Grijalvo, F. (2015). The relationship between teacher’s autonomy support and students’ autonomy and vitality. Teachers and Teaching, 21(2), 191-202. See also: Oberle, E., & Schonert-Reichl, K. A. (2016). Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students. Social Science & Medicine, 159, 30-37.
Jennings, P.A., Brown, J. L., Frank, J. L., Doyle, S., Oh, Y., Davis, R., DeMauro, A. A. & Greenberg, M. T. (2017). Impacts of the CARE for Teachers Program on Teachers’ Social and Emotional Competence and Classroom Interactions. American Psychological Association. See also: Quin, D. (2016). Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement: A Systematic Review. Review of Educational Research. Vol 87. Issue 2.
Morrison, B. (2019, November 22). The Student Achievement Case For Workplace Being. The Case for Investing in K-12 Staff Well-being, Toronto, Canada.
Photos: Adobe Stock (Illustrator: iracosma)
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The K-12 Workplace Well-Being Webinar Series, Welcome Back!
Comments Off on The K-12 Workplace Well-Being Webinar Series, Welcome Back!Our free webinar series is available again to continue to provide Canadian K-12 staff with actionable strategies to improve workplace well-being during this unique back-to-school.
Register now
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Desjardins supports Canadian youth as they prepare for a challenge-filled school year
Comments Off on Desjardins supports Canadian youth as they prepare for a challenge-filled school yearMONTREAL, September 2, 2020 – Students, teachers, parents and guardians across Canada have had to make major adjustments to their daily lives in the midst of a global pandemic. To support our youth and to help them thrive in their educational journey, Desjardins is proud to announce new investments and programs with Kids Help Phone and the EdCan Network. Additionally, Desjardins is expanding its Desjardins Foundation Prizes to further support our youth.
All told, over $1.4M will be invested to provide much-needed support to students as they prepare to go back to school.
“Supporting education is important to Desjardins. For 120 years, Desjardins has been supporting our communities and working alongside them”, said Guy Cormier, President and CEO of Desjardins Group. “As students, teachers, parents and guardians across Canada prepare for a year unlike any other we wanted to reaffirm our commitment to our youth’s academic success, which is so vital to our nation’s future.”
Working with partners
Kids Help Phone’s Back-to-School Program
As some young people prepare to return to school and others continue to learn virtually, Kids Help Phone and Desjardins are working together to ensure they have the resources and support they need during this transitional time. Kids Help Phone expects to make 3 million connections in 2020 compared to 1.9 million in 2019 and a 200% increase in web sessions.
In addition to providing resources for youth, adults and educators, Desjardins is supporting programs such as:
- Counsellor in the Classroom: A program to facilitate the discussion of mental health and well-being for those in Grades 6 through 8.
- Good2Talk: A free, confidential service for post-secondary students in Ontario and Nova Scotia available 24/7.
“Young people across Canada, and the adults who support them, are experiencing a wide-range of emotions going back-to-school during this global pandemic. Kids Help Phone has been there every day and night throughout these uncertain times” said Katherine Hay, President and CEO, Kids Help Phone. “On behalf of the youth in every province and territory, thank you Desjardins, you have helped to ensure our e-mental health services will continue to meet young people wherever they are, for whatever reason they need, however they need to reach us – it could not be more important, now more than ever! No problem is too small and no problem is too big, Kids Help Phone is here for young people 24/7.”
Investing in Technology with the EdCan Network
As many students continue to learn virtually, equitable access to technology is crucial to their academic success. Desjardins and EdCan are working together to help students and schools that may need support in obtaining computers and other tech-based learning tools. A new three-year partnership will support students to help close the gap caused by the lack of access to technology.
“The ongoing pandemic has heightened the challenges of too many students who were already more at risk for marginalization,” says EdCan CEO Max Cooke. “Our network is pleased to collaborate with Desjardins to provide technology to as many of these students as possible so that they can thrive.”
Expanding Desjardins Foundation Prizes
In addition to new partnerships, Desjardins continues to support students and the community through Desjardins Foundation Prizes. These prizes are awarded to schools and non-profit organizations who need financial assistance to carry out projects that help elementary and high school students. Since 2016, over 1,000 projects have been supported with more than 150,000 youth positively impacted. In addition to Ontario and Quebec, the 2020 program has been expanded to also include Alberta and New Brunswick. The application window will be open from October 5th to 26th.
