Promoting Mental Wellness in The Classroom
It’s no secret that over the last few years, teachers have had to navigate the changing mental health and behavioural needs of the children in their care. Increasing concerns around anxiety, emotional regulation, behaviour, and overall mental wellness have changed the landscape of teaching and, in many cases, have placed teachers and school support staff in roles that extend well beyond academics.
While teachers are not expected to be mental health professionals, there are simple strategies that can be incorporated into the classroom to help students recognize and manage their emotions and create a more supportive learning environment.
We asked Registered Social Worker, Brianna Kerr to share some practical strategies for teachers to consider incorporating into their classrooms to support emotional regulation.
1. Make It Part of the Routine
Just as classrooms have schedules for subjects, recess, lunch, and other activities, consider building time for mindfulness and emotional regulation into the daily routine.
This doesn’t have to take a significant amount of time. Even a few minutes of deep breathing, stretching, mindfulness, or a quiet activity can help students reset and prepare for learning.
For younger children, Breathe Like a Bear by Kira Willey is a great resource. It includes a variety of creative and engaging activities that teach children how to breathe, slow down, focus, and release some of their energy in appropriate ways.
Making these activities part of the regular routine can also help reduce the stigma around using regulation strategies. Students learn that taking a moment to reset is something everyone can benefit from, not something they only do when they are struggling.
2. Plan for Big Feelings
Certain times of the year, school days, or classroom activities can naturally lead to increased excitement, anxiety, or overstimulation. Being proactive and anticipating these moments can make a big difference.
For example, the days leading up to an exciting holiday, school concert, field trip, or class party may be more challenging for some students. Consider building in additional opportunities for movement, quiet time, or downtime during these periods.
The same can apply to transitions throughout the school day. A few extra minutes to prepare students for a change in activity or environment may help prevent them from becoming overwhelmed.
3. Recognize the Uniqueness of Each Student
There is no one strategy that works for every student.
What helps one child regulate may not be helpful (or may even be frustrating for another). Taking the time to learn what works for individual students can help create a more supportive classroom environment.
One strategy is to encourage students to develop their own personal list of regulation strategies. This could be kept in their desk, backpack, or another accessible location and might include things like taking deep breaths, drawing, listening to music, stretching, getting a drink of water, asking for a break, or spending a few quiet minutes somewhere calm.
Giving students some choice and ownership can help them become more aware of what their bodies and minds need when they are experiencing big feelings.
4. Use Code Words or Signals
For some students, asking to leave the classroom or take a break can feel embarrassing, particularly if they worry about being singled out in front of their peers.
Creating a private code word, hand signal, or other agreed-upon method can give students a discreet way to communicate that they need a break or additional support.
For example, a student and teacher might agree that placing a specific item on their desk or using a particular hand signal means they need to step into a designated space for a few minutes.
The goal is to create a system that feels supportive rather than punitive and allows students to communicate their needs without having to explain themselves in front of the class.
5. Create a Resource and Regulation Space
If possible, consider creating a small, designated space within the classroom where students can access resources to help them regulate.
This might include calming tools, visual breathing exercises, sensory items, colouring materials, books, emotion charts, or a list of strategies students can try when they are feeling overwhelmed.
It can also be helpful to include information about trusted adults and resources available within the school, such as a teacher, guidance counsellor, social worker, or other support person.
Even having a space that is separate from the main learning environment can give students an opportunity to pause, regroup, and return to the classroom when they feel ready.
6. Consider Trauma-Informed Design
The physical environment can have an impact on how safe, comfortable, and regulated students feel.
Incorporating elements of trauma-informed design can help create a classroom environment that feels calm, predictable, and welcoming. This could include incorporating nature elements such as plants, using softer or natural lighting when possible, reducing unnecessary visual clutter, creating clearly defined areas within the classroom, and providing access to quieter spaces.
Small changes to the environment can sometimes make a significant difference, particularly for students who are sensitive to noise, lighting, movement, or visual stimulation.
Final Thoughts
Teachers should not have to carry the responsibility of supporting complex mental health needs on their own. When concerns are ongoing or significantly impacting a student’s well-being, learning, or ability to function, connecting the student and family with appropriate mental health and school-based supports is an important next step.
We want to extend a huge thank you to all of the teachers, educational assistants, support staff, and school professionals who work hard every day to create safe, welcoming, and supportive spaces for students.
For more information about how we can support you, your students, and your school, contact us at 519-302-2300 or email reception@brantmentalhealth.com.
