Promoting Mental Wellness in the High School

Classroom

A PSIII Professional Development Project

Elise Gallagher
Catholic Central High School

Table of Contents

Preface: Why mental wellness?

Brain Breaks

Changes to Questioning

Open book, partner tests

Presentation Options

11

Flexible Seating in and out of the Classroom

12

Calming Space in the Classroom

14

Meditation & Mindfulness

15

Gratitude Jar

17

Food in the Classroom

18

Good News Cards & Holiday Care Packages

19

Post-Exam activities

20

Distributing Wellness Resources

21

Outdoor Activities and Walks

22

Empathy

23

Works Cited

24

Autonomy and Motivation in Remedial Mathematics

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Preface: Why mental wellness?

The focus of this project is promoting mental wellness and managing student
anxiety in the classroom. Mental health is a growing concern in education, with
approximately 10% of children and young people aged 5-16 suffering from a
diagnosable mental disorder. Beyond mental illness and the biomedical perspective, all
students struggle with stress and anxiety to some extent over the course of their
schooling and can benefit from classroom strategies aimed at reducing or managing
stress.
Major sources of anxiety in the high school classroom include high stakes
exams, presentations, teacher questioning, and asking for help. In these situations, the
fear of failure, ridicule and humiliation can be debilitating and adversely affect student
learning and performance. Furthermore, anxiety can diminish student self-esteem, risk
taking, creativity and sense of belonging in the class and school. In extreme cases,
anxiety can lead to avoidant behaviours (e.g. absenteeism, incomplete assignments).
Physical wellness is not the primary focus of this project, but physical and mental
wellness go hand in hand. Mental health problems can manifest physically (e.g.
stomach aches, insomnia, etc.) and physical self-care (e.g. physical activity, nutrition,
hygiene) can reduce stress and improve mood. Consequently, this project also has
aspects that contribute to physical wellness.
In addition to improving my teaching practice, I wanted to work on this project as
part of my own mental health journey. In the past, I feel like I neglected the wellness of
my students, as well as my own, out of a preoccupation with instructional methods and
curriculum. Curriculum and rigour are undoubtedly essential aspects of teaching, but at
the end of the day I think that students benefit most from knowing that someone cares
for them and their wellness. Therefore, this professional development project is both a
pedagogical and personal project.
This artifact is organized by strategy. Each section includes:
1) A description of the strategy
4) Challenges I encountered while
2) How I implemented the strategy
implementing the strategy
3) Why I incorporated this strategy
5) Potential solutions and other
reflection
- Elise Gallagher
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Classroom Strategies

Brain Breaks
Strategy description & implementation
At Catholic Central High School, classes are 2 hours and 40 minutes long, with
an 8 minute official break
However, I incorporated frequent five minute breaks throughout the class. My
goal was to have a break for every 15 minutes of direct instruction.
The brain breaks I incorporated were generally unstructured; students had the
option to get up, walk around, talk to their friends, get a drink of water, take a
bathroom break, get a cup of tea, etc.
I initially planned my breaks and put slides in my powerpoint to delineate where
breaks would occur, but I later worked more flexibly and included breaks when
students seemed to be struggling, losing focus, etc.
When the break was over, I would go out into the E-learning or hall to call
students back in.
I also incorporated more structured breaks, which were generally mingling
activities such as appointments, matching question and answer cards, gallery
walks, physical challenges (e.g. the waiter) and quick student-led demos.

Rationale
Brain breaks are thought to allow the brain to refocus and promote retention of
information.
Physiologically, short bursts of activity have been found to promote circulation
and dopamine production, increasing alertness.
Brain breaks can also increase student enjoyment and motivation.

Challenges & solutions

Getting students to stand and move during breaks - I encouraged students to
stand up and walk around. Some of them are eager to leave the class and walk
around, but others are reluctant. In this case, structured breaks that require
movement would be preferred.
Disrupting other classes - I had to establish clear expectations for acceptable
break activities, since I had issues with students using their cellphones, playing
ping-pong and disrupting classes in the gym while on their breaks. I also had a
harder time keeping track of students on their break on the larger east side
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campus and had to tell students to stay close by so that I didnt have to hunt
them down later.
Structured vs unstructured breaks - I debated over whether to use structured
or unstructured breaks. Planning activities for structured breaks can be time
consuming, but the structure prevents some of the problems discussed above.
However, I also think giving students unstructured time is beneficial for them,
since it promotes self-regulation. I ended up mixing up structured and
unstructured breaks, but the balance of each also depends on the class; my
biology 20s were generally better at using their breaks responsibly than my
science 10s.