“Desjardins is taking concrete action and working with various partners and the community to stimulate the academic success of our youth. It’s crucial to our socio-economic future and we will continue to help students achieve their goals and dreams during these uncertain times,” said Guy Cormier.
About Kids Help Phone
Kids Help Phone is Canada’s only 24/7 e-mental health service offering free, confidential support in English and French to young people. As the country’s virtual care expert, we give millions of youth a safe, trusted space to talk over phone and through text in any moment of crisis or need. Through our digital transformation, we envision a future where every person in Canada is able to get the support they need, when they need it most, however they need it. Kids Help Phone gratefully relies on the generosity of donors, volunteers, stakeholder partners, corporate partners and governments to fuel and fund our programs. Learn more at www.KidsHelpPhone.ca or @KidsHelpPhone.
About the EdCan Network
The EdCan Network has maintained its 129-year tradition as the only national, nonpartisan, bilingual organization representing 110,000 educators across Canada. Our role as an intermediary connects K-12 education systems across the country by producing and disseminating authoritative and evidence-based, yet accessible content that is trusted by educators, parents, and policymakers alike. EdCan aims to improve education policies that heighten equity and support deeper learning (i.e. a combination of the fundamental knowledge and practical basic skills all students need to succeed), and expanding the reach of educational resources in an effort to bridge the research-implementation gap.
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Beyond the Binder
Comments Off on Beyond the BinderIn Canada, K-12 education systems have a key role in developing strategies to support the mental health and wellbeing of students and staff. While stand alone programs have provided useful content for educators in addressing mental health and wellbeing, it is increasingly recognized that more systemic and sustainable solutions are required to address these issues over the long-term.
Grounded in discussions that took place at two National Roundtable events, this paper outlines why and how K-12 system leaders and their partners must move beyond one-off interventions, programs, and professional development towards an approach where mental health and wellbeing is integrated in the core mandate of public education.
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Beyond the Binder
Comments Off on Beyond the BinderIn Canada, K-12 education systems have a key role in developing strategies to support the mental health and wellbeing of students and staff. While stand alone programs have provided useful content for educators in addressing mental health and wellbeing, it is increasingly recognized that more systemic and sustainable solutions are required to address these issues over the long-term.
Grounded in discussions that took place at two National Roundtable events, this paper outlines why and how K-12 system leaders and their partners must move beyond one-off interventions, programs, and professional development towards an approach where mental health and wellbeing is integrated in the core mandate of public education.
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How can Compassionate Systems Leadership embed SEL and well-being across an entire school district?
Comments Off on How can Compassionate Systems Leadership embed SEL and well-being across an entire school district?Well-being and Social Emotional Learning (SEL) have become increasingly top priorities in Canadian schools as concerns rise about the mental health and well-being of both staff and students. However, the vast majority of education leaders have not been trained to lead efforts that would integrate well-being and SEL across entire school districts through programs, policies, and practices that transform school cultures for the long term. This means that SEL initiatives are often one-off and unsustainable, and are restrained from becoming a reality across schools in every province and territory. On the flipside, emerging practice demonstrates that a Compassionate Systems Leadership approach – which combines mindfulness, compassion system-wide thinking and action – can strengthen the capacity of education leaders to effectively embed well-being at all levels of the education system.
THE THREE MAIN COMPONENTS OF COMPASSIONATE SYSTEMS LEADERSHIP INCLUDE:
1. Personal mastery
Developing self-awareness, mindfulness, and compassion for self and others.
2. INTERPERSONAL SKILLS
Building one’s awareness through intentional listening as well as clear and respectful communication, which can lead to more effective problem-solving among teams.
3. SYSTEMS THINKING
Understanding the underlying elements that shape a school’s organizational culture (i.e. its system of beliefs, values, behaviours, ways of communicating, etc.) as a way to determine levers for change.
IN ADDITION, HERE ARE THREE KEY PRINCIPLES TO REMEMBER WHEN PRACTICING COMPASSIONATE SYSTEMS LEADERSHIP
1. INNER CHANGE CREATES OUTER CHANGE
The first step in building leadership capacity is to increase awareness of yourself – your own values and biases.
2. EVERYONE IS A LEADER
Everyone has the potential to create or support change regardless of their position within the school and district. More impact can be achieved when school leaders and staff learn and act together.
3. LEARNING IS CONTINUOUS
Developing skills and knowledge is an ongoing effort of practicing what you’ve learned, reflecting on what’s working and not working, and being open to adapting.
