A great way to show anxiety is to do a drama performance and act it out for others to see what anxiety is really like for someone.
Dealing with Anxiety:
Video series “Stopping the Noise in your Head: The New Way to Overcome Anxiety and Worry”
1. Find a situation that scares you…really cares you!
a) For example flying in an airplane. Have an actor pretending to be on a plane with ‘anxiety’ sitting beside them
2. Move towards that thing….get the stress going.
3. Acknowledge that doubt, stress, and discomfort.
4. Welcome what is happening…..
5. Give yourself a motivational or instructional comment…give me more
6. Go back to the task
7. Give yourself a “ point” for being able to go back to the task.

The following resource is a powerpoint on anxiety. It covers the following:
- What anxiety is
- Steps to help kids overcome anxiety
- Parenting patterns that work and don't work
- Anxiety enhancers

Anxiety education for youth, teens. Includes content,, activities and videos on topics:

Anxiety 101
Facing Fears
Fight, Flight, Freeze
Thinking Right
How to Chill
Healthy Habits
Common Problems

This document includes:What is Assistive Technology?Videos & AppsArticlesResource Bank ResourcesConnections to WritingWhat Assistive Tech looks Like in the Classroom

This Module, first in a two-part series, provides information on the early signs of autism spectrum disorder (ASD), as well as an overview of the difference between a medical diagnosis and an educational determination of ASD. Resources include notes on instructional considerations for teachers who have children and students with ASD in their classrooms, as well as things to keep in mind when working with the families of those children and students (est. completion time: 2 hours).

This Module, second in a two-part series, highlights strategies that have been shown to be effective in teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). It next explores several strategies that are particularly effective with young children, elementary and middle school students, and high school students (est. completion time: 3 hours).

Take a stand. Find your voice. Get support. Bullying and cyberbullying affect us all; you’re not alone! Whether you’ve been a victim, witnessed an incident, or simply know someone who’s been bullied, we’ve got tools and tips that can help.

Video on fighting anxiety and fear

What if there was a way to systematically fight every single fear you have?

Angela has worked in public relations for over a decade, gaining invaluable experience and contacts throughout the industry. In the last ten years, Angela has represented some of the biggest international celebrities and brands. At 28 she saw an opportunity to create a new-school PR agency that was obsessed and addicted to results. Angela began Australian based Flourish PR in February 2010 and the business has grown from a home office into a busy dynamic agency.

Angela runs a dedicated team of publicists and creatives who are new school thinkers in the world of PR.

This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at http://ted.com/tedx

Our brains have an alarm system that works all on its own. It is called the amygdala, and when the amygdala fires off its alarm system we tend to listen. Which is great if we are actually in a fire, or actually being chased by a large wild animal, or actually our life is indeed in danger! However, for the most part, often our amygdala fires when we are NOT in any real kind of danger. For instance:
Talking to a person we don’t know, is NOT life threatening.
Ordering a meal in a restaurant, is NOT life threatening.
Writing a test, is NOT life threatening.
Making eye contact with someone, is NOT life threatening.
However, when we have anxiety our brain activates our amygdala and we respond with body sensations and thoughts that make us believe they just might be! The amygdala is a small almond shaped organ in our brain that processes our memory, our decision-making response and our emotional responses. It is part of our nervous system, and all too often it is working over-time.
To handle worry and anxiety we need to teach our brain to NOT turn on the alarm system. (The best part about a brain is that it is very capable of changing the way it thinks! This is called neuroplasticity.). We need to tell our brain:
- I am willing to feel UNcomfortable.
- I am willing to feel unsure and to NOT know what might happen next.
- I am willing to use my courage and do what I might not want to do.
- I can handle it if things do not go just perfect.
- I am okay with NOT knowing how things are going to turn out.
By saying this in our mind and by doing this we can change the response our brain makes. It will take time and constant repetition…but it can be accomplished. We can actually make a new neuropathway in our brain so that it no longer ‘fires up panic’ when we do things. It is like making a new walking path across the grass. Eventually, if we stay on the same new path, the old one fills in and a new path begins to appear.

Select the student behaviour to begin. Then you will work through a series of descriptions and suggestions for what you can do to help that student.

You can look at interventions for Tier 1, Tier 2, Tier 3.

Each intervention suggested for a behaviour is then "clickable" and more information is provided on why to use this intervention, and how to do it.

This site is amazing!

Un recueil de matériel pour le soutien de tout.e élève, en considérant les diverses forces et besoins de chacun.e. Le tout est en français. Niveau scolaire: 1ere à 9e année.