Changes to Questioning
Strategy description & implementation
When it came to questioning at the whole class level, my most frequent strategy
was letting them turn and talk to their desk group about the question before we
talked about it as a whole class
I would also avoid asking specific students without warning, especially with the
intention of catching them while zoning out
I would also try to give students the option to pass or phone a friend/ask their
desk group, if they were struggling
For students with severe anxiety around speaking in front of the class, I told
students they could speak to me if they did not want to be called on. One student
in my biology 20 approached me and I wouldnt call on her unless she raised her
hand. She did raise her hand once in class, which made me very proud.
I was also careful to avoid shooting down incorrect answers. Whenever
students answered, I would try to discuss how the answers were close, could
work in certain circumstances, etc.

Rationale
The anxiety stemming from teacher questioning is well-documented. For
example, as Anderson, 2000 states:
I asked a class of Year 5 (9/10 year old) pupils about their feelings in lessons that
involved teacher questioning. All but one pupil described varying degrees of 'worry'. It
was similar to what John Holt reported when working in America in the late Fifties. He
found that: They all ... said the same thing, that when the teacher asked them a
question and they didn't know the answer, they were scared half to death. He asked
them the reason: They said they were afraid of failing, afraid of being kept back, afraid
of being called stupid, afraid of feeling themselves stupid
I mainly relied on cooperative learning strategies (e.g. turn and discuss,
think-pair-share) since it provides students the extra time they need to process
the question and think of a response. Discussing questions with others first also
reduces the risk of looking stupid.

Challenges & solutions

Warnings - I didnt want to potentially humiliate students in front of the class, but
I still wanted to maintain a certain level of accountability so that students knew
they were responsible for their own learning. Therefore, I would give warnings
when I would randomly ask someone to share (e.g. while watching the film, you
must write down answers to the following questions on your whiteboards. I will
randomly call on a few groups to share after the film)
Encouraging students to share - Setting up a welcoming atmosphere is the
first step to encouraging students to share. I have tried to do this through
get-to-know-you activities and other wellness strategies. Perhaps its unrealistic
to expect all students to participate and I should focus more on small group
activities and discussions. However, when it comes to clarifying key concepts
and not repeating myself ten times, sometimes direct instruction is best. I dont
know if ive found a perfect solution to this issue.

Open book, partner tests

Strategy description & implementation
With open book, partner tests, students can use their notes and work on tests
with a partner.
I made the first unit test of Biology 20 open book, with partners. I noticed that the
class average was considerably higher than with closed book, individual tests
and that students were less stressed.
Interestingly, students who normally required accommodations such as isolation
and an extra reader stated that they didnt need the accommodations. Their
accommodations were built in and normalized.
In Science 10, all the tests were partner tests. Students also had to create a
toolbox for chemistry which they could bring into an exam (analogous to a
cheat sheet). However, this toolbox doubled as an assessment tool, since it
allowed me to check their understanding and their ability to summarize the
material in their own words.

Rationale
Originally, I tried open book, partner tests based on the recommendation of my
mentor. However, open book tests are associated with lower levels of test
anxiety. High levels of test anxiety can lead to poor performance on exams.
Students prefer open book exams because they feel like they would be less
anxious and more likely to perform better.
Open book tests also discourage excessive memorization; I think its important to
move away from a biology course focused on memorization and encourage more
conceptual understanding.
In terms of partner tests, they have the potential to reduce anxiety. I think that
they also can encourage collaboration and discourage competition. I want to
move away from the tendency for science classes to be really stressful,
competitive environments where its every man for himself and students either
sink or swim.