A Compassionate Systems Leadership approach guides education leaders in developing their own SEL skills as they grow in their ability to implement system-wide change in support of staff and student well-being. When education leaders cultivate compassion through SEL skills including empathy, sound decision-making, and self-regulation, they are better able to create educational cultures that emphasize well-being, understand barriers to change, and encourage other staff to contribute towards the change process.
References
Schroeder, J. & Rowcliffe, P. (2019). Growing Compassionate Systems Leadership: A toolkit. Retrieved from: http://earlylearning.ubc.ca/media/systems_toolkit_2019_final.pdf
WITH THE GENEROUS FINANCIAL SUPPORT OF:
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School is a workplace
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How can Compassionate Systems Leadership embed SEL and well-being across an entire school district?
Comments Off on How can Compassionate Systems Leadership embed SEL and well-being across an entire school district?Well-being and Social Emotional Learning (SEL) have become increasingly top priorities in Canadian schools as concerns rise about the mental health and well-being of both staff and students. However, the vast majority of education leaders have not been trained to lead efforts that would integrate well-being and SEL across entire school districts through programs, policies, and practices that transform school cultures for the long term. This means that SEL initiatives are often one-off and unsustainable, and are restrained from becoming a reality across schools in every province and territory. On the flipside, emerging practice demonstrates that a Compassionate Systems Leadership approach – which combines mindfulness, compassion system-wide thinking and action – can strengthen the capacity of education leaders to effectively embed well-being at all levels of the education system.
THE THREE MAIN COMPONENTS OF COMPASSIONATE SYSTEMS LEADERSHIP INCLUDE:
1. Personal mastery
Developing self-awareness, mindfulness, and compassion for self and others.
2. INTERPERSONAL SKILLS
Building one’s awareness through intentional listening as well as clear and respectful communication, which can lead to more effective problem-solving among teams.
3. SYSTEMS THINKING
Understanding the underlying elements that shape a school’s organizational culture (i.e. its system of beliefs, values, behaviours, ways of communicating, etc.) as a way to determine levers for change.
IN ADDITION, HERE ARE THREE KEY PRINCIPLES TO REMEMBER WHEN PRACTICING COMPASSIONATE SYSTEMS LEADERSHIP
1. INNER CHANGE CREATES OUTER CHANGE
The first step in building leadership capacity is to increase awareness of yourself – your own values and biases.
2. EVERYONE IS A LEADER
Everyone has the potential to create or support change regardless of their position within the school and district. More impact can be achieved when school leaders and staff learn and act together.
3. LEARNING IS CONTINUOUS
Developing skills and knowledge is an ongoing effort of practicing what you’ve learned, reflecting on what’s working and not working, and being open to adapting.
A Compassionate Systems Leadership approach guides education leaders in developing their own SEL skills as they grow in their ability to implement system-wide change in support of staff and student well-being. When education leaders cultivate compassion through SEL skills including empathy, sound decision-making, and self-regulation, they are better able to create educational cultures that emphasize well-being, understand barriers to change, and encourage other staff to contribute towards the change process.
References
Schroeder, J. & Rowcliffe, P. (2019). Growing Compassionate Systems Leadership: A toolkit. Retrieved from: http://earlylearning.ubc.ca/media/systems_toolkit_2019_final.pdf
WITH THE GENEROUS FINANCIAL SUPPORT OF:
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Tobacco and cannabis vaping among youth: What are the risks?
Comments Off on Tobacco and cannabis vaping among youth: What are the risks?First introduced as a less harmful alternative to cigarette smoking, vaping has now become increasingly popular among youth for a variety of reasons including low perceptions of risk, youth-friendly flavours and designs, easy access, low cost, and aggressive youth-directed marketing. Results from the 2018-2019 Canadian Student Tobacco, Alcohol and Drugs Survey found that 34% of students in grades 7-12 had tried a vaping product. – and this percentage is likely even higher today. Most adolescents who vape report using liquids containing nicotine and approximately one-third of adolescents who vape report using their vaping device to consume cannabis. Although only some students who try vaping will develop an addiction, many will move on to using vaping devices on a regular basis. The long-term effects of frequent vaping remain largely unknown, however vaping is far from harmless – especially for youth, who are more vulnerable to experiencing the negative health impacts vaping can have.
