The First 10 Days (and Beyond)

Creating Caring Connections and Supporting Student Mental Health and

Well-Being During the Return to School

Getting ready
While the last two years have presented many challenges for students and staff alike, everyone has done their
best to support students and manage the uncertainties. This year, we are continuing to welcome students back to
school with hope and optimism, while recognizing the uncertainty that remains and the range of experiences that
students will bring as they re-enter the classroom, in-person or remotely. So, how do we proceed?

We proceed together.
It is possible to prepare for the future without knowing what it will be. The primary way to prepare for the unknown
is to attend to the quality of our relationships, to how well we know and trust one another, as we step forward
together through uncertain times (Wheatley, 2004).

We learn.
We continue to learn and adapt to needed safety protocols and we use our experiences to build good learning
environments whether in-person or through remote or hybrid means. And to truly receive students well, and to
honour the vast range of experiences and emotions that they will bring in their backpacks, we need to educate
ourselves about other things too.

We need to reflect deeply on instances of systemic racism and anti-Black racism, anti-Asian racism and anti-
Indigenous racism in our society, and on the impact of colonial practices and inequities that have been amplified
through the pandemic. We need to see students as they begin this school year, to welcome them warmly and
personally, and give them space to tell their story. We need to ground this work in anti-racist and anti-oppressive
practices. And we need to learn how to prioritize mental health and well-being at school and build confidence in
noticing when students might require a helping hand in this area.

We build on what we know.

We learned so much working together the last two years. We solved problems and adapted to an ever-changing
learning environment. Let’s continue to build on these foundations and mobilize existing resources and supports
to ensure we are ready to serve students’ mental health needs. Your board mental health leader, and your
superintendent with responsibility for mental health, have worked with key stakeholders to develop a plan for a
mentally healthy return to school that is rooted in your board’s foundational work. In the same way, you can build on
your board’s work in equity and inclusion.

We connect the dots.

We need to continue to think in integrated ways and save time and energy where we can. In the midst of the difficulty,
loss and disruption, the pandemic revealed efficiencies and innovations, and new opportunities for collaboration
and sharing. We can look for ways to connect and share ideas and resources across schools and boards, and with
community partners.

We remain flexible.
No one knows what the future holds. Plans we create today may need to change tomorrow. We can be gentle with
ourselves, and each other, and keep doing the best we can.

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 Mentally Healthy Back to School Support Package

Background to this resource

The First 10 Days resource was created by practicing school mental health professionals and educators, alongside
School Mental Health Ontario. It is not meant to be prescriptive. It offers a range of ideas to help you to get the
school year off to a good start. You can certainly substitute different activities or modify strategies to fit with your
class grade and complement. You can stretch the learning over more than ten days or condense it into fewer days.
You know your students best. The ideas here are meant to spark ideas.

The activities outlined in the resource focus on relationships, connection and community. They are designed to
help students ease into school routines. That will allow them time to learn and practice skills to cope with emotions
and challenges they may encounter in coming weeks. As they learn ways for supporting social-emotional skills and
mental health, students can create a “toolbox” of strategies to practice throughout the year in and outside school.

Ideas within the First 10 Days are meant to be used universally, class-wide. All students will benefit from a chance
to debrief, build relationships, feel a sense of safety and belonging, calm anxiety, and re-engage with learning when
they return to school.

As such, this resource highlights wellness promotion Aligned & Integrated Model
strategies (tier 1), that can be differentiated to help (AIM)
every student with the transition back to school. Some
students will benefit from many of these strategies,
plus perhaps more time, and more support, to re-
engage with school. For example, some students have
missed key instruction and learning because of
uneven access to internet, health issues, pre-existing INTERVENE
Assessment and

mental health problems, or other barriers to learning

Treatment Services

the last two years. They may feel very anxious about BRIDGE
MOBILIZE BOARD & COMMUNITY SERVICES

EN
returning to school. These students may need an SUPPORT

GA
Y

extra chance to catch up in their learning, to talk Offer Ongoing

UIT

Classroom

GE
Support
EQ

through their emotions and experiences, gradually PREVENT

ME
BOLSTER
Provide Early Build Skills
return to school, or access dedicated prevention or

NT
Intervention Services and Resiliency

early intervention support (tier 2). A smaller number NOTICE

EARLY IDENTIFICATION

of students will experience significant mental health INCLUDE PROMOTE

needs, requiring urgent and/or intensive professional Student Engagement
& Belonging
Curriculum, Teaching
and Learning

mental health services (tier 3).

