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Monthly well-being daily activities

MONTHLY WELL-BEING DAILY ACTIVITIES

STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

Include Stress Management, Mindfulness and Coping Skills Activities daily and often throughout the school year.

Mix/match, add and re-use activities to establish consistency of mental health and socio-emotional capacity building.

January

Mattering & Transitions

February

Mattering, Knowing One-Self & Healthy Relationships

March

Mattering, Transitions & Self- Identity

April

Mattering, Communication, Relationships, Gratitude & Mindfulness

May

Mattering, Emotions & Feelings

June

Mattering, Problem Solving & Emotions

These activities are from School Mental Health Ontario (SMHO); Facing History & Ourselves & TDSB.

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Sensory Zone

Welcome to our Special/Complex Needs’ Room

Click on different items in the room to see where they take you.

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January

JANUARY MATTERING & ENGAGEMENT
Daily Greeting PURPOSE: To acknowledge and welcome students and show them that they are valued, to celebrate diversity and uniqueness, and to model the importance of taking time for relationship building at school ACTIVITY: Greet each student face-to-face Establish a cubby space where they can leave their belongings that is labelled with their name Help the student build comfort in this space with items from home	Getting Ready for School PURPOSE:�To help students transition and adjust to their school routines feeling comfortable and safe in their classroom setting.	ACTIVITY: Continue to practice the tasks in the Get Ready for School Handout in the different school environments.	Personalize Cubby Space PURPOSE: To build a sense of belonging in the school ACTIVITY: The student’s first point of entry in to the school/classroom space is their cubby; spend time working on personalizing this space with the student Examples: Label with their name Take a picture to affix to the cubby Add stickers to the space Invite the student to add a familiar item from home in the space	Orientation to Classroom Space PURPOSE: To build a sense of familiarity in the classroom ACTIVITY: Introduce your students to the classroom space Label the environment with visual cues (e.g. signs, picture symbols) to help the student identify the areas Identify each space whenever moving into it according to functional routines and link it back to the visual cue for reinforcement

DAILY GREETING

Getting Ready for School

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February

FEBRUARY	KNOWING ONE-SELF	KNOWING ONE-SELF & HEALTHY RELATIONSHIPS	KNOWING ONE-SELF & HEALTHY RELATIONSHIPS	KNOWING ONE SELF & HEALTHY RELATIONSHIPS
Daily Greeting PURPOSE: To acknowledge and welcome students and show them that they are valued, to celebrate diversity and uniqueness, and to model the importance of taking time for relationship building at school VIP PURPOSE: To help students to feel special and that they matter and belong within the classroom	CHOICEBOARD SCHEDULE PURPOSE: To help students and educators learn about their preferences and build a safe way for them to communicate these needs through alternative forms of communication.	NOTICING FRIENDS SOCIAL STORY PURPOSE: To help students build awareness of those around them and build the framework for social skills.	BEING A GOOD FRIEND SOCIAL STORY PURPOSE: To help students prepare for social opportunities with their peers by learning examples of positive social engagement strategies.	MIRRORING GAME PURPOSE: To initiate student engagement and relationship while building on each student’s coordination and awareness of their body. ACTIVITY: Pair up 2 students together Have one be the leader, and one be the follower The leader will start the movement and the follower has to try to copy the movement If your student has difficulty with working with another student, start by having the student work in front of a mirror