HERE ARE 5 MAJOR HEALTH RISKS ASSOCIATED WITH YOUTH VAPING:
RESPIRATORY EFFECTS
The aerosol produced by vaping devices contains several toxic and potentially toxic chemicals and fine particles that can be harmful to the lungs such as flavouring agents (e.g. diacetyl), volatile compounds (e.g. benzene), and heavy metals (e.g. nickel, tin, lead). These chemicals can lead to increased coughing, reduced exercise capacity, and increased risk for severe lung disease such as Vaping-Associated Lung Injury (VALI).
ADDICTION
The high concentrations of nicotine and cannabis found in many vaping liquids can increase the likelihood of addiction. Youth who are addicted to nicotine and cannabis through vaping can quickly develop tolerance, dependence, as well as experience withdrawal symptoms if they’re unable to vape for a period of time (e.g. as short as a few hours), which can interfere with sleep, school, and extracurricular activities.
EFFECTS ON THE BRAIN
Regular use of nicotine or cannabis through vaping can lead to short and long-term changes in brain development including negative impacts on key brain functions such as learning, memory formation, and impulse and emotional control. Vaping is also associated with increased risk of anxiety, depression, and other mental health problems.
BEHAVIOURAL EFFECTS
The use of vaping devices is strongly associated with the use of cigarettes and other tobacco products, even among teens who have never smoked before. Additionally, vaping is highly associated with the use of alcohol, cannabis, and other drugs. Sharing vaping devices with friends could also increase the risk of catching transmissible infections (e.g. cold, flu, and other viruses).
BURNS AND OTHER INJURIES
Vaping products that are defective can potentially cause severe burns and other types of injuries. Youth who try vaping or drink large quantities of nicotine-containing vaping liquids can also develop what’s known as nicotine toxicity, which can cause severe headaches, vomiting, tremors, and difficulty concentrating.
Research shows that vaping devices aren’t an effective way for youth to quit smoking and shouldn’t be recommended as a smoking cessation strategy. There are several ways to help youth quit vaping (e.g. individual/group counselling, speaking with a healthcare provider), and an important first step requires parents, teachers, and school counselors to stay informed about the risks of vaping and have open, non-judgemental conversations with students about these risks.
ADDITIONAL INFORMATION RESOURCES
Talking with your teen about vaping (Caring for Kids by Canadian Paediatric Society)
About Vaping (Government of Canada)
Youth and Vaping (Drug Free Kids Canada)
References
Chadi, N., Minato, C., & Stanwick, R. (2020). Cannabis vaping: Understanding the health risks of a rapidly emerging trend. Paediatrics & Child Health, 25. doi: 10.1093/pch/pxaa016. Retrieved from: https://academic.oup.com/pch/article/25/Supplement_1/S16/5857591
Chadi N., Hadland, S., & Harris, S.K.(2019). Understanding the implications of the “vaping epidemic” among youth.Substance Abuse Journal. Retrieved from: https://www.tandfonline.com/doi/abs/10.1080/08897077.2019.1580241?journalCode=wsub20
Chadi, N., Schroeder, R., Jensen, J.W., & Levy, S. (2019). Association Between Electronic Cigarette Use and Marijuana Use Among Adolescents and Young Adults: A Systematic Review and Meta-analysis. JAMA Pediatrics. Retrieved from: https://jamanetwork.com/journals/jamapediatrics/article-abstract/2748383
Chadi N, Bélanger RB. (2019). Teen vaping: There is no vapour without fire, Paediatrics & Child Health. Retrieved from: https://academic.oup.com/pch/article-abstract/doi/10.1093/pch/pxz137/5601210
Chadi N, Camenga DR, Harris, SK and colleagues. (2020). Protecting Youth From the Risks of E-Cigarettes: a Position statement from the Society for Adolescent Health and Medicine, Journal of Adolescent Health. Retrieved from: https://www.sciencedirect.com/science/article/pii/S1054139X19305063?via%3Dihub
WITH THE GENEROUS FINANCIAL SUPPORT OF:
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How can schools support LGBTQ2+ teachers and students?
Comments Off on How can schools support LGBTQ2+ teachers and students?Despite recent progress towards supporting LGBTQ2+-inclusive education, ensuring that both teachers and students who identify as sexual and gender minorities (SGMs) experience belonging, safety, and security in their schools and communities remains an ongoing challenge. A national survey of Canadian high school students found that 64% of LGBTQ2+ students reported feeling unsafe at school. Similarly, research has shown that LGBTQ2+ teachers are less likely to come out to their administration and 33% had been warned to not come out at school by family, friends, and other educators.
