Supporting Students' Mental Health and Emotional Well-Being in Inclusive Classrooms

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Author(s): Dustin Graham (York University, Canada), Isabel Killoran (York University, Canada)and Gillian Parekh (Ontario Institute for Studies in Education, Canada)
Copyright: 2016
Pages: 31
Source title: Challenges Surrounding the Education of Children with Chronic Diseases
Source Author(s)/Editor(s): Maria Gordon (Voyageur Memorial Elementary School, Canada)
DOI: 10.4018/978-1-4666-9452-1.ch005

Keywords: Education / Information Science Reference / K-12 Education / Special Education

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Abstract

Many governments, organizations, and school boards have recently committed to focusing their attention on children's Mental Health and Emotional Well-being (MHEW) (e.g., Kidger, Gunnell, Biddle, Campbell, & Donovan, 2010; Mental Health Commission of Canada, 2013; Ontario Ministry of Education, 2013b). Although often left out of the conversation, teachers play a critical role in supporting and fostering children's MHEW. The purpose of this chapter is threefold: (1) to introduce educators to a critical mental health literacy (CMHL) approach, (2) to identify the teacher's role in supporting MHEW in inclusive classrooms, and (3) to support educators in their efforts to provide inclusive classrooms that accommodate all needs, including MHEW, through the introduction of mindfulness and critical media literacy.

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Supporting Students' Mental Health and Emotional Well-Being in Inclusive Classrooms

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