Exceptionality: Mental Illness
Associated Conditions/Disorders/Diagnoses/Criteria/Ministry Definition
Mental illness can impact the way we think about ourselves, relate to others, and interact with the world
around us. They can create many challenges, but with the right support, we can get back on a path to
wellness.
Mental illness can be characterized by alterations in thinking, mood, or behaviour associated with significant
distress and limitations.
Signs Of Mental Illness:
Getting significantly lower marks in school
Avoiding friends and family
Having frequent outbursts of anger
Changes to sleeping and/or eating habits
Worrying constantly
Experiencing frequent mood swings
Lacking energy and/or motivation
Common Disorders Among Children and Youth:
Anxiety
Depression and other mood disorders
Eating disorders
Schizophrenia
Approximately 1 in 5 children and youth in Ontario have a mental health challenge. About 70% of mental
health challenges have their onset in childhood or youth. That’s why early identification and interventions
are so critical and can lead to improved achievement in school and better health outcomes in life.
Ministry Definition
Behavioural exceptionality: A learning disorder characterized by specific behaviour problems over
such a period of time, to such a marked degree, and of such a nature, as to adversely affect educational
performance and that may be accompanied by one or more of the following:
o an inability to build or maintain interpersonal relationships
o excessive fears or anxieties
o a tendency to compulsive reaction
o an inability to learn that cannot be traced to intellectual, sensory, or other health factors,
or any combination thereof
Related Medical and Non-medical Interventions
Medication is one of many treatments available to help manage a mental illness. There are a lot of options,
and it may take testing out a few different medications and/or dosages to find a good fit. Knowing what is
available and how those medications work can help us get a better idea of where to start.
Most people use a combination of treatments to help meet their needs. Things like therapy, brain stimulation,
supplements, and self-care are scientifically backed as effective ways to reduce the symptoms of certain
mental illnesses.
Some Common Treatments Include:
Cognitive behavioural therapy (CBT)
Counselling
Yoga
Exercise
Effective Teaching Strategies/Accommodations/Modifications
Strategies For Promoting Positive Mental Health
Teaching coping skills, such as self-awareness and stress management
Promoting positive self-esteem
Creating an open environment for talking about problems
Providing spaces for relaxation, such as a cozy lounge area and quiet corners within the classroom
Promoting active living (DPA, sports teams, and intramural activities)
Displaying relevant materials for children, youth, and families
Implementing and actively supporting policies for safe and accepting schools, including bullying
prevention and intervention policies
Accommodations/Modifications
Highly structured activities
Manipulatives
Graphic Organizer
Visuals with instructions
Text-to-voice technology
Noise cancelling headphones
Strategic seating
Extra breaks
Reduced workload
Assistive/Adaptive Technologies
Assistive Technology:
A laptop
Can be used for different speech-to-text or text-to-speech options for assignments
Apps:
Headspace
Can help reduce stress and improve well-being by guiding users through mindfulness and meditation
sessions
Zones of Regulation Framework
Develops awareness of feelings and alertness levels while exploring a variety of strategies for
regulation and self-care
Provides a visual way to think and talk about feelings and sort them into zones
Physical/Environmental/Social Modifications/Considerations
An essential ingredient in mental health promotion is ensuring a welcoming, inclusive, and caring classroom
environment where every student knows and feels that they belong. Educators and support staff can help
students learn about mental health and develop healthy habits.
All specific accommodations/modifications should be individualized to each student’s strengths, interests,
and needs, but some can be implemented for the benefit of every student in the classroom. Collaboration
between parents, students, teachers, support staff, professional mental health workers, and community support
organizations is key.