HERE’S HOW SCHOOLS CAN TAKE A MORE INCLUSIVE APPROACH TO SUPPORT LGBTQ2+ TEACHERS AND STUDENTS:
LGBTQ2+ TEACHERS:
- Show support: strong support from school leaders can create a more open dialogue and space whereby LGBTQ2+ teachers feel safe to deliver and engage in SGM-inclusive education.
- Develop inclusive workplace policies: at the school district level, standalone anti-homophobia and anti-transphobia policies covering SGM staff and students – rather than generic equity policy – should be alongside workplace harassment policies and implemented to protect and support LGBTQ2+ staff.
- Create a professional and/or informal network: LGBTQ2+ teachers within the district can form Gender-Sexuality (or Gay-Straight) Alliance (GSA) groups that meet to share their experiences, learn from one another, and develop trusting and supportive professional relationships.
LGBTQ2+ STUDENTS:
- Provide staff professional development: ensure introductory and ongoing training for teachers, principals, and school staff members regarding SGM policies, implementation practices, and any changes to them.
- Have designated safe contact teachers: have trained teachers volunteer to be go-to adults for LGBTQ2+ students and those who may be questioning their sexual or gender identities.
- Ensure LGBTQ2+ students are treated respectfully and consistently: provide supply/substitute teachers with guidelines and information packages for accommodating these students.
- Explore various school district and teacher association websites: find information and learn more about important issues including:
- students wanting to come out to their parents and peers;
- mental health concerns;
- washroom accessibility for transgender and other gender minorities;
- accommodating participation in physical education, athletics, field trips, etc.;
- accessing community supports for LGBTQ2+ students (e.g. counselling, connecting to community organizations, events, etc.); and
- accessing crosscultural and Two-Spirit information for LGBTQ2+ and questioning Indigenous students.
- Develop/offer resources: help students, staff, and parents better understand when a student is expressing their gender in unique or creative ways, or when students want to form a GSA Alliance (i.e. a student-led organization that provides a safe, inclusive space for students).
“What do I do at my school? Certainly, we have our safe-contact teachers identified. We also have the safe and caring rainbow stickers. There’s one right as you enter the school, and there’s one on my office door, my assistant principal’s door, and on the classroom doors of the safe contact teachers and other supportive teachers. I’ve had many conversations with my parent council around the work we’re doing in order to have their support for the SOGI work in our school. Our library collection is also growing as we find more and more stories that depict the LGBTQ+ youth and their families and same-sex families. I also have conversations with my staff about heteronormativity, the gender spectrum, and the language we use with students. So, is it working? I certainly know that my staff is very aware. Also, my sexuality is not hidden from my staff, so my staff know who I am. I also let them know that my partner is male and he’s a grade one teacher. I do it because I want them to know that I believe in the normalization of sexuality and gender in our schools, that it is no big deal. It is just who we are.”
-(Elementary school principal)
Although many school districts have SGM-specific policies in place, research points to the ongoing need for school districts to invest the time into building a genuinely accepting and accommodating LGBTQ2+-inclusive school culture that supports and promotes the well-being of LGBTQ2+ teachers and students. Taking a LGBTQ2+-inclusive approach to education is a shared responsibility and school leaders, colleagues, and parents all play an important role in understanding how to best support and learn from the experiences and perspectives of LGBTQ2+ teachers and students.
References
Grace, A. P. (2015). Part II with K. Wells. Growing into resilience: Sexual and gender minority youth in Canada. Toronto: University of Toronto Press.
Grace, A. P., & Wells, K. (2016). Sexual and gender minorities in Canadian education and society (1969-2013): A national handbook for K-12 educators. Ottawa, ON: Canadian Teachers’ Federation. (Published in English & French.)
Taylor, C., & Peter, T., with McMinn, T. L., Elliott, T., Beldom, S., Ferry, A., Gross, Z., Paquin, S., & Schacter, K. (2011). Every class in every school: The first national climate survey on homophobia, biphobia, and transphobia in Canadian schools. Final report. Toronto, ON: Egale Canada Human Rights Trust.
Tompkins, J., Kearns, L., & Mitton-Kükner, J. (2019). Queer educators in schools: The experiences of four beginning teachers. Canadian Journal of Education, 42(2), 385-414. Retrieved from: https://journals.sfu.ca/cje/index.php/cje-rce/article/view/3448/2727
WITH THE GENEROUS FINANCIAL SUPPORT OF:
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How can schools support LGBTQ2+ teachers and students?