WELCOME UNDERSTAND PARTNER
Social and Physical Mental Health Literacy & Home, School,
Environments Knowing your Students Community Partnerships
As an educator, your role is to lead with universal FOUNDATION
SCHOOL AND CLASSROOM LEADERSHIP

activities like those noted in this resource, but to be

watchful and notice when a student might need more EVIDENCE
or different kinds of support. For more information on
the services and pathways available, please connect
with your principal, school social worker, psychological
services staff, or equity and inclusion lead.

The First 10 Days is meant to be a flexible resource. While it is designed for use in a physical classroom setting, you
can modify many of the ideas for remote learning. Although there are certainly important differences between a
face-to-face and a virtual learning environment, relationship- building strategies translate well between these two
modalities.

Creating caring connections and trust with your learners helps students to know that they matter – that their
uniqueness is celebrated, and voice is heard. Students learn best when they feel safe, valued and certain that they
belong.

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 Mentally Healthy Back to School Support Package

Setting the stage through relationship-building

The following relationship-building strategies are particularly important to help students transition from the last two
unique years into the 2022-2023 school experience.

• Acknowledge the challenges of the previous two school years.

• Establish (in-person or remote) back-to-school social events to allow peers and staff to re-connect. Consider
opportunities to spend time with classmates or teachers from last year.

• Acknowledge that returning to school will be exciting for some, challenging for others.

• Recognize the unique transition challenges of those re-entering school from remote learning, or entering a new
school, either due to moving or aging up (e.g., kindergarten, entering high school, or transitioning from a school in
a First Nation community). Provide additional opportunities to get acquainted.

• Work with feeder schools to see if/what transition activities occurred before or during school closures.

• Consider matching up peer-buddies, particularly for students who may be at risk of a challenging transition. Peer-
buddies can include same-grade peers or matching older and younger students.

• If possible, consider a long-term plan to bolster the process of welcoming students to school each day (e.g., have
staff greeting students as they exit the bus or at drop-off locations).

• Continue routines to make students feel welcomed as they enter the building each day.

• Make concerted efforts to build the school community and establish staff/student relationships (e.g., have staff
learn, and correctly pronounce student names, and use identified pronouns, even for those not in their classes).

• Anticipate significant fatigue and sleepiness, particularly among adolescents.

• Teach and re-teach expectations and routines and be patient and positive with students remembering that these
routines and expectations have changed significantly and frequently over the last two years.

• Role model the behaviours and coping strategies you are hoping the students will follow.

• Consider opportunities for students to work cooperatively, feel empowered and assist others, which can prove
restorative following significant disruption and collective stress.

• Provide students with ample opportunities to share concerns, challenges, ideas and needs. Student voice and
agency helps to build a sense of control and resilience during uncertain times.

(Adapted from School Re-entry Considerations: Supporting Student Social and Emotional Learning and Mental and Behavioural Health Amidst
COVID-19 (2020). American School Counsellors Association and National Association of School Psychologists.)

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 Mentally Healthy Back to School Support Package DAY 1

Day one – welcome!

Imagine you are arriving in a new place, one that is familiar in some ways, but unusual and a little unsettling
in other ways. A place that you both know…and do not know. You are arriving with heavy bags and aren’t sure
you can put them down just yet, because you aren’t sure if you are safe, or if you belong there.

How might you feel?

What would help you to feel more comfortable?
What would help you to feel more confident?

One thing that might help is having a caring guide. Someone to help you to find your way, carry your luggage,
and get you settled in. Even though you yourself may not feel completely confident or comfortable, for your
students, you are the caring guide.

Here’s what you can do to help students feel more Allow time to talk – Students may need the opportunity
comfortable and confident about day one. to talk about their feelings and experiences related to
the previous two school years and experiences during
Provide a warm welcome – COVID-19. Validate their perspectives and acknowledge
the uncertainties that might still exist for some students.
• For in-person learning environments, post positive, Highlight that you will all do your best as a class and
hopeful messages around the classroom that inspire school community to support one another through all of
a sense of wellness and belonging. You can share this.
similar messages in remote learning by using the chat
window or putting posters on a wall. Have some conversation starters ready to inspire
discussion that is both safe and meaningful. This means
• Greet students by name when you can, making eye balancing dialogue about challenges with messages of
contact and letting them know you are happy to see hope. Examples:
them.
• “What I learned, or appreciated, during the last school
• Share a welcome message/video for students and year was…”
family members that briefly discusses how you will be
starting the year, ways to support one another, etc. • “One thing I’m looking forward to this school year is…”

• Take extra time to greet students who are new to the Discuss personal choices related to safety — public
school, returning to in-person learning from remote health guidelines may continue to be fluid. Model for
learning, or who you know may have experienced a students that each of our experiences is unique and that
difficult time during COVID, or who have not engaged that it’s important to be respectful of the choices that
with school lately, and let them know how happy you individuals make (e.g., continuing to wear masks).
are to see them.