Collections proposées:

-Le point de vue de l'élève: « Utilisez les formulaires de cette section pour recueillir des renseignements sur vos élèves. »

-Le point de vue des parents: « Utilisez les formulaires de cette section pour orienter les discussions avec les parents ou encore comme outils pour recueillir des renseignements sur vos élèves, aux fins de planification. »

-Français: « Cette section contient les grilles d’évaluation en fonction du niveau scolaire pour l’écriture, l’exposé, l’écoute, l’interaction et le travail avec les autres élèves. »

-Mathématiques*: « Cette section comprend des grilles d’évaluation en fonction du niveau scolaire sur les notions mathématiques relatives au sens du nombre. »

-Participation à la vie sociale et comportement: « Utilisez les stratégies, les appuis à l’enseignement et les outils de planification contenus dans cette section pour améliorer la participation sociale des élèves » (comprend des gabarits de plans individualisés de renforcement du comportement)

-Information sur les conditions médicales et les incapacités: « Certains élèves peuvent présenter plus d'une condition médicale ou plus d'une incapacité; de ce fait, il sera primordial que les enseignants les considèrent comme un tout lorsqu'ils détermineront les stratégies et les appuis nécessaires. »

-Exemples de gabarits pour les plans d'intervention*

-Stratégies et appuis à l'enseignement: Universels, visés & spécialisés

-Technologies d'apprentissage: Information à l'intention des enseignant.e.s

-Perfectionnement professionel*: « Cette section contient des exemples d'activités d'apprentissage professionnel qui peuvent être effectuées à l'école ou dans l’autorité scolaire afin d'approfondir les connaissances des enseignants sur la planification de la réussite pour chaque élève de la classe. »

*Plusieurs liens dans cette section ne sont pas à date.

Book sharing is an activity that is enjoyable for all age groups. Reading, looking at and talking about the pictures, and making up a story to go with the pictures are some ways to share books with children. Here are some helpful tips to use when choosing or sharing a book with your child.

Many people can have a poor body image, seeing their general physical appearance in a negative light (e.g., “I hate my body”). However, the term Body Dysmorphic Disorder, or BDD, is used to describe a particular more specific type of body image problem. BDD is marked by an intense preoccupation with a perceived flaw in one’s physical appearance. Individuals with BDD often spend significant periods of time worrying about and evaluating a particular aspect of their appearance. Large amounts of time may be spent checking their appearance in the mirror, comparing their appearance with others, and engaging in behaviours designed to try to hide or conceal the area of concern.

A leader's guide and activities for developing resilience for you and your team. 8.5" × 11", 88 pages, 264 KB.

The Canadian Mental Health Association (CMHA), founded in 1918, is one of the oldest voluntary organizations in Canada. Each year, we provide services and supports to more than 1.3 million Canadians through the combined efforts of more than 11,000 volunteers and staff across Canada in over 330 communities.
As the nationwide leader and champion for mental health, CMHA facilitates access to the resources people require to maintain and improve mental health and community integration, build resilience, and support recovery from mental illness.
CMHA branches across Canada provide a wide range of innovative services and supports to people who are experiencing mental illness and their families. These services are tailored to the needs and resources of the communities where they are based. One of the core goals of these services is to help people with mental illness develop the personal tools to lead meaningful and productive lives.

"The Ministry of Education has provided some questions/considerations for school divisions and schools in preparation of the legalization of three new classes of cannabis on October 17, 2019. The questions and considerations may guide discussions with school boards, school community councils and administrators to review and update policies and administrative procedures. Continue to visit the Cannabis in Saskatchewan website for updates regarding the legalization of cannabis.

Also attached is a sample letter for school divisions and schools that may choose to email/send to families about the upcoming legalization of the three classes of cannabis.

These two resources that look closer at cannabis and how it relates to 1. Pregnancy and 2. Parenting from the Saskatchewan Prevention Institute.

Research. Dissemination. Advocacy. Community.

"The Digital Connections Hub presents evidence-based child welfare research and resources related to COVID-19 and other potential health crises. It facilitates easy access to resources for children and youth, service providers, families and caregivers, governments, and the general public who share a concern for children in care and the wellbeing of children and youth in general."

This Module—a revision of Who's In Charge? Developing a Comprehensive Behavior Management System—highlights the importance of establishing a comprehensive classroom behavior management system composed of a statement of purpose, rules, procedures, consequences, and an action plan. It also provides information about how culture, classroom factors, and teacher actions can influence student behavior (est. completion time: 1 hour).

This Module—a revision of You're in Charge! Developing Your Own Comprehensive Behavior Management Plan—reviews the major components of classroom management (including rules, procedures, and consequences) and guides users through the steps of creating their own comprehensive behavior plan. The module is a companion to Classroom Management (Part 1): Learning the Components of a Comprehensive Behavior Management Plan (est. completion time: 2 hours).