Monthly Well-Being Activities for Secondary Students
Grades 9-12
Monthly Suggested Mental Health Daily Activities
Month | Action Plan | Activity |
December | Student Reflections; Critical Thinking Skills; Goal-Setting; Coping Skills & Establishing Mindfulness in the classroom. | Relationship Building & Exploring Identity |
January | Team-Work; Building Trusting Relationships; Peer-Peer Support; Belonging & Mattering | Relationship Building & Exploring Identity cont… |
February | Team-Work; Building Trusting Relationships; Peer-Peer Support; Belonging & Mattering | Relationship Building & Exploring Identity cont… |
March | Building Community; Exploring Identity; Healthy Relationships | Community Building |
April | Mental Health knowledge about self, others; how to support peers/friends & how to seek support. | Mental Health Literacy |
May | Mental Health knowledge about self, others; how to support peers/friends & how to seek support. | Mental Health Literacy cont… *Children’s Mental Health Week |
June | Critical Thinking & strengthening Executive Functioning skills; deepening understanding of oppression, anti-racism and identities. |
Mental Health and Well-Being activities that are evidence-based, culturally responsive and support welcoming positive school climates with:�
Calming Activities
**Gr. 9-12
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY |
| | | | |
Guided Imagery (Distraction &
December: Relationship Building & Exploring Identity
December/JANUARY Relationship Building & Exploring Identity | Supporting Students Who Have Been Disproportionately Impacted By The Pandemic | | | |
WELCOMING DAILY ACTIVITY Students recognize and name what they are feeling and learn strategies for regulating their emotions. RELATIONSHIP BUILDING, EXPLORING IDENTITY Students explore the relationship between our names, identities, and the societies in which we live. CLOSING DAILY ACTIVITY Help students develop self-awareness by identifying their strengths and limitations. | Reflecting on COVID learning experiences Invite students to name and communicate what they are feeling, as well as build empathy by listening to others share their emotions. Students examine the tensions that can arise when we must navigate multiple, and sometimes conflicting, identities. Provide a structure for students to give positive feedback about the class, offer suggestions to support their learning, and communicate their needs and worries. | Encourage close viewing and analysis of an intriguing image that lacks context or a title. Our Names and Our Place in the World Students consider what parts of our identities we choose for ourselves and what parts are chosen for us, as well as the impact our names can have on our identities. Help students nurture their classroom community by sharing appreciation for their peers, apologies when they may have hurt others’ feelings, and “aha” moments when they experience an understanding. | Help students practice gratitude, an important component of well-being, by naming and recording three good things happening that day. Students identify an object that holds special meaning and learn about each other by sharing the stories of these special items. Develop students’ self-efficacy and decision-making by supporting students to set personal and academic goals. | Invite students to consider a meaningful, inspirational, or thought-provoking quotation. Students read a personal narrative and reflect on the relationship between storytelling and identity development. **More on Storytelling & Identity here Provide an opportunity for students to share how they are feeling, reflect on their performance in class, communicate their needs, and set academic and personal goals. |
January: Relationship Building & Exploring Identity cont…
January Relationship Building & Exploring Identity | Supporting Students Who Have Been Disproportionately Impacted By The Pandemic | | | |
WELCOMING DAILY ACTIVITY Use poetry to spark personal reflection and to open doors for discussion about what’s happening in students’ lives and the world. RELATIONSHIP BUILDING/IDENTITIES & GRATITUDE Exploring Gratitude Through Journaling CLOSING DAILY ACTIVITY Help students develop self-awareness by identifying their strengths and limitations. | Develop self-awareness and encourages responsible decision-making by asking students to consider recent successes, challenges, and opportunities. Students examine the tensions that can arise when we must navigate multiple, and sometimes conflicting, identities & Gratitude exercises that incorporate identity Provide a structure for students to give positive feedback about the class, offer suggestions to support their learning, and communicate their needs and worries. | Take the pulse of the class by asking students to assess how they are feeling. Our Names and Our Place in the World Students consider what parts of our identities we choose for ourselves and what parts are chosen for us, as well as the impact our names can have on our identities. Help students nurture their classroom community by sharing appreciation for their peers, apologies when they may have hurt others’ feelings, and “aha” moments when they experience an understanding. | Encourage debate, active listening, and perspective-taking by asking students to take a stand on one or more controversial statements. Students identify an object that holds special meaning and learn about each other by sharing the stories of these special items. Develop students’ self-efficacy and decision-making by supporting students to set personal and academic goals. | Foster empathy, perspective-taking, and active listening as you build community around stories and storytelling. Students read a personal narrative and reflect on the relationship between storytelling and identity development. Provide an opportunity for students to share how they are feeling, reflect on their performance in class, communicate their needs, and set academic and personal goals. |
February: Relationship Building & Exploring Identity cont…
February Relationship Building & Exploring Identity | Supporting Students Who Have Been Disproportionately Impacted By The Pandemic | | | |
WELCOMING DAILY ACTIVITY Students recognize and name what they are feeling and learn strategies for regulating their emotions. Students explore the idea of “community” in order to identify its key aspects and deeper meaning. CLOSING DAILY ACTIVITY Help students develop self-awareness by identifying their strengths and limitations. | Invite students to name and communicate what they are feeling, as well as build empathy by listening to others share their emotions. Students explore the factors that make up a community. Provide a structure for students to give positive feedback about the class, offer suggestions to support their learning, and communicate their needs and worries. | Encourage close viewing and analysis of an intriguing image that lacks context or a title. Envisioning Our Classroom Space Students analyze a poem in order to determine the qualities of a classroom community where members are seen, valued, and heard. Help students nurture their classroom community by sharing appreciation for their peers, apologies when they may have hurt others’ feelings, and “aha” moments when they experience an understanding. | Help students practice gratitude, an important component of well-being, by naming and recording three good things happening that day. Develop a classroom contract to create a community of mutual respect and inclusion. Develop students’ self-efficacy and decision-making by supporting students to set personal and academic goals. | Invite students to consider a meaningful, inspirational, or thought-provoking quotation. Vision Board Of Class Community Pictures, words, quotes, agreed upon class norms etc. on a board for all to see, reflect upon and add to. Provide an opportunity for students to share how they are feeling, reflect on their performance in class, communicate their needs, and set academic and personal goals. |