Comments Off on How can schools support LGBTQ2+ teachers and students?Despite recent progress towards supporting LGBTQ2+-inclusive education, ensuring that both teachers and students who identify as sexual and gender minorities (SGMs) experience belonging, safety, and security in their schools and communities remains an ongoing challenge. A national survey of Canadian high school students found that 64% of LGBTQ2+ students reported feeling unsafe at school. Similarly, research has shown that LGBTQ2+ teachers are less likely to come out to their administration and 33% had been warned to not come out at school by family, friends, and other educators.
HERE’S HOW SCHOOLS CAN TAKE A MORE INCLUSIVE APPROACH TO SUPPORT LGBTQ2+ TEACHERS AND STUDENTS:
LGBTQ2+ TEACHERs:
- Show support: strong support from school leaders can create a more open dialogue and space whereby LGBTQ2+ teachers feel safe to deliver and engage in SGM-inclusive education.
- Develop inclusive workplace policies: at the school district level, standalone anti-homophobia and anti-transphobia policies covering SGM staff and students – rather than generic equity policy – should be alongside workplace harassment policies and implemented to protect and support LGBTQ2+ staff.
- Create a professional and/or informal network: LGBTQ2+ teachers within the district can form Gender-Sexuality (or Gay-Straight) Alliance (GSA) groups that meet to share their experiences, learn from one another, and develop trusting and supportive professional relationships.
LGBTQ2+ STUDENTS:
- Provide staff professional development: ensure introductory and ongoing training for teachers, principals, and school staff members regarding SGM policies, implementation practices, and any changes to them.
- Have designated safe contact teachers: have trained teachers volunteer to be go-to adults for LGBTQ2+ students and those who may be questioning their sexual or gender identities.
- Ensure LGBTQ2+ students are treated respectfully and consistently: provide supply/substitute teachers with guidelines and information packages for accommodating these students.
- Explore various school district and teacher association websites: find information and learn more about important issues including:
- students wanting to come out to their parents and peers;
- mental health concerns;
- washroom accessibility for transgender and other gender minorities;
- accommodating participation in physical education, athletics, field trips, etc.;
- accessing community supports for LGBTQ2+ students (e.g. counselling, connecting to community organizations, events, etc.); and
- accessing crosscultural and Two-Spirit information for LGBTQ2+ and questioning Indigenous students.
- Develop/offer resources: help students, staff, and parents better understand when a student is expressing their gender in unique or creative ways, or when students want to form a GSA Alliance (i.e. a student-led organization that provides a safe, inclusive space for students).
“What do I do at my school? Certainly, we have our safe-contact teachers identified. We also have the safe and caring rainbow stickers. There’s one right as you enter the school, and there’s one on my office door, my assistant principal’s door, and on the classroom doors of the safe contact teachers and other supportive teachers. I’ve had many conversations with my parent council around the work we’re doing in order to have their support for the SOGI work in our school. Our library collection is also growing as we find more and more stories that depict the LGBTQ+ youth and their families and same-sex families. I also have conversations with my staff about heteronormativity, the gender spectrum, and the language we use with students. So, is it working? I certainly know that my staff is very aware. Also, my sexuality is not hidden from my staff, so my staff know who I am. I also let them know that my partner is male and he’s a grade one teacher. I do it because I want them to know that I believe in the normalization of sexuality and gender in our schools, that it is no big deal. It is just who we are.”
-(Elementary school principal)
Although many school districts have SGM-specific policies in place, research points to the ongoing need for school districts to invest the time into building a genuinely accepting and accommodating LGBTQ2+-inclusive school culture that supports and promotes the well-being of LGBTQ2+ teachers and students. Taking a LGBTQ2+-inclusive approach to education is a shared responsibility and school leaders, colleagues, and parents all play an important role in understanding how to best support and learn from the experiences and perspectives of LGBTQ2+ teachers and students.
References
Grace, A. P. (2015). Part II with K. Wells. Growing into resilience: Sexual and gender minority youth in Canada. Toronto: University of Toronto Press.
Grace, A. P., & Wells, K. (2016). Sexual and gender minorities in Canadian education and society (1969-2013): A national handbook for K-12 educators. Ottawa, ON: Canadian Teachers’ Federation. (Published in English & French.)