Challenges & solutions

Lack of effort - Since the tests were open book, I got the sense that students
were not studying since they could just use their notes. This makes sense given
that the literature shows that moderate anxiety can in fact be motivating for
students. This led me to re-evaluate the goals of my professional development
project. Initially, I wanted to reduce anxiety as much as possible, but I think
encouraging a certain amount of positive anxiety is necessary to motivate
students. However, discussing the issue with my faculty mentor Dr. Lance Grigg
also made me wonder whether I should use the creative tension of inquiry as a
motivating factor instead. In general, I want to include more inquiry into my
teaching, but I decided to also raise the stakes a tiny bit. I made the next test
closed book and in partners. I wanted to keep the collaborative aspect where
students could mentor and help each other, but also encourage students to
study. The results for this test were considerably lower, with 6 students failing.
After changing some of my own teaching strategies (more writing of notes and
diagrams on the board, more review questions) and formally teaching how to
study, the results for the next unit test (also closed book, in partners) was
considerably better. In science 10, I made all exams partner exams, but allowed
students to create a toolbox they could bring into their chemistry exam. This
toolbox had mixed success; I liked how students had to create it themselves,
which was a form of studying. However, I was surprised by how few students
actually made their toolboxes. For the next unit, I decided to scrap the toolbox
and simply give students a formula sheet. In the future, I think I would like to
keep exams open book and in partners, but increase the difficulty or complexity
of the questions.
Social loafers - One issue with partner exams is social loafers. One method I
tried to resolve this issue was instructing students to pick new partners; this was
met with mixed success. I found that students sometimes regulated themselves;
students would sometimes prevent each other from simply copying answers. For
two students that were a chronic social loafer, I talked to them personally. I tried
to emphasize that the final exam was an individual test. Some students did
considerably worse on the final exam than on unit tests, but its difficult to
determine whether that was because they were copying off friends or if it was
because they were anxious, didnt study, etc.

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Presentation Options

Strategy description & implementation

In biology 20, the very first unit had a project involving presentations. For this
project, I mentioned to some students that they could present to me at flex time if
they were anxious about presenting to the class. Four groups accepted this offer.

Rationale
It is well known that the most commonly reported fear is public speaking.
Consequently, one way to alleviate anxiety is to allow students to present in front
of one person rather than the whole class (including their friends and peers,
whose opinions they highly value).

Challenges & solutions

Lack of sharing - presenting to the class not only allows students to practice
their presentation skills, but also allows them to share the products of their
research with others. I had a problem where I had so many groups wanting to
present at flex that very few groups would present in class. This would have
prevented students from learning from each other. Its also difficult to fit that
many presentations in flex time. I tried to resolve this issue by asking students to
really think about whether they want to present at flex and come back to me later
if they were 100% sure. I also didnt announce this idea to the class, but instead
brought it up to groups that seemed nervous. In hindsight, it might have been
better to allow students to create videos instead of presenting. This would have
reduced anxiety, while maintaining that teaching moment. However, this would
perhaps require teaching students how to use the video software.
Giving students the chance to practice managing anxiety - One problem with
giving students to chance to present at flex is that it robs them of the opportunity
to practice managing their anxiety. In their careers, they will most likely have to
do presentations, so they cant always avoid them. Therefore, it might have been
more valuable to practice anxiety management skills than giving an opportunity
for students to avoid the situation altogether.

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Flexible Seating in and out of the Classroom

Strategy description & implementation
I gave students the option to pick their seats and told them they would lose this
privilege if they were too distracted, off task, etc.
On the west side, students also had the option to work in the e-learning area, lab
space and cafeteria. Most students preferred these areas since there was more
space and computers. It was also quite hot in our classroom.
On the east side, students could work at the lab benches during practice times
However, desks were still arranged in groups of three in order to promote
collaboration. Most students were fine with this, although some preferred to sit
alone.

Rationale
In general, giving students autonomy is one way of motivating them. Some
students are more motivated by suggestions than direct instructions, which can
comes across as controlling and intrusive.
Working with friends may be motivating for some students. They may be more
likely to seek help from their friends than strangers or the teacher.
Environmental factors can also play a large role in student productivity; if
students are in cold, noisy and/or cramped space, they may be less productive.