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 Mentally Healthy Back to School Support Package

Engage in a welcoming activity – You can introduce to start a new school year in a new classroom with
any number of different activities that can help to students and a teacher they may not know, and some
acclimatize students to the new school year, and to build good first steps they can take to get to know each
a sense of classroom community. Remember to include other.
those who are learning remotely into community-
building activities. Here are a few ideas to start. Spend time with students needing more assistance –
Some students need a little more support in
• Work on setting up a calming space in the classroom transitioning to school. Students who are starting
where students select or place items that they think kindergarten, high school, returning to in person from
would help (e.g., low light, mindful colouring pages, remote learning, or moving to a new school will require
music station, etc.). more support as they settle into their new setting.
Former grade 12 students who are returning for a 5th
• Invite students to create a journal entry or video year may be sensitive about this. They may benefit from
related to features of a welcoming classroom. What a recognition that their cohort had a rough two years,
does it sound like, look like, feel like? (e.g., What do I and that taking an extra year is a sensible decision
need to feel safe, or safer, at school given everything for them. Check in with students who may need a bit
that has happened this past year? How can I welcome more encouragement and support throughout the day.
someone new to the school? How can we make Additionally, recognize that, depending on their age and
everyone feel welcome?). understanding, students may be attuned to increased
awareness of systemic racism, oppression, and hate in
• Engage in a “get to know you” activity. For example, the wider society.
ask students to pick a number between 1 and 3,
or hand out cards randomly with 1, 2, 3 written on Educator’s note: Welcoming practices will call on
them. They then have to tell that many things about educators to reflect on how well they know their
themselves. students, many of whom may be new to their class.
Greater Good in Education have developed a helpful
• Read a story about new beginnings, managing resource, Making Families Feel Welcome, which provides
change, etc. (e.g., The Day You Begin by Jacqueline a research-based list of methods for helping families of
Woodson). Invite students to reflect on what it is like all backgrounds feel welcome in the school community.

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 Mentally Healthy Back to School Support Package DAY 2

Day two – co-creating classroom norms

Building on the reflections and practises from day Getting started – Using developmentally-appropriate
one, you can begin to co-create classroom norms and language, help students to define what it means to have
expectations with your students. In contrast to rules, a learning environment that feels safe. For example:
which are (usually) teacher/school generated, norms
are an agreement among members of a classroom or “One of the most important parts of being part of this
school about how they will treat one another. Day two learning community is making sure we take care of
is designed to establish the classroom environment as each other so everyone can learn. That means creating
a safe and inclusive space by co-creating the norms for a learning environment that feels safe. What are ways
interactions throughout each learning day. you can feel safe or unsafe both physically (in your body)
or emotionally (in your feelings)? What is the difference
Tips for co-creating classroom expectations and norms between physical safety and emotional safety? What
can cause someone to feel emotionally unsafe? Why is
When introducing your class to the process, state that it important that we create a classroom that everyone
the goal is to develop a class culture where everyone feels safe and ready to learn?”
feels included and valued. Because everyone is an
important contributing member of the classroom For younger students (primary/junior) consider using a
community, everyone has a chance to shape the norms. mentor text to build a focus on empathy and community
caring and inclusion (e.g., read Be Kind by Pat Zietlow
You may be used to creating norms together as a class. Miller (available in French). What does it mean to be
kind? This story focuses on ways that we can help and
What may be different this year is how you respond to include others. Invite students to discuss ways that they
lingering worry related to the pandemic. For example, can be kind and support one another at school.
you may need to reflect on respecting individual
choices for mask wearing, physical distancing, and Brainstorm – Share ideas for classroom shared
how to respond when someone seems ill. It may be agreements. Record students’ ideas (using their own
important to highlight in advance that if someone gets words) for what they need to feel safe this year, and/or
sick it does not mean that they have COVID-19. And if how they will treat others, so they feel safe. You can do
a classmate does become ill, we need to be caring and this on large graffiti paper in small groups, or as a full
compassionate, and avoid any blaming or stigmatizing class in other ways.
behaviour.
Finalize shared agreements – As a class, group
similar ideas and narrow their brainstorm to five
or six statements that capture what students have
identified. Consider where the final agreements will
be posted (virtually or in- person) so that together
with your students, you can refer to it and practice the
norms often.

