Cameron Social Emotional Learning Goal

Explicitly, collaboratively, and mindfully build a school community that is safe, respectful, compassionate, and supportive.

We will gather feedback and reflections through staff meetings, student activities, observations, and surveys to identify areas for growth and continue strengthening our school community.

What is going on for our learners? (Scanning and Needs Assessment)

Student Anxiety is a major concern as indicated by:

• Middle Years Development Instrument (MDI)
• Early Development Instrument (EDI)
• Student Learning Survey
• School Climate Survey
• Counsellor caseload trends
• All teachers incorporate SEL strategies using programs such as:
• Mind-Up
• RULER
• Mood Meter
• Zones of Regulation
• District SEL coach provided training and added ‘Action SEL’ resources
• Class meetings are used for regular check-ins and reflections on school values
• Student surveys contribute to ongoing understanding
• Pandemic Note: Some data and experiences have been significantly impacted by the COVID-19 pandemic.

What do we need to focus on? (key evidence and needs)

• Students, especially in intermediate grades, are struggling with the transition to increased academic and independence expectations, often resulting in anxiety.
• Target Group: Students across all grade levels
• Key Goal: Create a safe and welcoming environment to support emotional well-being and independence

Evidence Supporting Focus:

• Observations from classroom teachers
• Student and climate survey data
• Counsellor insights

 Goal Impact (Why does this goal benefit students)

Academic:

• Decreasing anxiety allows students to focus better and succeed

Personal & Social:

• Building confidence and independence
• Strengthening peer relationships
• Promoting emotional regulation

Emerging Concerns:

• Online peer conflict is now appearing in lower grades (as early as Grade 4)
• Increased access to digital content may be contributing to student anxiety

Strategies and Action

Programs and strategies used:

• RULER Approach
• Zones of Regulation
• Mind-Up! – Lesson 1 – How Our Brains Work
• Peace Out (Meditation)
• Yoga & Mindful Breathing
• Cosmic Kids Yoga
• Bucket Fillers
• Seven Habits
• WITS and LEADS (school-wide)
• Fixed vs. Growth Mindset
• Friends Program
• Digital Literacy Instruction (Based on District’s 4 Key Themes):
• Digital Identity & Relationships
• Privacy and Security
• Mental Health and Wellness
• Media Literacy
• Connection & Community Building:
• Targeted student support (based on data/teacher referrals)
• Classroom-building activities
• Team-building games
• Classroom Transitions:
• Use of visual supports and structured strategies
• Resources:
• Strategies that Help Students Manage Transitions
• Five Ways to Create Efficient Classroom Transitions (Primary)
• Physical Activity & Mental Health Breaks (DPA):
• 150 km club
• Community runs
• Lap of the school (running breaks)
• Morning exercise block (e.g., “Exercise X Block”)
• 5-minute dance sessions
• Nature walks (e.g., to Stoney Creek)

Professional Learning and Support

• Completed or Ongoing:
• District training on SEL approaches (e.g., RULER, Zones)
• Teacher training for the Friends Program
• Staff workshops on SEL integration
• Additional training in anxiety support strategies
• Parent education presentations to address anxiety at home and school
• Continued access to counsellor support and SEL resources

Implementation Plan

Year One:

• Teacher assessment and student self-assessment using information from the Heart Mind Index – Secure & Calm Domain
• Explore the research regarding exercise as a strategy for stress/anxiety reduction
• Teaching Friends Program

Year Two:

• Implement/review MDI, School Climate Surveys
• Implement Student Self-Assessment – track population using the assessment tool developed from the Heart Mind Index – Secure & Calm Domain

Year Three:

• Review student progress and revise interventions
• Reassessment to determine new target or continue with target group

Tiers of Support

TIER 1: (Universal interventions)

• School Wide WITS/LEADS strategies
• School Wide daily exercise
• RULER, Zones of Regulation, Minds-Up

TIER 2: (Targeted interventions)

• Friends Program
• Social Skills groups with Counsellor to focus on Self-regulation strategies
• Individual counselling sessions

TIER 3: (Intensive interventions)

• Individual calm down strategies and routines for targeted students
• Small group and 1:1 support from LSS team and EAs
• Worry Dragons

Progress Monitoring

• Student Self-Assessment
• School Climate Study (UBC)
• Counselling referrals
• MDI
• Provincial Surveys
• Heart Mind Index – Secure and Calm Domain

Checking: Have We Made Enough of a Difference?

• We continue to check in with teachers, parents and students in a variety of anecdotal ways to see if we’re having an impact.
• Our Student Learning Survey does indicate lower numbers than district average in regards to bullying and discrimination
• Closer monitoring of our washrooms so they are not gathering place as indicated through student survey.

Next Steps: What Requires Further Attention? Where to Next?

• We will continue to work on the programs that we have in place and reflecting on how we are doing with our value words (safe, respectful, supportive and compassionate) in relation to our community
• Some teachers have worked really hard to implement Carol Dweck’s “Mindsets” program and we may look towards using that as a common language throughout the school if possible about growth mindsets. WITS strategies are also taught across our school.
• School wide digital literacy and citizenship lessons
• Continue to offer clubs before school, lunch time, and afterschool to provide even more opportunities for connection
• Continue to monitor for students in class and out during breaks who are not connected