Challenges & solutions

Off task behaviour - by giving students the option to sit with their friends, it can
encourage distracting, off task behaviour. Some students also benefit from sitting
close to the front. In my biology class, I did not implement a seating plan because
I found they were generally able to regulate themselves. However, I frequently
wandered and checked in with students in the E-learning, cafeteria or lab space.
For my science 10 class, I started without a seating plan, but found that some
students were far too off task and distracting. Consequently, I implemented a
seating plan where I tried to balance performance with student preference. It was
relatively effective at first, although I found that I had to make some minor
changes as well as remind students of their seating arrangements. I also had an
issue with one student distracting people, even when he sat at the front away
from friends. I considered making him sit alone, but I worried that it would seem
too punitive and counteract my attempts to create a collaborative environment.
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For this student, I ended up instead talking to him one-on-one about his
behaviour and cueing him frequently
.

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Calming Space in the Classroom

Strategy description & implementation
For my biology 20 class, I originally hoped to make a calming space in the
classroom, but could not due to a lack of space. I set up the tea station, but it
was haphazardly placed on a shelf/window sill and was rarely used.
For my science 10 class, I set up the tea station at the front. This area included
colouring books, sea shells and a gratitude jar. Occasionally there would be food
(oranges, apples, etc.) placed next to the tea station.
This space was much more effective; nearby decorations made the area
aesthetically pleasing and students used the area frequently. Students from other
classes even utilized the space and I was told by some students that I was
known as the lady with the tea in her class.
assignments made the area aesthetically pleasing and students used the area
frequently. Next to the classroom, there was also a wellness room in which
students occasionally worked.

Rationale
Calming corners are often found in elementary classrooms to provide a refuge for
students. In these areas, students can diffuse frustration, which can prevent the
escalation of these behaviours.

Challenges & solutions

Lack of space - this was especially a problem in the Biology 20 classroom.
There were no empty desks, so the kettle was awkwardly placed on a shelf and
the cups and tea were placed on a window sill. This created a cluttered
atmosphere that defeated the purpose of a calming space.
Lack of physical separation - Ideally, there should be a physical separation
between the calming space and the rest of the classroom. However, I found that
it worked out nicely for the Science 10 classroom, since it prevented the tea
station from being a place where students could avoid their work. Instead, it was
inherently set up as a place that students could only temporarily visit.

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Meditation & Mindfulness

Strategy description & implementation
In my biology 20 class, I tried to use a mindfulness app with a deep breathing
exercise before their first test.
In my science 10 classroom, I tried a grounding exercise before their first quiz,
accompanied by a video on the importance of mindfulness (ex: why is
mindfulness a superpower)
After those official activities, ive done more informal meditations where I gave
students a minute to breath and center themselves before tests.

Rationale
Mindfulness is a popular tool in counselling and psychology for reducing anxiety
and helping people cope with negative emotions and circumstances.
In addition to helping with mental wellness, mindfulness encourages thoughtful
reflection, as the following quote explains:
Inviting the contemplative simply includes the natural human capacity for knowing
through silence, looking inward, pondering deeply, beholding, witnessing the contents of
our consciousness. These approaches cultivate an inner technology of knowing.
This cultivation is the aim of contemplative pedagogy, teaching that includes methods
designed to quiet and shift the habitual chatter of the mind to cultivate a capacity for
deepened awareness, concentration, and insight (Vanderbilt University, n.d.)

Challenges & solutions

Getting students to buy in - Whole class guided meditations and other
activities can be awkward. Students are reluctant to appear weird in front of their
peers. I tried to explain that these activities are meant to reduce test anxiety and
showed the mindfulness is a superpower video, but I dont think they were
convinced. I think I could have displayed more confidence in the implementation
of these techniques.
Infrequent practice - Because I felt like students werent buying in and because
I lacked confidence, I did not practice mindfulness very frequently. Frequent
practice is required, not only to convince students to participate, but also to reap
the benefits of mindfulness. In hindsight, I should have incorporated mindfulness
in more ways.

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 References to eastern spirituality - this wasnt an issue in my classes, but I

have heard of christian parents expressing concern about the unchristian
origins of mindfulness. One way of diffusing this problem is avoiding terms such
as yoga or meditation.

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Gratitude Jar
Strategy description & implementation
I implemented this strategy in my Science 10 class. I set up a purple vase at the
tea station with written instructions, a sign, a pad of post-it notes and a pen.
Students were invited to write something they were grateful for or that went well
that day and then put the post-it note in the jar. When the jar was full, I gave the
class a treat.
The jar filled up twice; I baked and brought cookies the first time and then
brought chocolates the second time.

