Well-being, mental health and attendance

« learning socin Island-emotional (ASE) is a process of learning life skills, including managing emotions, developing healthy relationships, and making wise decisionscious. » (School Mental Health Ontario – SMHO/SMSO, 2022) Nyour teame en health mental, composed of mental health technicians et workers and workers ssocial, worknt in collaboration with School Mental Health Ontario et various evidence-based programs, to offerhis lessons to all levels and in allyour schools of the Cadvice. 

reference : 
School Mental Health Ontario. (2022). Social-emotional learning (SEL). Social-Emotional Learning – School Principals and Vice-Principals – School Mental Health Ontario

• • Restorative practices (English only) 

• • Mindmasters

• • Off road

• • Lessons on stress 

• • MindUp (English only) 

• • ABC of Healthy Relationships (English only) 

• • LIT SM: Mental Health Literacy

• • H@V: Life Skills 

• • PréVenture

  • My life, it's cool to talk about it

  • Personal Safety Programs (Kids in the Know) 

  • The Young Champions Group (Youth Wellbeing Initiative) (in english only)

Self-regulatory approach to the CSCDGR  

The self-regulation approach implemented in the schools of the Conseil catholique des Grandes Rivières is a universal approach, intended for all students. It aims to support the well-being, engagement, and academic success of each student. 

Self-regulation refers to a student's ability to think before engaging in a task or action, and to adjust their behavior, emotions, and attention according to the situation. It relies on key executive functions such as sustained attention, planning, impulse control, and cognitive flexibility. 

The School Self-Regulation Program aims to provide ongoing support to schools throughout the school year. It provides concrete strategies and approaches to promote the development of these essential skills, in order to create learning environments conducive to the development of socio-emotional and cognitive skills and better academic adjustment for all students.

The Self-Regulation Support Team is comprised of Dr. Stéphane Beaulne, Self-Regulation Expert; Sandra Sparrow, the Council's Mental Health Leader with a Master's Degree in Social Work; Josée Pullen, Special Education Technician (Southern Region); Jenna Boulet, Special Education Technician (Central Region); and the Council's School Special Education Technicians and Special Education Counselors.

This team supports classes and entire schools through in-school observations, planning meetings, classroom modeling and teaching, and regular follow-ups throughout the year. 

To date, eight schools in the Council are implementing the self-regulation approach developed by Dr. Beaulne and are seeing great success.