Student

Well Being
Learning to Thrive and Flourish
Author: Robert Malowany Illustrator: Said Jiddawy
 Table of
Contents

3
Introduction

4
Identifying Arousal Stage &
Self-regulation Strategies

7
Goal Oriented Success

9
Growth vs. Fixed Mindset

13
Resilience

15
Challenging Negative Self-talk
& Negative Bias

17
References
 Introduction
Most would agree, that health is im-
portant. When you have good physical Well-being or being able to thrive or
health, there is more that you can do. flourish as a student is a skill. Just like
This is the same for mental health. But learning to play a musical instrument, it
just like with physical health, a lack of takes practice and a bit of hard work.
illness does not mean good health: It’s something you can train for and get
• A lack of pain or disease does not better at over time.
necessarily equate to being physically
healthy;
• A lack of mental illness does not
mean one is mentally healthy;
• A lack of maladaptive behavior
does not mean one possesses resilience.

When one is mentally healthy it is

often said that this person is “thriving,”
“flourishing” or experiencing “subjec-
tive well-being.” When we are mental-
ly healthy, we will perform and achieve
what is important to us (work, relation-
ships, and health) more likely than when
we are not flourishing.1 Research shows
us that when students experience high
subjective well-being this contributes to
academic success. They experience:
• Less worry
• Decreased cortisol
• More commitment to learning
(growth mindset and curiosity)
• Increased GPA and general per-
formance.
Therefore, it is safe to assume that
psychological well-being and flourishing
is proven to be predictive of student suc-
cess.
Learning to Thrive and Flourish
The following exercises and reflections will
give you an opportunity to become more self-
aware of what helps you to thrive or flourish
and facilitate the growth of your own posi-
tive mental health. By being active in gener-
ating positive mental health you will increase
your well-being which will impact not only
your capacity to perform as a student but
also general happiness in life.
Read through the following sections and
reflect on the related questions and record
your answers. These questions are only
guidelines for you to reflect and become
more self-aware. Any other type of reflec-
tion or thoughts in relation to the section is
welcomed as well.
Use these exercises to reflect on your own

When we do not give attention to or feel free to discuss/work with a fellow

maintaining positive mental health, re- student, friend or family member.
search shows us that 50% of people are
at greater risk of languishing, which in
Student Well Being:

turn impacts performance, and we are

more likely to experience mental illness.
Languishing is linked to procrastination,
poor academic performance, fixed mind-
set and low personal growth initiatives.2

1 Keyes, 2002; Seligman, 2011 3 of 17

2 Keyes, 2002
 Identifying Arousal Stage &
Self-Regulation Strategies
Read: https://www.psychologytoday.com/
ca/blog/self-reg/201608/caught-in-stress-cycle
Stress is not good or bad – it is a
part of being human. Stress is necessary
for us to perform, even at the smallest of
tasks (i.e.: an alarm clock is a stressor
that facilitates the performance of wak-
ing up and getting out of bed). Chronic
stress or becoming “over-stressed” is
what is problematic as this impacts how
our brain operates which could affect
how we perform in a given situation.
Situations, experiences and percep-
tions that contribute to our stress levels
aren’t always obvious. Many stressors,
like worrying about a significant school
project, for example, appears obvious
how it contributes to our stress levels.
However, there are many seemingly
Learning to Thrive and Flourish
Student Well Being:
1 Shanker, 2012
small or hidden stressors that also add
to our stress levels. For example, back-
ground noises, feeling inadequate in a
situation, a busy workspace, a delay on
the subway, etc, can all add to our levels
of stress.
Our stress levels will impact our level
of arousal – that is, the general physical
and psychological activity in our bodies.
Arousal increases muscle tension, effects
digestion and other general physical
states, and impacts various neurotrans-
mitters in our brains. This is often why
we get headaches or stiff muscles during
times of increased stress levels.
“Learning brain” vs. “Survival brain”1
: Just the right level of arousal can help
us to perform at optimal or peak perfor-
mance. In this state we are calm, alert
Figure i - Arousal Continuum States
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 Identifying Arousal Stage & Self-Regulation Strategies

