Today, Tomorrow, Forever

 Student Wellness

Contributing Writers: Annabel Dias | Director, Student Services, Tara Leece | School Nurse, Ty Riddick | PHE Teacher & Learning Leader

Anyone who has ever attended school while tired, hungry, or anxious understands just how much a student’s learning can be affected by these things. However, these are far from the only challenges a child will encounter in their school careers. Sometimes, they might have difficulty identifying the root cause, but they will likely feel that something is simply off

As educators, we know students' ability to recognize and advocate for their health and wellness is essential to becoming well-rounded. Now, with programs like Open Parachute and our Student Success Centre (SSC), Strathcona-Tweedsmuir School (STS) is helping to ensure that this vital conversation is reflected in all aspects of a child’s education, with lessons tailored to fit each age and grade level.

“Our department encompasses all areas of academics, mental health, and wellness,” Annabel Dias, Director of Student Services, explains.”We aim to provide wraparound support, so students have a circle of care from all angles, fostering a strong sense of community and security within our school.”

“In teaching, we often say there’s a gradual release of responsibility. It’s ‘I do, We do, You do.’ I think students are beginning to understand that everybody learns differently on some level. Finding out how you learn best supports your success and growth in challenging areas.”

Observing one’s health and wellness begins with awareness, and our Elementary School students start by studying how they feel physically and mentally. Are they full of energy and ready to learn? Are they having trouble focusing? What words would they use to describe this?

And what did they have for breakfast? Healthy eating is, after all, a cornerstone of wellness. Therefore, it's no surprise that a favourite wellness activity in Elementary School is Rainbow Food Week, during which foods matching a specific colour are prepared in our cafeteria or brought from home, with a different colour assigned each day.

“For example, Monday is red,” the school nurse Tara Leece explains. “We talk about the benefits of those foods, and everyone gets a passport. At lunch, we have Grade 6s or volunteers come around, and you get a little stamp or a sticker to celebrate that colour.”

Elementary School students have many opportunities to explore important social and peer-based topics such as bullying or anxiety. According to Scarlett, who’s in Grade 5, students learn strategies to help them navigate similar situations. “Sometimes, if I'm angry, I scribble or draw a picture about how I'm feeling...(or) I take a deep breath and remind myself that I'm okay. This will be over soon, and there are people who love me and will support me.”

Hannah, Grade 6, gives another example: “Yesterday we had an Open Parachute (lesson) about forgiving your friends. If you should or shouldn't…if it's worth forgiving, and how to deal with it. And the checklist really helped me (with that).”

Open Parachute, created by psychologist Dr. Hayley Watson, is an international program that helps boost resilience in educators and students through mental health skill-building lessons. It covers a wide variety of topics, from regular hallway checkins –an excellent tool for promoting mental health — to navigating moving to a higher grade or a different Division.

“We’ve really focused on transitions this year,” says Dias. “Even though we’re a Kindergarten to Grade 12 school, we want to make sure our students going into Grade 7 are confident going into Middle School and that those going into Grade 10 feel comfortable and know the team who will support them at that next level.”

Middle School students continue to observe their physical and mental wellness while adjusting to the academic rigours of more advanced classes. Like the Elementary and Senior programs, they can access in-school learning strategists, counsellors, and a provisional psychologist.

Physical activity adds another perspective to the discussion of wellness, says Physical and Health Education (PHE) teacher Ty Riddick. “PHE at STS aims to promote lifelong participation through meaningful experiences. Transitioning into postsecondary life is a big step, and we want to ensure students are prepared to lead lives of wellness outside of the school gates by leading them into the community to participate in recreation options.”

Class of 2025 student Andrew Pellegrino values his and his peers' autonomy in shaping their PHE learning experiences: “The range of choices we have allows me to select activities that I can excel in.” This year, thanks to a fundraising effort by the Parents of STS (POSTS), a class set of bicycles was purchased for our Middle School students, who were often seen cruising around campus alongside their friends this spring. Many expressed it as their most memorable experience this year, a testament to their sense of independence and control in their wellness journey.

Students entering Senior School, especially those starting in the Grade 11 Diploma Programme (DP), are preparing to face the biggest challenges of their careers so far. For those requiring further academic support, the SSC is another incredible resource. The SSC, or Student Success Centre, is a dedicated space where students can receive personalized academic support. Working with our team of invaluable Educational Assistants, students are introduced to various strategies to improve learning and refine study skills. The Centre also provides a space for those who benefit from writing tests in a different environment.

“I think that by teaching some of these executive functioning skills –planning and study skills and time management–we hope that there’s a transfer of those skills when they’re in the world, on their own, doing it independently,” Dias says.

According to Rachel, a senior student and athlete, physical fitness is often overlooked in high school; between classes and tests, eating healthy, and getting enough sleep. “During my first semester, I felt that I neglected my physical activity, which previously had been a fundamental factor in maintaining good health. I felt an immense imbalance between my intellectual and physical health. Due to the demand for academic courses, this eventually led to lower energy levels and a decreased focus during the school day.”

Rachel enrolled in PHE 20 in her second semester and is glad to have done so.

“Considering the fact that my class was smaller than a typical PHE class, this facilitated many opportunities to participate in more unique experiences. My favourite has definitely been the rock climbing and bouldering unit. We visited one of Calgary's rock climbing facilities to further apply the skills we had developed on campus, which allowed me to find interest in a new form of physical activity.”

Fellow senior student Milo adds that health and wellness, like education, extends beyond the campus, and it’s essential to have a trusted support network, such as friends and family, to rely upon. “I know it's tough to talk about these kinds of things because you always think, ‘No, I have to keep the conversation light and positive.’ You don't want to worry them, but sometimes (it) makes them open to what's happening. Are you struggling with a certain unit at school, or are you worried about those things?”

Dias is happy to see so many students using the health and wellness-related resources and is excited to see where these programs will grow and evolve.

“There is still more work to be done, and I think that’s a good thing. I phrase it: what’s essential for some is good for all. We’re trying to strongly encourage those universal social, emotional, and academic supports to ensure we’re meeting a student’s needs.”