Here are some everyday strategies to try:

• Have predictable classroom routines and tell students about changes in advance
• Normalize the experience of anxiety, and work to reduce potential sources of stress at school
• Recognize that students may experience or express anxiety differently, depending on their cultural background and personal circumstances
• Teach/reinforce time management and study skills so that students feel more prepared and confident for tests and assignments
• Help students to break down large tasks into manageable pieces
• Take time to practise stress reduction techniques in the classroom and model effective strategies – see our resource section for classroom resources to help.
• Reinforce identity affirming social-emotional skills, like problem-solving, decision-making, and conflict resolution
• Encourage healthy risk-taking, and reinforce students for solid effort, maintaining a growth mindset
• When students are struggling with a new skill, remind them to be gentle with themselves and to take the time they need to learn and practice
• Set up ways for all students to comfortably participate in class (e.g., talking in small groups for students who may be shy or new language learners).

There are many specific subtypes of anxiety disorders, but in general, the following are some common signs of concerning anxiety:

• attendance concerns
• difficulty speaking in groups or in class
• exaggerated need to be perfect
• excessive worry
• fears
• performance on tests doesn’t match ability
• recurring physical symptoms without medical explanation (stomach aches)
• refusal and avoidance of tasks
• separation issues (younger students)
• social issues, like extreme shyness around peers

If you notice a student showing concerns in this area that are causing distress or getting in the way of their learning, monitor and note your observations and try targeted classroom strategies.

Go deeper: What to do if you’re concerned about a student

For most students, general strategies and support will be enough to help them to maintain attention. We can help students learn skills for focusing their attention, staying on task, waiting their turn, etc. We can maintain learning environments that help students engage and self-regulate, so they’re more available for learning.

Here are some everyday strategies to try in your mentally healthy learning environment:

• Maintain a safe and positive environment with clear expectations
• Have predictable classroom routines and tell students about changes in advance
• Use visual reminders and prompts
• Teach/reinforce/model organizational skills, helping students to have needed materials ready for learning (e.g., spare pens/pencils available for loan)

• Teach/reinforce/model time management skills, helping students to chunk assignments and use class time well (e.g., using a calendar/agenda)
• Teach/reinforce study skills, helping students to prepare for tests in advance and to be methodical during test-taking (e.g., strategies for checking work)
• Offer a range of engaging ways for students to access information and to demonstrate their strengths
• Create a culture of caring within your classroom, through which students know they can ask for help when needed.
• Design environments that minimize crowding and distractions

• Consider creating spaces that may assist with concentration when students are trying to focus
• When students struggle with attention and hyperactivity/impulsivity occasionally, remind yourself that they are learning executive functioning skills and that this takes time.

As an educator, you are well-positioned to observe early signs of attention concerns. For some students, signs of difficulty with attention are obvious and noticeable from a young age. For others, concerns can be hard to notice but can be just as impactful, particularly when they are not identified until later grades.

If you notice a student showing concerns in this area that are causing distress or getting in the way of their learning, keep an eye on them, note your observations and try targeted classroom strategies.

Go deeper: What to do if you’re concerned about a student

Most students will do well with general support for their mental health. Here are some everyday strategies to try in your mentally healthy learning environment:

• Greet each student warmly every day.
• Show them that you are glad they are part of your class and pleased that they are at school today.
• Consider including time at the beginning of class for checking in and connecting with students as they settle into the academic work.
• Show an interest in student stories, opinions, and concerns. They may be “trying on” new ideas, and you can help to influence this in positive ways through careful listening and support.
• Develop understanding and vocabulary around mental health within the classroom to reduce stigma for students who may be struggling.
• Convey by your words and actions that each day offers the chance for a fresh start.
• Notice when students are late or absent frequently, and wonder why, especially if this is a behaviour change. Offer a warm welcome to those struggling to get to school.
• Reduce stigma by normalizing emotional ‘ups and downs’ and by being a good model for coping with life stress.
• Encourage participation and active engagement in classroom life.

Many signs of a mood challenges are also typical components of adolescent development and don’t necessarily indicate a mental health disorder. Knowing a student’s typical behaviour and recognizing changes is a good place to start.

If you notice a student showing concerns in this area that are causing distress or getting in the way of their learning, keep an eye on them, note your observations and try targeted classroom strategies.

Go deeper: What to do if you’re concerned about a student

For a student at risk for a mood concern, the following strategies may help to prevent things from escalating or may minimize the impact. The same strategies may also support recovery from a diagnosed mood disorder. Working with the student, their family, and involved mental health professionals is important to ensure that the strategies used best meet the student’s needs.

• Pay particular attention to tier 1 everyday strategies for students at greater risk (they may benefit from a higher “dose” of these caring practices!).
• Check to see that there is a support person (you, another teacher, a school administrator) available to quietly welcome the student to school and/or to check-in with the student during the school day.
• Acknowledge the effort required to attend class each day, as appropriate.
• Provide support to help with school performance, like offering advance organizers, checking student understanding of concepts and tasks, and giving ample notice for tests, assignments, other deadlines.
• Limit timed tasks and other stressful academic demands.
• Chunk assignments and provide support and encouragement for attempting school work.
• Correct errors or suggest improvements in the context of offering praise and support.
• Set realistic expectations and priorities collaboratively, including the student whenever possible, providing accommodations for learning (e.g., extra time for tests and assignments).
• Develop a classroom coping plan with the student (this may include developing signals to indicate when they need extra support, or to remind them of a coping strategy).
• Look for natural opportunities to teach/reinforce problem-solving, relaxation techniques, and other coping skills.
• Develop a home–school communication system to share information about the student’s academic, social, and emotional progress.
• Be aware that some situations may be particularly difficult for the student. Understand that refusals to participate may be associated with their mood challenges.
• If students fall behind academically, reassure them that they can catch up. Show them the steps they need to take and be flexible and realistic about your expectations.
• Model an optimistic outlook, and help the student to ‘find a silver lining” when challenges occur.
• If a student is returning to school following hospitalization or a prolonged absence, work collaboratively with the student, their family and their support team to develop a plan of specific strategies for reintegration considering issues of stigma, workload, missed content and reassurance.
• Be aware and familiar with your board’s procedures for dealing with students who are expressing suicidal thoughts.