and focused. This state is optimal for
learning and often allows us to focus at
our best. We are often most productive
and learn most efficiently in this state.
When arousal levels are too high our
brain reacts by shutting down various
systems within our body and brain in or-
der to conserve energy to deal with the
stress levels. In essence, our brain goes
into “survival mode” and learning be-
comes much more difficult. Additionally,
overall general performance typically
decreases. Symptoms of this can often
include increased sweating, headaches,
muscle tension, inability to concentrate
and difficulties with sleeping.
Self-regulation refers to the manner
in which an individual deals with stress,
in all its many forms, and then recovers
from the energy expended.2 Ultimately
the goal of self-regulation is to recognize
and reduce problematic levels of stress in
order to achieve levels of calmness that
allows a person to function at a more op-
timal level. Self-regulation is not about
self-control, being strong or weak in situ-
ations. Rather, it is about addressing the
over-stretched nervous system which is
facilitated by chronic or too much stress.

Reflection
a. Recall a time in your life when maybe your stress levels were higher than usual.
How did that impact you?

b. How might you realistically be able to change your environment or circumstanc-

es so that you reduce stress levels?

c. Review “In the Moment Ways to Lighten the Stress Load” at https://self-reg.ca/
wp-content/uploads/2017/08/1_2_Example-In-the-Moment-Ways-to-Lighten-the-
Stress-Load-V2.pdf.
Learning to Thrive and Flourish

Then identify ways that you can plan to help lighten your stress load as you
continue as a student in your program (feel free to use this worksheet: https://self-
reg.ca/wp-content/uploads/2017/08/s_3_6_In-the-Moment-Ways-to-Lighten-the-
Stress-Load-DIY-V2.pdf).
Student Well Being:

2 Shanker, 2016 5 of 17
 Identifying Arousal Stage & Self-Regulation Strategies: Reflection

d. Also review “Example Ways to Restore Energy” at https://self-reg.ca/wp-con-

tent/uploads/2017/08/1_3_Example-Ways-to-Restore-Energy-V3.pdf.

Then identify what you can be doing to restore your energy levels (feel free to use
this worksheet: https://self-reg.ca/wp-content/uploads/2017/08/s_3_7_Ways-to-
Restore-Energy-DIY-V2.pdf).

e. Other thoughts and/or reflections:

Learning to Thrive and Flourish
Student Well Being:

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 Goal Oriented Success
Research shows us that a clear con-
tributor to happiness and success is
working toward your goals.1 When we
strive for something that is personally sig-
nificant to us and see the steps that will
take us there we often benefit from;
• Greater feelings of purpose and
control,
• Increased self-esteem and confi-
dence and decreased levels of worry
and anxiety,
• Better prioritizing skills,
• Increased ability to cope with chal-
lenges along the way (resilience), and
• Opportunities to engage with oth-
ers.
Passion and perseverance (“grit”)
for what we are doing helps us to stay
focused. However, the more our goals
are clear and organized, the easier it
is to persevere through what needs to
Learning to Thrive and Flourish
Student Well Being:
1 Lyubomirsky, 2008
be done. Breaking down our goals into
sub-goals and prioritizing what needs to
be done helps us to be organized espe-
cially when we are overwhelmed with
other things in life.
In addition, we need to have the en-
ergy to work on our goals. If our goals
are a priority in our lives, then so should
be taking care of ourselves so that we
can have the energy to carry out our
goals. When goals are unrealistic or
if we do not have the personal energy
to focus on what needs to be done to
achieve our goals, this contributes to
disappointment, decreases in confidence
and increases negative self-talk.
Read: https://hbr.org/2007/10/manage-
your-energy-not-your-time
Wa t c h : h t t p s : / / w w w. y o u t u b e . c o m /
watch?v=gsinZ_xzzDo (2:01)
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 Goal Oriented Success

Reflection
a. Identify your general goals for being in this program.

b. Break down these goals into clear steps. Include when, where and how you
will work on these steps. If the step is unclear, then it might need to be broken
down further. For example, if one goal is to ensure you complete all readings
before class, identify how many hours you might need to complete this each week
and when in the week this will get done.

Steps important for me to complete my goals include:

c. Imagine what it would be like if you achieved your goal(s). What would that
look like? How would this impact other parts of your life?

d. Self-care will ensure you have the energy to focus on the tasks related to your
goals. List things that you can be doing on a regular basis which would contribute
to your self-care.

e. Letting your friends and family members know about your goals and informing
them of how you may need their support can be beneficial. Who can you share
these goals with?
Learning to Thrive and Flourish

f. Use the “Simple Goal Setting Worksheet” on the next page regularly to clarify
your goals and plan them out. Use a new worksheet for each goal.

g. Other thoughts and/or reflections:

Student Well Being:

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 Goal Oriented Success: Reflection

Simple Goal Setting Worksheet

The basics of setting and completing your goals.