(Source: https://schoolguide.casel.org/resource/
sample-lesson-plan-generating-classroom-shared-
agreements/)

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 Mentally Healthy Back to School Support Package DAY 3

Day three – you are unique and valued

The pandemic has not only affected our sense of Being unique – Facilitate a discussion related to what
health and safety, but it has also amplified inequities it means to be unique. Invite students to complete
and injustice in our society. Some experienced more a handout that highlights what makes them unique,
challenges than others, often because of differences in for example:
the social determinants of health (e.g., income, language,
discrimination, etc.). We witnessed multiple instances
of system racism, and particularly anti-Black racism, Something I’m passionate about…
anti-Asian racism and anti-Indigenous racism brought to
the surface in painful reality. Many students and families Something I’m good at…
that we serve, as well as community and staff members,
have been deeply affected by this difficult time in People I matter most to…
our society. We all have a role to play in addressing
inequities, injustice, and oppressive practices. What I’m grateful for…

We need to give special attention to building students’

sense of identity and mattering as they return to school Close the exercise with a discussion about how the class
this fall. Learning environments where students’ can best celebrate uniqueness.
identities are affirmed and valued have culturally
responsive and relevant pedagogy at the heart. They Read Thunder Boy Jr. - Sherman Alexie (available in
reflect a commitment to a deep knowledge of students, French), a story focused on name and identity. Invite
in order to create an environment where everyone feels students to share information about their own names
welcome and included. (first or last).

Here are some ideas for building a sense of identity and Watch this video that speaks about the uniqueness
belonging. of individuals and how it is okay to make mistakes
along the way. A discussion at the end of the video
Teach us your name – Have each student tell their name, could include students’ thoughts on how important it
then teach the class how to pronounce it the way they is to be authentic, to accept ourselves and to love our
want it said, and something about their name’s meaning imperfections.
(e.g., named after my aunt, my name means “peace” in
my language; my name is Nikhil and I like to be called Educator’s note: Educators are invited to watch Huda
Nikhil; my name is Jessica and I like to be called Jess, Essa’s TedX talk titled “Your Name is the Key” to support
etc.) Invite students to share their pronouns (e.g., he/ their own learning.
him, they/them, ze/zir, she/her, etc.) to show respect for
gender diversity in the classroom.

Something you want me to know – This activity allows

the student to take ownership of the information they
wish to share, while providing a safe way to introduce
themselves to you as their new teacher. Ask students
to think about something that is important to them that
they would like to share with you (e.g., something they
are proud of, something about their culture or faith,
something they may need extra help with, or anything
that would help them to be successful this school year).
Remind students that the information will not be shared
with the class.

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 Mentally Healthy Back to School Support Package DAY 4

Day four – identifying and managing emotions

Each day, from day four through day nine, a new to supports. Students of all ages may be experiencing
social-emotional skill area will be introduced that can a range of emotions as they return to school this fall –
help students to navigate uncertain times, and to feel excited, worried, frustrated, sad, confused etc. Given the
more confident and capable overall. It is important to unsettled times we experienced over the last two years,
remember that students come to school with many they may struggle to identify and express their feelings.
skills and strengths, as part of their culture, faith, Learning to notice different emotions, and name them,
identities, and communities, and that these can be can help students to communicate how they are feeling
affirmed and celebrated as a first step. Sharing and and what they need to navigate through these feelings.
encouraging students to share new ideas and strategies It is important to listen and validate the emotions that
for students to explore together is one way to build students are feeling, and to try to understand their
upon these strengths. In getting to know your students, perspectives, reflecting back what you have heard.
you will learn their strengths and preferences, and can
differentiate these ideas to support your students in The following everyday practices can support educators
good ways. in teaching students skills to notice, name, and navigate
emotions.
It is important to take some time for reflection prior to
introducing social-emotional activities. In addition to Hear from some Ontario students about this social-
considering your students – their cultures, identities, emotional learning skill.
faiths, and intersectionalities – it is also important to
reflect on your own identities, positionality, world views
biases, and areas of privilege. It is good to recognize
that there is not one “right” way to maintain good mental
health and to recognize that the strategies that may
work for you, or for some students, may not work well
for others. Recognize the beauty in diversity, and invite
students, families, and community members to share
their ideas and experiences with building wellness as
you grow together over the school year or semester.
Taking time for reflection, and for considering deeply
the experiences of the students you serve, will help to
ensure that the ideas you present, along with the ideas Here are some ideas for helping students to learn
shared by students, will be supportive and identity- and practise this skill (adapt to your students’
affirming. developmental level).

