Educators are reminded to use a trauma sensitive approach when discussing challenging topics with students:

https://tvdsbo365.sharepoint.com/teams/SafeSchoolsWellBeing/SitePages/Trauma%20Sensitive%20Approaches.aspx

The Essential Conditions for Learning Triangle can be accessed at the following link:

https://tvdsbo365.sharepoint.com/teams/SafeSchoolsWellBeing

Educators are reminded to be mindful of student well-being and to connect students with supports if needed.

In school supports include guidance counsellor, administrator, school support counsellor or social worker.

Please find a detailed list of community supports for students via the following link:
https://tvdsbo365.sharepoint.com/:b:/r/teams/SafeSchoolsWellBeing/Shared%20Documents/Mental%20Health%20Crisis%20Resources.pdf?csf=1&web=1&e=lUKmQ4

24 hour crisis lines for intimate partner violence

Strathroy: Women’s Rural Resource Centre 1-800-265-5390 https://wrrcsa.org/

London: Anova 519-642-3000 or 1-800-265-1576 http://www.anovafuture.org/

Zhaawanong (First Nations Service): 1-800-605-7477 https://atlohsa.com/zhaawanong-2/

Elgin: Violence Against Women Services Elgin 1-800-265-4305 https://www.vawsec.on.ca/

Oxford: Domestic Abuse Services Oxford 519-539-4811 or 1-800-265-1938 or text 519-788-9993 https://daso.ca/

It is important to create a learning environment that is respectful and that makes students feel safe and comfortable not only physically, socially, and emotionally but also in terms of their cultural heritage. A culturally safe learning environment is one in which students feel comfortable about expressing their ideas, opinions, and needs and about responding authentically to topics that may be culturally sensitive.

Teachers should be aware that some students may experience emotional reactions when learning about issues that have affected their own lives, their family, and/or their community.

Before addressing such topics in the classroom, teachers need to consider how to prepare and debrief students, and they need to ensure that resources are available to support students both inside and outside the classroom.

Students can also experience strong emotional reactions when learning about the adversity and challenges faced by others.

There may be students who express the wish or need to opt out of the learning.

If students are demonstrating a negative reaction to content discussed during the presentation, staff are encouraged to:

1. Discreetly touch base with the student and assess their emotional response
2. Connect the child with the administrator, LST or school support counsellor (if needed)

Important Reminder For Staff Before Discussing Student Identity:

CALLING SOMEONE IN

• Done privately, after the fact
• Invites a conversation and creates understanding
• A chance to explain why the behaviour/language was inappropriate and what changes can be made
• Can be difficult but, ultimately, enlightening
• Helps someone shift their perspective
• Depends on your social influence and relationship
• Takes energy and patience

How it might sound:

“Hey, can we chat about what happened during the presentation? It’s about…”

CALLING SOMEONE OUT

• Done publicly, in the moment
• Stops problem behaviour immediately
• Demonstrates that certain behaviour/language is never acceptable
• Can be shaming, isolating and punishing
• Might push someone into an insincere apology
• Depends on your position / authority
• Takes energy

How it might sound:

“There will be no Islamophobic remarks here!”