Until not so long ago, when I thought of “mental health” what I was really thinking about was “mental un-health” – undesirable behaviours and a myriad of diagnoses.  This past year I have spent much time with my beloved Kindergarten Program (2016) document, from the Ontario Ministry of Education, which places a huge emphasis on self-regulation and well-being as being key to academic success and social-emotional health.

Self-regulation is central to a child’s capacity to learn. (…) Children’s ability to self-regulate – to set limits for themselves and manage their own emotions, attention, and behaviour – allows them to develop the emotional well-being and the habits of mind, such as persistence and curiosity, that are essential for early learning and that set the stage for lifelong learning. Self-regulation involves attention skills, working memory, and cognitive flexibility (…). Self-regulation skills also allow children to have positive social interactions and help establish constructive patterns of behaviour that will be useful to them throughout their lives (Ponitz et al., 2009).

Research has shown that the ability to self-regulate is essential to the development of learning skills and work habits (Baumeister & Vohs, 2011) (…) (The Kindergarten Program 2016, p. 54)

Well-being is influenced not only by the absence of problems and risks but by the presence of factors, at the individual, family, and community level, that contribute to healthy growth and development. Educators help promote positive mental health in the classroom by providing children with opportunities to learn adaptive, management, and coping skills; communication skills; and relationship and social skills – the personal and interpersonal skills they need to develop resilience, a secure identity, and a strong sense of self. (…)

When educators take children’s well-being, including their mental health, into account when considering instructional approaches, they help to ensure a strong foundation for learning. (The Kindergarten Program 2016, p. 62)

The following are three resources that I have been looking into and would like to learn more about:

Reaching IN… Reaching OUT (RIRO) is a Canadian, evidence-based program that supports the development of resiliency skills among young children and the adults that care for them, both in school and at home.  I have colleagues who have used this program and who rave about it.  A major plus is that this is such a well-developed program that involves hours f in-person training to fully implement it.  The corresponding downside is that for those looking for a quick fix or who are unable to attend training, this program seems out of reach.

The Yale Center for Emotional Intelligence also offers extensive training and their resources seem easier to implement in K-8 classes. By using the four-coloured Mood Meter and the “RULER” acronym, students begin to Recognize, Understand, Label, Express, and Regulate their emotions.  How to get started using these strategies in early childhood settings is highlighted in the article Teaching Emotional Intelligence in Early Childhood (Young Children, 72(1) – March 2017).  The article states that “Children with higher emotional intelligence are better able to pay attention, are more engaged in school, have more positive relationships, and are more empathic.”

Teaching Emotional Intelligence in Early Childhood (Young Children, 72(1) – March 2017)

“MindMasters is a research-based program that teaches simple and concrete techniques to help children manage stress and frustration, relax fully and develop a positive perspective.”  It is a free program promoted by the Child and Youth Health Network for Eastern Ontario that includes online videos, an app for kids, and references to picture books available at the Ottawa Public Library. Mind masters bills itself as a toolkit for helping children develop positive living skills.

Have you had any success with any of these programs, either at home or at school?