Taylor, C., & Peter, T., with McMinn, T. L., Elliott, T., Beldom, S., Ferry, A., Gross, Z., Paquin, S., & Schacter, K. (2011). Every class in every school: The first national climate survey on homophobia, biphobia, and transphobia in Canadian schools. Final report. Toronto, ON: Egale Canada Human Rights Trust.
Tompkins, J., Kearns, L., & Mitton-Kükner, J. (2019). Queer educators in schools: The experiences of four beginning teachers. Canadian Journal of Education, 42(2), 385-414. Retrieved from: https://journals.sfu.ca/cje/index.php/cje-rce/article/view/3448/2727
WITH THE GENEROUS FINANCIAL SUPPORT OF:
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How should we be talking about weight in schools?
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It takes a village: A Comprehensive School Health approach to well-being
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ANCHOR Learning: What is it and why is it important post-COVID?
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Positive Reframing: How to find the good in a stressful situation
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What is the value of Game-Based Learning?
Comments Off on What is the value of Game-Based Learning?Playing and designing games have been of interest to K-12 educators as ways to support student learning. Parents are also increasingly accepting of video and board games as their choice of family activity, based on a 2018 survey by the Entertainment Software Association of Canada finding that 71% of Canadian parents play video games with their children. Game-Based Learning involves learning situations where children play or design games – whether digital, physical, or table-top games – in which they solve problems and gradually develop new knowledge and skills. Games have been found to improve students’ motivation and cognitive development, such as memory and reasoning.
Key elements of Game-Based Learning include:
- Students working towards a goal, making decisions, and experiencing the consequences of those decisions. For example, the primary objective of the game ‘Monopoly’ is to own as much property and to have the most money by the end of the game, make financial-related decisions including managing money and deciding to sell/purchase property, and experience the consequences of paying rent when landing on other player’s properties, paying loans/taxes to the bank, losing your property if unable to make payments;
- Different approaches such as playing games, modifying games, and designing games; and
- Games being easy to learn and interesting to the learner (e.g. ‘Inversé’ is a game with only a few rules and colourful wooden pieces, yet can be highly interesting while supporting spatial thinking: volume, estimation, mental rotation).
HERE ARE 3 KEY TIPS FOR TEACHERS AND PARENTS LOOKING TO USE GAMES TO SUPPORT LEARNING:
- You don’t have to be an expert at playing games: Students may have better gaming skills. However, it’s important to remember that as a teacher and/or parent, it’s not essential for you to master the game, but rather to play it for yourself (or with your child) so that you can understand how it might align with targeted learning goals.
- Make connections to other subjects: While students learn many things through playing games (i.e. rules, strategies), they can also learn about a variety of subject areas through the social interactions involved (e.g. how shifting allies or enemies changes political and economic relationships, in the videogame ‘Civilization’).
- Facilitate a redesign project to encourage creativity and critical thinking by:
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- Encouraging students to change specific game elements (e.g. game rules, number of players, the dimensions or shapes of the game board or pieces)
- Reimagining the game by changing the storyline (e.g. creating new characters, changing setting, and creating new challenges for players)
- Changing the game structure (e.g. changing the game goal, making the game based on strategy instead of chance)
- Making a new game by integrating two different existing games (e.g. combining the games ‘Inversé’ and ‘Connect 4’)
Research demonstrates that Game-Based Learning enhances essential life skills that are foundational to a child’s development. In particular, Game-Based Learning provides students with an interactive learning experience where they have the opportunity to use and develop many different cognitive, social, and physical skills. Problem solving, critical thinking, strategy development, decision making, and teamwork are some of the many skills that games can provide.