Day four focuses on skills that can help students with Emotion charades – In usual times, this activity can
identifying and managing emotions. While these skills help students to practice expressing emotions with
do not change the situation(s) that contributed to the their whole body, and to recognize body language and
difficult emotions, it can offer a way to pause, step back, facial expressions in others. If students are wearing
and understand clearly what one is feeling, and why, masks, it is much harder to read facial expressions.
which may be helpful in establishing a sense of agency. Challenge students to come up with ways to show
For example, when a young student can understand various expressions with their eyes and gestures. This
the connection between the uncomfortable feeling will really help students who have difficulty reading non-
in their stomach, and feeling nervous about going to verbal cues, like establishing a new shared language.
school (e.g., due to entering a new school or grade, re- The feeling flash cards can be used in a variety of ways
entering in-person learning after being a remote learner, and are suitable for all grades. They are helpful for
previous experiences of racism, homophobia, exclusion, supporting the identification of, and conversations about
bullying, etc.), it can be a cue to use some strategies feelings. You may consider using them as part of the
that might help them to feel better and connect them emotion charades activity.

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 Mentally Healthy Back to School Support Package

What’s my temperature? – Gauging the intensity of our Online discussion forum/circle discussion – Lead a
emotions and energy levels is an important component discussion about positive ways to express our feelings
in the development of self-regulation. Take the emotional (e.g., put our feelings into words, draw a picture or write
temperature in the room and introduce ways to shift the about how we feel, create an art or media project, show
tone to help all students to re-focus. This activity can our feelings through dance or music).
help students to take their own emotional temperature,
so they learn to notice, name, and navigate their Read The Way I Feel by Janan Cain (available in French)
emotions. to illustrate how visiting feelings helps us to treat our
feelings like guests. We can welcome them in, get to
Realistic thinking and feeling – Students sometimes know them, and perhaps learn why they are visiting.
get into unhealthy habits of thinking where they focus Educators may also wish to read Your Fantastic Elastic
on worries and negative events and lose sight of more Brain: Stretch It, Shape It by JoAnn Deak (available in
positive and optimistic approaches. Being trapped in French), which introduces students to the anatomy of
negative thinking spirals (e.g., I will never be good at the brain and connections to emotions and learning.
math, if I don’t make the team I will lose all of my friends)
can lead to unpleasant emotions like sadness and anger.
This activity helps to reinforce how thinking, feelings,
and actions are interrelated, and how breaking the
negative thinking cycle can help students to feel better.

It’s important to note that some negative thoughts

are valid (e.g., negative thoughts related to
microaggressions or racist comments/behaviours of
others) and should not be treated the same way as
unhelpful unrealistic thoughts. When students share
thoughts that are related to racism, bullying or other
hurtful behaviour, as caring adults it is important to
validate their experience and work to address the
concerns noted.

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 Mentally Healthy Back to School Support Package DAY 5

Day five – stress management and coping

Every day, students are exposed to big and small Tense and relax – One way to help students to
challenges. With practice and support, they can learn understand how different their body feels when it is
ways to respond to these challenges and to find good relaxed, relative to when it is tensed, is to show them
ways forward in the face of obstacles. As we return to how to engage in progressive muscle relaxation. This
school, there may be additional stressful circumstances activity offers a fun way for students to try this out to
and changes to navigate for all of us. It is a good time see if it can help them to release the stress they may be
to remind students about their existing coping skills, carrying in their neck, back, jaw, etc. For older students,
and to add a few additional ideas to add to their toolkit. you may wish to download our social media bundle with
Of course, this doesn’t mean that students must take muscle relaxation exercises.
on responsibility for managing significant harms and
circumstances that require adult or wider system Imaginary walk – In this visualization activity, you can
intervention, or that the coping skills suggested would read from a script that helps students to imagine being
be sufficient in these cases. Still, young people have on a peaceful walk through a beautiful forest. Of course,
indicated that they are seeking more ways to cope when you can use your own script and make up any sort of
they are struggling with their mental health and these guided visualization that your students would relate to
ideas may help. and could help them feel calm.

Hear from some Ontario students about this social- Stress buster bulletin board – To acknowledge that
emotional learning skill. everyone experiences stress, and convey that we are all
in this together, you may wish to create a classroom/
online bulletin board. It can share strategies that
students find helpful for coping with challenges.
You may be surprised with the creative ideas that
students bring forward. Students will also benefit from
normalizing the experience of stress.

Older students may wish to visit the School Mental

Health Ontario student website to access some
shareables that can help them with their strategy
practice, especially when they are feeling anxious.

Stress management and coping skills include strategies: Many of the strategies listed above have been modeled
like calm breathing, muscle relaxation, distraction, and shared in the Virtual Field Trip lesson series on
visualization, noticing, and thought-changing techniques. stress management and coping. There are six lessons
Here are some ideas for helping students to learn for every division that include a Minds On, Action (virtual
and practise coping skills (adapt to your students’ field trip video), and Consolidation. Visit the School
developmental level). Mental Health Ontario website to find these lessons.
They are organized by strategy.
Deep belly breathing – You can remind students to
take slow deep breaths to help them to feel calmer.
One way to do this is through a deep belly breathing
activity. You can modify this for younger students. Have
them imagine they are holding a cup of hot chocolate.
Begin by blowing out air to cool the cup, then draw in a
deep breath to take in the warm sweet scent. For older
students, you may wish to download our social media
bundle with breathing exercises.