Rationale
Positive psychology research suggests that purposefully practicing gratitude can
increase life satisfaction. This practice is related to both cognitive behaviour
therapy and mindfulness; consciously practicing gratitude can interrupt negative
thought patterns that increase anxiety and lower mood. Gratitude can also draw
you back to the present, by focusing on small, but positive aspects of your life.

Challenges & solutions

S
tudents turning it into a joke or writing nonsense to get treats - When I set
up the jar and explained it, I did mention that I expected people to treat it
seriously and write real notes for it. During the first round, some students tried to
stuff it with blank notes, but I took those out and mentioned to the class that I
would just remove blank or fake notes. After that, I didnt run into any problems
with the jar. I was actually surprised by how much participation there was, even
from students in other classes.

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Food in the Classroom

Strategy description & implementation
In my biology 20 class, I brought popcorn for movies and brought a box of mini
carrot cake loafs. I also taught the concept of natural selection using candy.
In my science 10 class, I tried to bring oranges or apples on a weekly basis. I
also brought snacks when the gratitude jar was filled.
I provided a range of beverages through the tea station, including tea, hot
chocolate and hot apple cider.
In both classes, I taught in the afternoon and allowed students to eat food.

Rationale
Some students may be hungry and lacking food, whether due to a lack of food at
home or simply forgetting their lunches. Students need food and energy to do
daily tasks, as well as mentally demanding tasks.
Food can be motivating for some students and can be a source of visual novelty.
Eating popcorn during movies can help maintain alertness.

Challenges & solutions

Cost - All food was purchased by me. Although I was willing to spend the money
for this practicum, in the long I would have to reevaluate this practice since it
could become very expensive.
Healthy Food vs Treats - Although students are more motivated and excited
about candy and treats, this type of food is not the most ideal for physical
wellness. For this reason, I tried to bring fresh fruit such as apples and oranges
into the class.
Clean up - I had to outline my expectations regarding clean up and reinforce
those expectations frequently. In my science 10 classroom, I set up a cup rental
system, although I had issues with students following it. Perhaps I should have
been more consistent, although I was okay if they strayed from the system as
long as they cleaned their cups. I warned that I would take away the mugs if they
couldnt clean them. I also tried to facilitate cleaning by purchasing dish soap and
putting paper towel nearby. For the most part, students did get in the habit of
cleaning their mugs.

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Good News Cards & Holiday Care Packages

Strategy description & implementation
During quarter one, I wrote and mailed out good news cards, which are post
cards where I wrote positive comments about students.
Good news cards can also be an opener for conversation; for example, one
student spoke to me about how his mother received his card and wanted him to
focus on a career in biology. We then discussed physics and biology career
options.
Since quarter one finished right near halloween, I gave my biology 20 students
halloween themed care packages with a candy, eraser, sticker and note.
I am leaving my science 10 class near christmas, so I have christmas themed
care packages prepared for them.

Rationale
Good news cards can enhance parent-teacher communication by providing

information about students, but more importantly reassuring parents that we care
about students, regardless of their academic success.
Good news cards can also increase student self esteem. Both good news cards
and holiday care packages remind students that we care about them.

Challenges & solutions

Finding time to write cards and make packages - It can be challenging finding
the time to prepare and write these cards and packages. Packages can also cost
money. However, I did find time to do them.
Writing cards for students I dont know as well - I found it challenging to write
cards for students that I didnt know that well. However, this made me realize
which students I should reach out to and get to know better. In other words,
these cards forced me to reflect on my relationships with my students.
Students whose addresses are not listed with the school - I had to directly
give these students their postcards and trust that they would give them to their
parents.

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Post-Exam activities
Strategy description & implementation
Next to my tea station, I provided calming activities that students could do,
especially after exams. These activities included mindful colouring books, word
searches, crosswords, puzzles and cards.
The most popular items were the colouring books (especially with my biology 20
class) and the cards.