VIP-ONE STUDENT A WEEK

DAILY GREETING

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March

MARCH	TRANSITION & SELF-IDENTITY	TRANSITION & SELF-IDENTITY	TRANSITION & SELF-IDENTITY	TRANSITION & SELF-IDENTITY
Daily Greeting PURPOSE: To acknowledge and welcome students and show them that they are valued, to celebrate diversity and uniqueness, and to model the importance of taking time for relationship building at school VIP PURPOSE: To help students to feel special and that they matter and belong within the classroom	My Transition Book PURPOSE: To help students develop comfort with transition from home to school in the face of stress or challenges by using visuals, social stories, and reinforcement to promote comfort, safety, and preparation with school activities. This resource may also be used in preparation for transition to summer routines and/or new school/classroom environments for the fall. MY TRANSITION BOOK HANDOUT: Focus on pages 1-3 to establish familiarity in the classroom.	My Transition Book ACTIVITY: Spend time observing and engaging with your student in play scenarios and build on page 4 – “Page of Fame” in the Transition Book. While reflecting on this activity, this will also help to build an appreciation for your student’s skill set, growth, and progress over the year which will continue to bolster and support their sense of self and esteem.	My Transition Book – continued ACTIVITY: Continue to build on the student’s transition book in the My Transition Book Handout. Focus on the ‘Watch Me Do This’ page to build the student’s sense of self and esteem. If applicable, reflect on the progress/changes that have occurred since the start of school and provide encouraging feedback to your student.	My Transition Book – practice ACTIVITY: Practice the components of the student’s Transition Book in the ‘Watch Me Do This’ page to build the student’s sense of self and esteem, provide bonding experiences, and facilitate play and relationship development. Take these opportunities to also encourage students to watch their peers to build relationships and understanding of others’ identities.

DAILY GREETING, VIP & MATTERING

MY TRANSITION BOOK

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April

APRIL MATTERING	TRANSITION & CONNECTION	TRANSITION & RELATIONSHIPS	MINDFULNESS & EXPRESSING GRATITUDE	MATTERING & EXPRESSING GRATITUDE
Daily Greeting PURPOSE: To acknowledge and welcome students and show them that they are valued, to celebrate diversity and uniqueness, and to model the importance of taking time for relationship building at school VIP PURPOSE: To help students to feel special and that they matter and belong within the classroom	My Transition Book - Sharing PURPOSE: To build student confidence, community, and compassion between educator and student, and student and student. Take time to review each student’s Transition Book as a group; if available, have the student share one/two points about themselves. Gratitude Moment PURPOSE: To help students intentionally notice the positive elements in their day and shift the balance towards optimism ACTIVITY: The Thankful Book	My Transition Book – Sharing PURPOSE: To help students consider things from another’s perspective, experience the that perspective, and develop compassion for one another. ACTIVITY: Continue sharing of My Transition Book activity and have students participate in preferred activities as a group to build relationship and a sense of felt safety. Gratitude Moment: PURPOSE: To help students express their gratitude in alternative ways available to them.	5-Senses Scavenger Hunt PURPOSE: To support the development of awareness of the environment and build gratitude with mindfulness strategies.	Gratitude Photos PURPOSE: To help students intentionally notice the positive elements in their day and shift the balance towards optimism ACTIVITY: Work with students and take pictures of their favourite things in the classroom; display on a gratitude wall as a regular reminder of the things they are thankful for.

DAILY GREETING, VIP-ONE STUDENT A WEEK, GRATITUDE & MATTERING

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May

MAY MATTERING & ENGAGEMENT	MATTERING	MATTERING & GAUGING EMOTIONS	MATTERING & RECOGNIZING FEELINGS	MATTERING & RECOGNIZING FEELINGS
Daily Greeting PURPOSE: To acknowledge and welcome students and show them that they are valued, to celebrate diversity and uniqueness, and to model the importance of taking time for relationship building at school VIP PURPOSE: To help students to feel special and that they matter and belong within the classroom Gratitude Moment: PURPOSE: To help students express their gratitude in alternative ways available to them.	Belly Breathing and Mindfulness PURPOSE: To help students practice deep breathing techniques to help regulate their emotions Mindfulness Activity for Kids PURPOSE: To help students connect with their bodies and sensations through a child-friendly guided meditation. Mood Diary PURPOSE: To help students recognize their feelings and become aware of their resulting emotions :	Zones of Regulation PURPOSE: To teach students an understanding of their emotions and develop strategies to manage emotional regulation strategies through a structured curriculum. ACTIVITY: Introduce Zones of Regulation as per the handout:	Supplementary Zones Emotions Visuals PURPOSE: To teach students an understanding of their emotions and a structured method of communicating their emotions through alternative formats. ACTIVITY: Review emotions associated with blue and green zones and teach your students to identify these throughout the day.	Supplementary Zones Emotions Visuals PURPOSE: To teach students an understanding of their emotions and a structured method of communicating their emotions through alternative formats. ACTIVITY: Review emotions associated with yellow and red zones and teach your students to identify these throughout the day.