Additional Information and Resources
- Game for Change (Games for making real-world impacts): http://www.gamesforchange.org
- Math Pickle (Puzzles and Board Games for Problem-Solving): http://mathpickle.com
- MIT developed educational games (integrating science and math curricula): https://education.mit.edu/project-type/games/
- Edutopia (Tips for Game-Based Learning): https://www.edutopia.org/topic/game-based-learning
References
Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital games, design, and learning: A Systematic review and meta-analysis. Review of Educational Research, 86(1), 79–122. https://doi.org/10.3102/0034654315582065
Entertainment Software Association of Canada. (2018). Essential facts about the Canadian video game industry 2018. http://theesa.ca/wp-content/uploads/2018/10/ESAC18_BookletEN.pdf
Gee, J. P. (2008). Learning and Games. In K. Salen (Ed.), The ecology of games: Connecting youth, games, and learning(pp. 21–40). MIT Press. https://mitpress.mit.edu/books/ecology-games
Jaques, S., Kim, B., Shyleyko-Kostas, A., & Takeuchi, M. A. (2019). “I Just won against myself!”: Fostering early numeracy through board game play and redesign. Early Childhood Education, 26(1), 22–29. http://hdl.handle.net/1880/111252
Kim, B., & Bastani, R. (2017). Students as game designers: Transdisciplinary approach to STEAM Education. Special Issue of the Alberta Science Education Journal, 45(1), 45–52. https://sc.teachers.ab.ca/SiteCollectionDocuments/ASEJVol45No1November2017.pdf
Kim, B. & Bastani, R. (2018). How Inversé merged with Go: (re)designing games as mathematical and cultural practices. In Proceedings of the 5thInternational STEM in Education Conference (pp.166-172). Brisbane, Australia: Queensland University of Technology. https://stem-in-ed2018.com.au/proceedings-2/
Koabel, G. (2017). Simulating the ages of man: Periodization in Civilization V and Europa Universalis IV. The Journal of the Canadian Game Studies Association, 10(17), 60-76. https://journals.sfu.ca/loading/index.php/loading/article/view/192
Sardone, N. B., & Devlin-Scherer, R. (2016). Let the (Board) Games Begin: Creative Ways to Enhance Teaching and Learning. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89(6), 215–222. https://doi.org/10.1080/00098655.2016.1214473
Squire, K. (2006). From content to context: Videogames as designed experience. Educational Researcher, 35(8), 19–29. https://doi.org/10.3102/0013189X035008019
Qian, M., & Clark, K. R. (2016). Game-based learning and 21st century skills: A review of recent research. Computers in Human Behavior, 63, 50–58. https://doi.org/10.1016/j.chb.2016.05.023
Zimmerman, E. (2009). Gaming literacy: Game design as a model for literacy in the twenty-first century. The video game theory reader, 2(23-32). http://www.neliufpe.com.br/wp-content/uploads/2014/02/08.pdf
WITH THE GENEROUS FINANCIAL SUPPORT OF:
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WEBINAR: Responding Mindfully to Stress
Comments Off on WEBINAR: Responding Mindfully to StressThis small-group online mindfulness workshop will take place via Zoom and is primarily for school-based K-12 educators and anyone interested in educator mental health and well-being. 20 participants maximum per session.
This small-group experiential workshop will provide a variety of mindfulness/attention practices that promote stress management. We will examine how understanding the physiology of stress, through the lens of mindfulness, can support educators and helping professionals in responding to situations with greater resilience.
Mindfulness promotes self-regulation, resilience, stress management, and improved relationships, thereby supporting positive mental health and well-being in students, staff and parents, leading to transformations in school culture.
The workshop will include one of the foundational mindfulness practices called the “body scan,” which is usually done lying down on a yoga mat or other comfortable surface. This practice can also be done seated in a chair. Please have ready a yoga mat, cushion and blanket for your own self care and comfort.
During these 90-minute INTERACTIVE presentations, participants are encouraged to have their camera and microphone turned on as the intention of the workshop is to build community and provide a space for educators to feel supported and learn some simple, yet effective mindfulness techniques that can be used daily to support their well-being.
About Mindfulness Everyday
At Mindfulness Everyday, we envision a society in which we relate to others, the environment, and ourselves with clarity and compassion. We promote mindfulness practices to enhance positive mental and physical health, compassionate action and resilience by providing stress reduction training and life skills for young people, educators, professional support staff and parents in the schools, and for organizations and members of the community.
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Positive Psychology in the K-12 Workplace
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Family Ties: Connecting Food and Learning at Home
Comments Off on Family Ties: Connecting Food and Learning at HomeSince COVID-19 began, people’s relationship with food has been upended. Before, people may have had some meals provided at work, school, or at social functions, but in isolation many have taken it upon themselves to become self-sufficient in their daily meal prep. How many of us have seen videos on social media of a friend’s first attempt at baking bread or a triumphant picture of a successful attempt at a gourmet dinner? There has been a massive increase in the public’s interest in food, & the kitchen has once again become the hearth around which people gather to share, to learn, & to connect.
Register now at: https://www.alumni.ubc.ca/event/family-ties-connecting-food-and-learning-at-home/
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