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 Mentally Healthy Back to School Support Package DAY 6

Day six – positive motivation and perseverance

Practices that promote positive motivation encourage Instead of thinking: I could try thinking:
students towards optimistic thinking habits. They can
help in reframing situations so that students can see I can’t do this
alternative explanations, interpretations, and views
when facing challenging circumstances that are difficult I want to give up
to change. While it is important to validate difficult
circumstances and to appreciate that some students I made a mistake
have had much more difficult circumstances in the past
two years than others, there is always strength in looking
for the positives so that we don’t find ourselves feeling Gratitude moment – This activity can be completed
overwhelmed by strain and worry. Optimistic thinking, as a group or individually. Ask students to think of
and keeping a long view, has been associated with better something that they are grateful for. Remind them that
mental health outcomes. But it takes practice, especially there is no correct answer and that the something they
during challenging times. select can be big or small. Ask students to either share
their gratitude with the class in a community circle or
Hear from some Ontario students about this SEL skill. privately as a journaling activity. This can become a daily
practice (as you start/finish each day, think of one thing
you are grateful for and why). You may wish to share the
social-emotional learning poster about this practice.
Also, Virtual Field Trip #6 focuses on the power of
gratitude and hope-finding.

Read The Thing Lou Couldn’t Do by Ashley Spires

(available in French), a story about what to do when
confronted with something difficult. As noted on Day
4, you may also wish to use Your Fantastic Elastic Brain
by JoAnn Deak (available in French), which introduces
students to the anatomy and functions of the brain and
Here are some ideas for helping students to learn helps them to stretch and grow their fantastic brain. For
and practise this skill (adapt to your students’ older students, choose a text to help students explore
developmental level). the main characters’ use of a growth mindset.

The power of yet – When facing challenging situations,

rather than giving up or using negative self-talk, students
can learn the power of “yet”. Adopting a growth mindset,
they can say to themselves, “I can’t do that…yet” or “I
don’t understand…yet”. This activity helps students
to practice this optimistic way of thinking. Consider Four Finger
expanding to with a discussion about how students Affirmations Calm Place
could reconsider the following thinking traps to reflect
the power of yet.
Select four words that Where do you feel
make you feel calm and the most relaxed?
confident. It might be a
sentence or just four words. Imagine you are there. Keep In Mind
What do you see? • You can use your
Examples: “I am loved today” Keep In Mind Calm Place to feel
“I believe in me” more at peace during
“Breathe, listen, smile, love” • The more you say this What do you hear? stressful moments.
to yourself the more
“I can handle this” you will feel that what
you say is true. Are there any smells, tastes, or textures? • Spend time developing
details of your Calm
Each word you have chosen will match a Place to make it feel
finger on your hand. more realistic.

As you say your affirmation in your head, • Use your imagination

and walk around your
connect each finger with your thumb. Calm Place – notice
every detail.

We work together with Ontario school districts We work together with Ontario school districts
to support student mental health to support student mental health
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Elementary posters Secondary posters

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 Mentally Healthy Back to School Support Package DAY 7

Day seven – healthy relationship skills

Many skills go into building and sustaining relationships. Here are some ideas for helping students to learn
These skills help students to have caring interactions and practise healthy relationship skills (adapt to your
in the classroom that can foster a sense of community, students’ developmental level and ensure physical
inclusion, and belonging. When students develop these distancing requirements met).
skills together, this can contribute to a safe and caring
environment for all students in the classroom, which Pay it forward – Empathy is an important skill in
helps with learning (and teaching). developing and maintaining healthy relationships.
Putting oneself “in another’s shoes” can often provide
There are times when we all may feel a little tense and a new and more compassionate perspective. This
worried, and we may not always be at our best in our activity builds empathy and compassion by encouraging
interactions with others. Practicing skills of listening, students to notice good qualities in others, and make
sharing and collaborating at the beginning of this their peers feel valued.
school year can set a positive tone for coming weeks
and months. Being generous with each other, and Cup stack challenge – In this activity, student teams
overlooking moments of irritability and frustration, can receive a stack of six cups, an elastic, and a piece of
help us to keep small things small. string for each person. The challenge is to unstack the
cups collaboratively without touching them, and then to
Hear from some Ontario students about this social- restack them into a pyramid using the same strategy.
emotional learning skill. This activity promotes team-building, collaboration and
communication skills. It also provides an opportunity
to learn about one another’s strengths. You can use
similar cooperative challenges to reinforce this skill
(e.g., collaboratively completing logic puzzles; playing
cooperative, inclusive games, etc.).