Rationale
Students write exams and quizzes at different rates. As a teacher, I need to

keep students preoccupied if they finish early. I gave students a few options; they
could work on homework for another class, read or engage in one of the
post-exam activities.
I wanted the post-exam activities to be relaxing, to help them unwind after the
potentially stressful quiz or test. Mindful colouring books are currently a very
popular and simple way of destressing, so I wanted to incorporate them.
However, I wanted to provide other options, since colouring books are often
perceived as a feminine activity.

Challenges & solutions

C
ost - I had to buy the items myself. However, I was able to find them for a

cheap price at the dollar store.

Lack of space - I didnt have very much space in my biology 20 classroom, so I
had to store these items in the cupboard. I had to pull them out before every
exam, otherwise the students (and myself) would forget about them.
Students would rather be on their phones - I had to remind students that just
because they had less structured time after exams, doesnt mean that they can
be on their phones.

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Distributing Wellness Resources

Strategy description & implementation
In my biology 20 classroom, I distributed handouts with study tips.
Many students did poorly on their human systems test. Although I could have
improved my teaching practice, I also wanted to remind students that they have a
responsibility to study. Therefore, I did a study activity with them and handed out
another study tips/note taking skills sheet.

Rationale
Effective studying and note taking are a skill which must be learned. Many high
school students lack these skills. I noticed that Rob had a hand out on study
skills, so I thought I would also hand out sheets on the topic that students could
read.

Challenges & solutions

Most students did not read the resources - Distributing wellness resources is
fairly ineffective, given that most students who need those skills cannot be
bothered to read the notes. For these reasons, I did not bother distributing
wellness resources in my science 10 classroom.

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Outdoor Activities and Walks

Strategy description & implementation

I originally had plans to do daily walks with my science 10 students, but in the
end I only did one outdoor lab with them.
This lab involved students measuring walking speed outside.

Rationale
As mentioned in the preface and brain breaks section, physical activity can

increase motivation and alertness.

In particular, being outdoors can contribute to a positive outlook, improve a
persons mood, and contribute to our ability to cope with and recover from stress.

Challenges & solutions

Finding time to go outside or for walks - Taking students outside for a walk
can be time consuming. I found it difficult to find the time, especially with the jam
packed chemistry and physics units.
Weather - In hindsight, I should have incorporated walks during my Biology 20
class, when the weather was better. I tried to incorporate an outdoor activity in
my science 10 class, but I noticed that students were eager to come back inside,
despite having their jackets.
Coordinating outdoor activities - I also found it somewhat more challenging to
coordinate an outdoor activity. I forgot to tell them to wait before going inside and
therefore had students wandering off when they finished their work. However,
this was due to my unclear instructions and lack of foresight.

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Empathy
Strategy description & implementation
One of my major goals this semester was to form positive relationships with
students. To do so, I tried my best to talk to students about their daily lives,
weekends, part time work, etc.
Being empathetic also meant that I sometimes made accommodations. For
example, two of my hardest working students went to a concert over the long
weekend and forgot their project in Calgary. I allowed them to submit their project
later.
After long weekends, I would try to give students time to talk to their friends and
share with the class (if they wanted). For example, one student shared with the
class that she quit her job and is now moving on to bigger and better things. It
was nice to see her classmates supporting her.
I also let my students know that I care about them and want them to succeed.

Rationale
Being empathetic is a necessary component of establishing relationships with
students. Forming positive relationships builds the classroom community;
students feel more relaxed, since they feel safe and cared for. In turn, this helps
with classroom management; students are more cooperative when they have a
rapport with their teacher.

Challenges & solutions

Balancing empathy & classroom management - I struggled with this issue,
especially with my science 10 classroom. I have to be careful that I dont become
a doormat in an attempt to maintain positive relationships with students.
However, it is possible to do both and I tried to use classroom management
strategies that would maintain my positive relationships with students (e.g. talking
to them one-on-one).

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Works Cited
Anderson, J.A. (2000). Teacher questioning and pupil anxiety in the primary classroom.
Paper presented at the British Educational Research Association Conference, Research
Student Symposium, Cardiff University. Retrieved December 14 from:
http://www.leeds.ac.uk/educol/documents/00001683.htm
Vanderbilt University. (n.d.) Mindfulness in the classroom. Retrieved December 14 from:
https://cft.vanderbilt.edu/guides-sub-pages/contemplative-pedagogy/

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