Goal start date:

Goal completion date:

My goal is:

Steps to reaching my goal:

1.

2.

3.

Two things that will help me reach my goal:

1.

2.

I will know I have reached my goal because:

Learning to Thrive and Flourish
Student Well Being:

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 Growth vs. Fixed Mindset
According to Dweck 1, mindset is better rather than using them as a way
the perception you have about your- to judge their performance. To facilitate
self. You might believe you are intelli- growth mindset, one needs to change
gent, attractive, creative, a good team how they look at effort and difficulty.
member, good with relationships, etc.,
or you might believe that you are not
these things.

Growth Mindset is the belief

that abilities and qualities about
a person can change and be de-
veloped. If there are challenges
or failures related to an ability or
personal quality (i.e.: did not do
well in an assignment, regretted
how one dealt with a personal sit-
uation, did not accomplish what
one had hoped, etc.) a person
with a growth mindset will use
these challenges or failures as
opportunities to identify what can
be improved.

A person with a Fixed Mindset

will often rely on self-judgement
and believe that they are incapa-
ble of improvement and develop-
ment because of the belief that
they were born that way. They
will often say “I’m just not good at
this” and/or “I will never be good
at this.” Challenges and failures
serve to identify how they might
look bad in a situation and will
encourage a person to run away
from challenges and failures. Figure ii - Two Mindsets
Learning to Thrive and Flourish

Research shows that growth mindset

leads to people taking on challenges,
working harder and persevering through
adversity. They will often turn to others
Student Well Being:

for assistance more readily and be open

to new strategies for success. Better ac-
ademic performance occurs when one is
willing to make mistakes and use these
mistakes as a resource to understand

1 Dweck, 2006 10 of 17
 Growth vs. Fixed Mindset

Reflection
Watch: https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve
(10:21)

Watch: https://www.youtube.com/watch?v=75GFzikmRY0 (8:25)

Watch: https://www.youtube.com/watch?v=XLeUvZvuvAs (2:41)

a. What were your thoughts or feelings after watching the videos?

b. What adversities are you experiencing in school or in your personal life that
can be challenged by adopting a growth mindset. That is, what can you learn
from these situations to help you move forward as opposed to assuming you can-
not do anything about the situation?

What would a growth mindset change for you in this situation?

c. Write out a statement defining something you believe you cannot do (i.e.: “I am
not good at writing assignments.”).

Now add the word “yet” to the end of the sentence. How does this change your
understanding of the statement?

How might you use “the power of yet” in your work as an Early Childhood profes-
sional?
Learning to Thrive and Flourish

d. Read “20 Guidelines for Developing a Growth Mindset” (to be provided and
put on BB). Choose one of the guidelines and reflect on how you might challenge
yourself to utilize this wisdom.
Student Well Being:

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 Growth vs. Fixed Mindset: Reflection

e. Other thoughts and/or reflections:

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Student Well Being:

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 Resilience
Resilient people generally are in
touch with their emotions and have a
healthy way of relating to themselves.
While we cannot change our immedi-
ate gut-level feelings to situations which
our mind and body produce, we can
change how we respond to these feel-
ings. When faced with adversity or
challenges it is helpful to “take a step
back” to assess what is really going on.
Compassion and empathy to others and
to oneself often help to avoid judgement
and facilitate understanding of the situ-
ation, and that we are all human. This
also contributes to our ability to consid-
er the situation more clearly, and then
come up with a constructive solution or
response to the adversity or challenge.

Reflection
a. Think about a time when you performed well in spite of challenges or difficul-
ties. What got you through the challenges or difficulties?

How can you apply these things to the challenges related to being a student?

b. Why do you think that there are some days when you can get through challeng-
es and other days these same challenges seem overwhelming? What’s the differ-
ence?