Kindness wall (or jar) – In this activity, teachers and

students catch random acts of kindness and celebrate
them. That happens by posting a note describing the
action on a kindness wall bulletin board, and/or placing
a bean or button in a jar for every kindness they observe.
Kindness grows when we draw attention to it.

Interviews – Pair up students and have one individual

talk about something they feel proud of or happy about
(e.g., their culture, an accomplishment, a hobby or talent,
their pet). The other person actively listens, as if they
are a news reporter. They take notes and introduce
their partner to the class highlighting what they heard,
providing at least three details. Then they switch roles.

Educator’s note: Would you like to learn more

about listening and learning with compassion in the
classroom? Check out this article from the Greater Good
Science Center at UC Berkeley.

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 Mentally Healthy Back to School Support Package DAY 8

Day eight – self-awareness and identity

Supporting and practicing self-confidence can Here are some ideas for helping students to learn and
assist students to value their uniqueness, and to be practise skills related to self-awareness and identity
comfortable expressing their opinions. A critical element (adapt to your students’ developmental level and ensure
of self-confidence for students involves growing and physical distancing requirements met).
learning to appreciate their identity. Ontario students
reflect a wide range of intersecting social and cultural Show and share – The purpose of this activity is to help
identities, including, but not limited to ancestry, race, students to identify important aspects of themselves,
culture, gender identity and expression, geographic and to practice sharing pieces of their identity with
location, language, mental health and well- being, classmates. It also helps students to see the value in
physical and intellectual ability, religion, sexual uniqueness and diversity. It can be done as a circle
orientation, and socio-economic status. Through these activity, where students are invited in advance to bring
activities students and staff can have intersecting an item or piece of information about themselves to
parts of their identity affirmed, and can get to know share briefly. Students can also share through journaling,
one another in meaningful ways which contributes to a drawing, spoken word, etc.
positive sense of self.
The I in the image – This activity puts a series of
Knowing who you are and holding firm to the person you interesting photos around the room and asks students to
believe yourself to be – all in the face of life’s challenges stand/sit near the picture that they identify with (or like)
and choices – is a lifelong skill that can begin to develop the most. Have each student explain why they picked
in childhood. Educators have a key role in helping to that picture.
show students that they matter, and that they bring value
to the classroom. They can also model identity-affirming Self-advocacy cards – In this activity, students complete
practices, and good allyship and support. cards highlighting the type of learner they are and what
they need to help them to succeed. Teachers can provide
Hear from some Ontario students about this social- a listing of learning types (I like to learn by observing
emotional learning skill. others, I like to learn by talking with others, I like to learn
by listening, I like to learn by looking at pictures, etc.).
Other prompts can also be provided: I work best when
the class is quiet…the work is chunked into smaller
pieces…I can ask a friend for help, etc.

Guess who? – In this activity, students use a folded

piece of cardstock to write something about themselves
(likes, hobbies, family information, cultural information,
etc.) on the front. Then they draw a self-portrait and
write their name on the inside. After the cards are posted
on the bulletin board, classmates try to guess who is
who from the information on the front of the card. For
older students, you may wish to invite them to offer a
little- known fact about themselves or play two truths
and a lie.

Students come to know one another through these

identity and confidence-building activities. As they do, it
is important that classmates receive information shared
in an affirming and welcoming manner.

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 Mentally Healthy Back to School Support Package DAY 9

Day nine – critical and creative Stop, think, go – This activity helps to develop
problem-solving skills, using traffic lights as a guide
thinking (executive functioning) (1. Red – stop – what is the problem? 2. Yellow – think,
slow down, proceed with caution, brainstorm possible
Every day in classrooms, educators establish routines, solutions. Think about what might happen for each of
support learning and growth, and help students to your possible solutions 3. Green – go, try it out. Post the
practice skills that help them to plan, focus, retain visual as a class reminder and make use of the practice
instruction, and multitask. We know that these skills as often as opportunity arises.)
are further developed and enhanced through repeated
practice (Center on the Developing Child, Harvard Keeping track – This activity helps students to
University, 2017). When we introduce these skills early remember that when they develop organizational
in the school year, explicitly describing how they can be skills, they are better able to keep track of information
supportive to learning and to managing task demands, and materials, especially the things they need every
students can begin the year with tools that can help to day (homework, notebooks, keys, phone, sports
set them up for success. equipment, etc.).