DAILY GREETING & VIP ONE STUDENT A WEEK

MATTERING

END OF DAY GRATITUDE MOMENT

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June

JUNE MATTERING	RECOGNIZING EMOTIONS & PROBLEM SOLVING	RECOGNIZING EMOTIONS & PROBLEM SOLVING	RECOGNIZING EMOTIONS, PLAY & RELATIONSHIPS	RECOGNIZING EMOTIONS & PROBLEM SOLVING
Daily Greeting PURPOSE: To acknowledge and welcome students and show them that they are valued, to celebrate diversity and uniqueness, and to model the importance of taking time for relationship building at school VIP PURPOSE: To help students to feel special and that they matter and belong within the classroom Gratitude Moment PURPOSE: To help students intentionally notice the positive elements in their day and shift the balance towards optimism	Self-Regulation Visuals PURPOSE: To teach students to learn about their emotions and strategies that help them to regulate. ACTIVITY: Pick out one/two strategies and try them out. Reflect on whether the strategy was effective. The Interoceptive Sensory System PURPOSE: To help students explore and connect with their internal feelings and sensations within their body.	Self-Regulation Visuals – continued PURPOSE: To teach students to learn about their emotions and strategies that help them to regulate. ACTIVITY: Pick out one/two different strategies and try them out. Fish Aquarium PURPOSE: To help students decompress at the end of the day with a calming visual sensory activity. COOPERATIVE PLAY GAMES PURPOSE: To help build rapport and a relationship between educator and student and between students to foster a sense of community, safety, and connection.	Virtual Calming Room PURPOSE: To help students explore preferences with calming strategies and regulation through a virtual resource functioning through the visual sensory system. The Tactile Sensory System PURPOSE: To help students explore preferences with calming strategies and regulation through the tactile sensory system through various activities. https://sites.google.com/tdsb.on.ca/ot-pt/resources/sensory-processing/touch#h.gxju70d3y83d CORE STRENGTH AND PLAY PURPOSE: To continue to build and strengthen relationships between educators and students and build functional strength which helps establish functional physiological regulation.	The Proprioceptive System – Heavy Work PURPOSE: To help students explore preferences with calming strategies and regulation through heavy work activities that promote regulation and connection with their bodies and emotions. OUTDOOR PLAY PURPOSE: To foster healthy practices and engagement with the outdoor environment while promoting ongoing student connection, development, and natural regulation strategies.

DAILY GREETING, MATTERING & VIP ONE STUDENT A WEEK

END OF DAY GRATITUDE MOMENT

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Resources & Additional Weekly Information

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Tools to Support Self-Regulation

Calming toolkit
Identifying and validating feelings
Expression through art and movement
Deep breathing
Mindfulness
Movement breaks
Zones of Regulation
Calming music
Outdoor activities in nature
Social play with safe caregiver
Heavy work activities (i.e. pushing, pulling, lifting, etc.)

Many of the activities we just mentioned can be used to support the development of self-regulation skills. Many are things you already do or are familiar with but we wanted to mention them here as a reminder. There are also active links with each suggested activity to serve as resources to support your lesson planning.

Calming toolkit (individual) e.g. fidget toys, glitter jars
Identifying and validating feelings
Express feelings through art and movement
Deep breathing/relaxation exercises/mindfulness
Build in breaks for movement (with physical distance)
Use classroom tools like Zones of Regulation when age appropriate
Listening to calming music
Engaging in outdoor activities in nature
Engaging in safe social interactions with a trusted caregiver
Engaging in heavy work activities that include pushing, pulling, or lifting against resistance which help to calm the nervous system

Strategies for older students might include using apps such as Calm, Breathe, the Smiling Mind with assistance when necessary. Students may also enjoy yoga and other opportunities for movement (e.g., Go Noodle, Cosmic Kids, Yoga with Adriene on YouTube).

If you require assistance with supporting students having significant difficulties with self-regulation, it may be beneficial to seek occupational therapy and physiotherapy services through a school SST.