What strategies can you apply to have more of the days when you are being
resilient?
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Student Well Being:

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 Resilience: Reflection

c. Have a look at the following picture/wordle:

Research shows that the topics listed on this picture/wordle are connected to
Resilience. Pick one and identify why you think it helps a person to be resilient.

e. Other thoughts and/or reflections:

Learning to Thrive and Flourish
Student Well Being:

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 Challenging Negative Self-Talk &
Negative Bias
Negative self-talk is often an auto- challenges our basic way of thinking and
matic response of the mind based on can offset our experiences of stress and
beliefs people hold about themselves. It increase happiness.1
is this “Inner-Critic” that judges and mon-
itors weaknesses and reinforces them. It Wa t c h : h t t p s : / / w w w. y o u t u b e . c o m /
watch?v=iHfsIzHQ5ac (5:02)
is normal for most people to give more
Wa t c h : h t t p s : / / w w w. y o u t u b e . c o m /
attention to negative thoughts, events or watch?v=2hHNq45rEnU (4:44)
perceptions (negative bias). Often this
comes from experiences of when we
judge ourselves in a negative manner
repeatedly and this becomes our basic
way of thinking (which contributes to
pessimism). Although negative self-talk
is not always a bad thing as sometimes it
helps to us stay safe in specific situations,
chronic negative self-talk can lead to an
unending cycle of negative thoughts, de-
pression and burnout.

Some examples of negative self-talk

that come from our inner-critic include:
• “I’m not good enough.”
• “Why can’t I ever succeed?”
• “I’ll never make it.”
• “I wish I were a better person.”
• “People don’t want to be around a
person like me.”
• “There must be something wrong
with me.”

Sometimes it is important to chal-

lenge our negative self-talk. This can be
done by challenging or reframing our
conclusions in relation to the situation
(i.e.: “Is it that I’m not good enough or is
Learning to Thrive and Flourish

it that I need to get more experience?”).

We can also challenge negative self-talk
with positive self-talk or optimism. We
aren’t only made up of failures and neg-
Student Well Being:

ative situations, but rather have positive

experiences and accomplishments that
just might need to be highlighted more
often. When we begin to acknowledge
the positives in our lives more often, this

1 Boyraz and Lightsey, 2012 15 of 17

 Challenging Negative Self-Talk & Negative Bias

Reflection
a. Think about a time when you engaged in negative self-talk. Identify how it
impacted how you felt and your thoughts.

Would you ever say these things to a colleague or friend? Why/Why not?

Record your thoughts on how being more optimistic might have changed the situa-
tion.

b. Give yourself a break from negative self-talk and take some time for “positive
blame.” Identify something that has gone well in your past.

Identify the things for which you were responsible that contributed to this success.
How were you able to do these things? How did you come up with the ideas that
led to success?

What can you do to make this spill over into other parts of your life?

c. Use the following reflection to understand and challenge “The Inner-Critic”:

https://georgebrowncollege-my.sharepoint.com/:b:/g/personal/501176_
georgebrown_ca/ET8QwCJ1x69DmqrqkBG5U88BihQzuYfn3_
DrQ9GWmpHCDA?e=XbhNrC

d. Other thoughts and/or reflections:

Learning to Thrive and Flourish
Student Well Being:

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 References

Dweck, C. S. (2006). Mindset: the new psychology of success. New York: Random House.

Fredrickson, B. L., Cohn, M. A., Coffey, K. A., Pek, J., & Finkel, S. M. (2008). Open hearts build
lives: Positive emotions, induced through loving-kindness meditation, build consequential personal re-
sources. Journal of Personality and Social Psychology, 95, 1045–1062. DOI: 10.1037/a0013262

Fredrickson, B. (2009). Positivity: Groundbreaking Research Reveals How to Embrace the Hidden
Strength of Positive Emotions, Overcome Negativity, and Thrive. New York: Crown.

Keyes CLM. The mental health continuum: From languishing to flourishing in life. Journal of Health
and Social Behavior. 2002;43:207–222.

Keyes CLM. Promoting and protecting mental health as flourishing: A complementary strategy for
improving national mental health. American Psychologist. 2007;62:95–108.
Learning to Thrive and Flourish

Lyubomirsky, S. (2008). The how of happiness: A scientific approach to getting the life you want.
New York: Penguin Press

Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being.

New York, NY, US: Free Press.
Student Well Being:

Shanker, Stuart (2012). Calm, Alert, and Learning: Classroom Strategies for Self-Regulation. Toronto,
Ontario: Pearson Canada.

Shanker, Stuart (2016). Self-Reg: How to Help Your Child (And You) Break the Stress Cycle and
Successfully Engage with Life. Canada: Viking.

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