Critical thinking skills are also helpful for reflection Goals for the year – Have students identify three
and analysis. Students can benefit from strategies big goals for themselves for the coming school year
for considering the events of the past few years – the (e.g., get a B in math, try out for a sports team, get to
pandemic, world events, societal injustices – and from know Ruby better, etc.). Help them to notice that these
supportive dialogue that can help them to process all big goals might seem a long way off. Invite them to
that has happened. choose one of the goals and develop a set of sub-
goals that are smaller and easier to achieve (e.g., what
Hear from some Ontario students about this social- is one small thing you could to over the next week that
emotional learning skill. would bring you a little closer to your goal?).

Memory games – Memory and concentration can

be practiced as part of your back-to-school routine.
Memory matching games with pictures or cards, or
progressive list games (I went shopping and bought...
an alligator…a box…a candy cane…a dish towel…etc.),
can be a fun way to get students back into the swing of
working their memory skills.

For older students, you might want to have them apply

their critical thinking skills to discussions related to
current events. Be mindful that current events may be
Here are some ideas for helping students to learn and sensitive for some students, and they may not wish
practice skills related to critical and creative thinking to be reminded of things happening in the world at
(adapt to your students’ developmental level). this time. Offer a range of ways of participating and
reflecting on events. Consider your students carefully
when selecting topics so that no one feels centred
out during class dialogue. Use small group formats to
help to ensure conversations are safe for everyone. For
additional guidance on how best to engage in supportive
conversations following challenging world events check
out this info sheet.

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 Mentally Healthy Back to School Support Package DAY 10

Day 10 – build your toolkit

Welcome to day 10. You and your students are starting Share with students the importance of asking for help
to get to know one another, and you have introduced along the way. Seeking support is an essential skill
some skills to help them to manage the uncertainties for learning and achievement. Consider the following
of the school year. You have also set a positive tone for questions for your classroom discussion:
a mentally healthy learning environment – one where
students know they matter and belong, engage in • Where can you go to get support (help) at school?
positive interactions with one another, and are starting
to settle into school routines again. • Who are the people you can talk to?

It can be helpful to remind students about the ideas • What might be some reasons for asking an adult to
you introduced as part of this resource. You might also help instead of a friend? (And vice versa.)
suggest that they create a toolkit of ideas and strategies
that can help them to manage things during this unusual • What does support look like to you?
time. They could create a physical or online toolkit
where they list the coping strategies that they liked the • How would a teacher show you support? How would a
best and can use when they feel anxious (e.g., breathing friend? A family member?
techniques, visualization). Or they could place any
journaling or drawing that they did to remind themselves • What supports are available in your community?
of their strengths and identity. (For example, Kids Help Phone, local resources.)

In addition to having more social emotional skills to help Here are some activities to support the skill of help-
with coping with uncertainties and stress, students may seeking.
also benefit from understanding more about their mental
health. For elementary students, you may wish to review Ask three, then me – This activity helps students to
the health and physical education mental health literacy understand the importance of asking questions and
lesson plans. For secondary students, MH LIT Student asking for help.
Mental Health in Action includes four modules that are
designed to build knowledge about mental health. If your Identifying helpers – Invite students to consider building
students have not engaged with this material in another a list of supportive people that they can go to when
class, it could be a helpful series of lessons to assist they have concerns. This may include trusted friends
them in their understanding about their own mental and family members, as well as more formal community
health, and how to care for it. These lesson plans can be supports.
found on the SMH-ON website.
Read Ruby Finds a Worry by Tom Percival (available in
French), a story about a young girl who discovers she
has a worry and so do others. You can invite students to
talk about who they could share their worries with.

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 Mentally Healthy Back to School Support Package

A final note
Thank you for considering the ideas in this First 10 Days guide. As noted at the start, these are just jumping off points
and we recognize that the beginning of school may look very different for you and your class than imagined here.
We are confident that you will use your creativity and professional judgement to adapt these and other activities, to
create a welcoming and inclusive space for learning during this time of challenge, change, and hope.

Thank you for all that you do for students. Remember to engage in practices that support your own wellness, and to
reach out for assistance if you need support in creating and sustaining mentally healthy classroom spaces. Every
board has a Mental Health Leader who can direct you, or your school principal, to student supports and services.

To learn more about mental health at school, consider accessing the MH LIT course for educators on the VLE.

Be well.

Visit the COVID-19 Youth Mental Health Kids Help Phone

Resource Hub to help young people 1-800-668-6868
look out for themselves and each or text “CONNECT” to 686868
other. Please share widely. for support 24/7

www.smho-smso.ca
@SMHO_SMSO

© Updated 06/2022

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