Physical/Environmental
Post a visual schedule
Use a visual timer
Post classroom rules
Provide a quiet/alternative workspace
Use preferential seating
Post reference material in the class for student use
Provide stress reduction aids such as a stress ball or fidget toy
Social Modifications
Re-direct the student at the onset of behaviours or when triggers are present
Positively reinforce appropriate behaviour and/or use self-regulation strategies such as a zone chart
Provide a peer support group
Safety Considerations and Plans for Transitions
Safety
Teachers should have an evacuation plan in place if a student becomes a danger to themselves and/or
others in the classroom
Students who are prone to leave the classroom/school may require extra supervision
Students who have been prescribed medication may require support to ensure they are taking their
medication properly and safely
Transitions
Entry to School/ Within Class Setting:
Designated person to greet student at school
Allow extra time to enter school and begin the day, as well as pack up to leave school
Prepare a visual schedule
Student may bring an item with them that helps them feel calm
Allow choices when possible throughout the day
Grade to Grade:
Discuss student’s feelings and anxieties about transitioning to new grade
Review student profile with new teachers
Plan a transition meeting with parents to identify the support needed
Student will visit new classrooms to become familiar with new staff and their surroundings
School to School:
Same considerations as entry/within classroom and grade to grade, in addition to:
Identify reasonable social and emotional goals
Begin the transition planning process early
Provide the student extra opportunities to tour and view the new school
Categorized List of Resources for Teachers
Children’s Mental Health Ontario
https://cmho.org/teacher-resources/
EduGAINS
http://www.edugains.ca/newsite/mentalHealth/index.html
Emotional ABCs
https://www.emotionalabcs.com/teachers/
Go Noodle
https://www.gonoodle.com/
Learning For All Guide
https://www.ontario.ca/page/learning-all-guide-effective-assessment-and-instruction-all-students-
kindergarten-grade-12
OCT Professional Advisory: Supporting Student’s Mental Health
https://www.oct.ca/resources/advisories/mental-health
Special Education in Ontario Kindergarten to Grade 12: Policy and Resource Guide
https://www.ontario.ca/document/special-education-ontario-policy-and-resource-guide-kindergarten-grade-12
Zones of Regulation
https://www.zonesofregulation.com/teaching-tools.html
Researched Intervention/Teaching Strategy
Journal Citation:
Moran, K. (2015). Anxiety in the classroom: Implications for middle school teachers. Middle School Journal,
47(1), 27–32. http://www.jstor.org/stable/43958586
Summary:
Anxiety is a prevalent mental health concern in children and adolescents that can have a negative effect on
their personal relationships as well as their academics. Teachers are in a position to assist in recognizing the
signs of anxiety and supporting students in the classroom. Practical suggestions on how teachers can support
middle school students with anxiety are provided.
Most teachers will have at least one student in their classroom with an anxiety disorder (Children's Mental
Health Matters, 2009). "Because school plays such a significant role in adolescents' identity development,
teachers are in a unique position to recognize and provide essential supports for students. . ." (Johnson, Eva,
Johnson, 8c Walker, 2011, p. 10).
Teachers can provide classroom lessons on anxiety, including education about anxiety, relaxation skills, and
positive self-talk. Mindfulness programs can also assist students in managing their symptoms.
According to Dubois, Feiner, Brand, Adan, and Evans (1992), support from school personnel can have a
positive effect on a child's development. Teachers can provide numerous accommodations and modifications
within the classroom that will assist and support a student with anxiety.
Strategy:
Promote positive coping skills by providing time in the classroom for students to relax and practice positive
coping skills, including using stress balls, listening to soothing music in the background, or reading a book.
Teaching students relaxation activities can be beneficial for their overall stress level. Positive self-talk can be
powerful in relation to anxiety. Helping students be mindful of how they talk about themselves and their
abilities can be influential in reducing anxiety.
Mindful Morning Example:
To help manage stress and anxiety in the classroom, I believe it is important to start the day with a
community circle. In the morning, students come together to practice deep breathing, mindfulness, and
practice gratitude. The steps I include in this activity are taking 5 deep breaths together then students can list
something they are grateful for (family, friends, food, clean clothes, etc.), and then ending off with something
they need from their teacher that day (colouring time with a friend, extra quiet reading time, extra DPA time,
etc.).
Teachers are in very important positions to help identify students who are showing signs of anxiety and to
support these students in the classroom. This article and the strategies provided highlight important pathways
for professional practice.