March: Community Building
March Community Building | Supporting Students Who Have Been Disproportionately Impacted By The Pandemic | | | |
WELCOMING DAILY ACTIVITY Students recognize and name what they are feeling and learn strategies for regulating their emotions. MENTAL HEALTH LITERACY Students learn skills to better understand mental health and mental illness so they can better support their overall health and school success. CLOSING DAILY ACTIVITY Help students develop self-awareness by identifying their strengths and limitations. | Invite students to name and communicate what they are feeling, as well as build empathy by listening to others share their emotions. Students learn skills to better understand mental health and mental illness so they can better support their overall health and school success. Provide a structure for students to give positive feedback about the class, offer suggestions to support their learning, and communicate their needs and worries. | Encourage close viewing and analysis of an intriguing image that lacks context or a title. Students learn skills to monitor and support their mental health and well-being so they can experience better overall health, quality of life, and school success. Help students nurture their classroom community by sharing appreciation for their peers, apologies when they may have hurt others’ feelings, and “aha” moments when they experience an understanding. | Help students practice gratitude, an important component of well-being, by naming and recording three good things happening that day. Students learn skills to monitor and support their mental health and well-being so they can experience better overall health, quality of life, and school success. Develop students’ self-efficacy and decision-making by supporting students to set personal and academic goals. | Invite students to consider a meaningful, inspirational, or thought-provoking quotation. Self-Care and Stress Reflections/Quiz CAMH Coping with stress and anxiety Coping strategies and personal assessment tools to help you manage your stress and anxiety as we adapt the next normal. Provide an opportunity for students to share how they are feeling, reflect on their performance in class, communicate their needs, and set academic and personal goals. |
April: Mental Health Literacy
April Mental Health Literacy | Supporting Students Who Have Been Disproportionately Impacted By The Pandemic | | | |
WELCOMING DAILY ACTIVITY Class/Team Goal-Setting for Mental Wellness MENTAL HEALTH LITERACY **30 Days of Mindfulness in a Classroom CLOSING DAILY ACTIVITY . | Invite students to name and communicate what they are feeling, as well as build empathy by listening to others share their emotions. Students learn skills to identify a friend, or anyone else, in need of mental health support and how to connect them to help. Provide a structure for students to give positive feedback about the class, offer suggestions to support their learning, and communicate their needs and worries. | Encourage close viewing and analysis of an intriguing image that lacks context or a title. Students learn skills to identify a friend, or anyone else, in need of mental health support and how to connect them to help. Help students nurture their classroom community by sharing appreciation for their peers, apologies when they may have hurt others’ feelings, and “aha” moments when they experience an understanding. | Help students practice gratitude, an important component of well-being, by naming and recording three good things happening that day. Students learn skills to identify a range of reliable and trustworthy mental health services so they can seek support for themselves, if needed. Develop students’ self-efficacy and decision-making by supporting students to set personal and academic goals. | Invite students to consider a meaningful, inspirational, or thought-provoking quotation. Students learn skills to identify a range of reliable and trustworthy mental health services so they can seek support for themselves, if needed. Provide an opportunity for students to share how they are feeling, reflect on their performance in class, communicate their needs, and set academic and personal goals. |
May: Mental Health Literacy cont…
June: Critical & Creative Thinking
June Critical & Creative Thinking | Supporting Students Who Have Been Disproportionately Impacted By The Pandemic | | | |
WELCOMING DAILY ACTIVITY Use poetry to spark personal reflection and to open doors for discussion about what’s happening in students’ lives and the world. CRITICAL EVENTS & DISCUSSION Students feel known, valued, and supported by their teacher and peers. Lay the groundwork and begin processing local and global events. CLOSING DAILY ACTIVITY Help students develop self-awareness by identifying their strengths and limitations. | Develop self-awareness and encourages responsible decision-making by asking students to consider recent successes, challenges, and opportunities. Teaching With Current Events in Your Classroom | Facing History and Ourselves Provide a structure for students to give positive feedback about the class, offer suggestions to support their learning, and communicate their needs and worries. | Take the pulse of the class by asking students to assess how they are feeling. Teaching With Current Events in Your Classroom | Facing History and Ourselves Help students nurture their classroom community by sharing appreciation for their peers, apologies when they may have hurt others’ feelings, and “aha” moments when they experience an understanding. | Encourage debate, active listening, and perspective-taking by asking students to take a stand on one or more controversial statements. Teaching With Current Events in Your Classroom | Facing History and Ourselves Develop students’ self-efficacy and decision-making by supporting students to set personal and academic goals. | Foster empathy, perspective-taking, and active listening as you build community around stories and storytelling. Teaching With Current Events in Your Classroom | Facing History and Ourselves Provide an opportunity for students to share how they are feeling, reflect on their performance in class, communicate their needs, and set academic and personal goals. |
Resources & Additional Weekly Information
Mental Health Tool Kits
Helpful Links