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Mental Health Promotion at School: Classroom Considerations

Mental Health Promotion at School:

Classroom Considerations

It is essential to understand the strengths and areas for growth of individual students in the classroom so that all can access the mental health resources and practices that will help them to flourish.

Students with special education needs may need accommodations and/or modifications to mental health materials, lessons, and practices for them to access the learning.

Students with special education needs may have increased sensitivities and a heightened response to stressors at home, school, and in the community.

1) Use appropriate materials for each student’s developmental stage, identified learning needs, etc.

✓ Pre-teach concepts and vocabulary.

✓ Modify or adapt resources for students who may require

accommodations for written materials, visual materials, auditory

materials, sensory sensitivities, and/or physical activities.

✓ Consider the use of first-then boards, visual timers, visual

organizers, social stories, providing body breaks, and other

accommodations as required by individual students.

✓ Use assistive technology or visuals to support students with

reading and language challenges.

✓ Provide students time to think and formulate their responses.

✓ Adapt your lesson for students who may struggle more with

abstract concepts such as facial expressions, emotion

vocabulary, and nonverbal behaviours.

✓ Provide a variety of ways for students to demonstrate their

learning (e.g., drawing a picture, presenting verbally, writing in

a journal, telling a story, role playing etc.).

✓ Ask for further support to adapt and modify materials by

consulting with our special education team (which may include

itinerant teachers, special education teachers, psychologists,

speech and language pathologists, and student support staff).

2) Deliver the instruction at a calm time of day and postpone if students are having difficulty settling.

✓ Provide adequate transition time from prior activities and offer

advance notice about the activities.

✓ Adapt the environment wherever possible, rather than solely

focusing on the need for a student to ‘learn skills to adapt’.

✓ Identify and reduce the triggers to stress where possible.

✓ Allow time for sensory breaks and special interests.

3) Help students with special education needs to better meet their goals by walking through the resources in more detail, offering extra practice with skills that may be more challenging for them (e.g., persevering with schoolwork, making and keeping friends, asking for help when they are feeling overwhelmed).

✓ Explicitly teach, model, and reinforce skills that rely on abstract

understanding such as reading nonverbal cues, facial

expressions, and social conventions, as needed.

✓ Offer a range of strategies that may help with personal

wellness and coping with stress and help each student to find

ways that work for them.

✓ Help students to identify their stressors and to practice the

coping strategies that work best for them. using visuals, cues,

and modeling

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Part 2

Mental Health Promotion at School:

Classroom Considerations cont…

Students will benefit from being explicitly taught social emotional and mental health skills.

Providing opportunities to practice self-care, coping, and mental wellness skills, and to generalize them across situations, will be important for learning consolidation.

The generalization of skills into the home environment and engaging parents as partners in the learning enhances social emotional learning

Students with special education needs may be at higher risk of some mental health conditions and may express their needs differently.

4) Help students to practice skills and consolidate learning in small groups.

✓ Look for situations on the playground, at nutrition break, during

unstructured times, when interacting with different adults and

peers, to reinforce and practice personal wellness and social

emotional skills.

✓ Provide additional coaching and modeling when learning the

skills and help students to apply them during situations when

they are stressed or unsettled.

5) Consider a letter home to caregivers/families from the education team with an introduction of the mental health resources being used in the classroom.

✓ Share resources with parents about mental health and

wellness, and provide ideas for practicing skills at home

✓ Partner with caregivers to set social emotional learning goals.

✓ Partner with caregivers to find out what coping strategies and

mental health practices are working at home and generalize to

school where appropriate.

✓ Share adapted materials with visuals or audio, as needed.

6) Become familiar with the students’ typical presentation of behaviour, mood, thinking style, and personality, so that you can notice any changes.

✓ Consult with students and caregivers to better understand what

you might observe and how you might respond when an

individual is stressed, angry, happy, worried, or scared.

✓ Check-in with students often to inquire how they are doing both

academically and socially.

✓ Help students identify ways to ask for and accept help when

they need it.

✓ Ensure students have a way to communicate their feelings,

wants and needs using voice, sign language, visuals, or talking

device.

✓ Develop an individual student support plan to promote wellbeing at school.

✓ Consult with school mental health professionals and make a

referral when targeted support is needed