BRUCE RODRIGUESThe Voice of Student

Well-Being

JENNI DONOHOOLeveraging Collective Efficacy

for Students and Educators

JEAN CLINTON How I Became an Upstreamist

STUDENT WELL-BEING

The magazine of Catholic Principals' Council | OntarioFall 2017 • Volume 21 • Issue 1

EDITORIAL, ADVERTISING & SALES

Deirdre Kinsella Biss, Editor dkinsellabiss@cpco.on.ca

Carol Anne Jeanson, Copy Editor

Ania Czupajlo, Senior Designer/Principal Connections Art Director aczupajlo@cpco.on.ca | ext. 25

John Nijmeh, Advertising Manager events@cpco.on.ca | ext. 28

Hannah Yakobi, Marketing & Communications Manager hyakobi@cpco.on.ca | ext. 38

Gaby Aloi, Manager of Corporate Operations galoi@cpco.on.ca | ext. 26

CORPORATE, PROGRAMS & SERVICES

Richard James, President president@cpco.on.ca | ext. 22

Joseph Geiser, Executive Director jgeiser@cpco.on.ca | ext. 34

Wendy Lopez, General Counsel wlopez@cpco.on.ca | ext. 23

Ron McNamara, Protective Services Assistant Coordinator rmcnamara@cpco.on.ca | ext. 27

Jeff Baechler, Protective Services Assistant Coordinator jbaechler@cpco.on.ca | ext. 40

Marguerite Thomson, Protective Services Assistant Coordinator mthomson@cpco.on.ca | ext. 41

Luciana Cardarelli, Program & Member Services Coordinator lcardarelli@cpco.on.ca | ext. 37

Vanessa Kellow, Professional Learning Assistant vkellow@cpco.on.ca | ext. 31

Jacob Chouinard, Communications & Technology Officer jchouinard@cpco.on.ca | ext. 30

Maria Cortez, Administrative Assistant mcortez@cpco.on.ca | ext. 32

Bessy Valerio, Receptionist bvalerio@cpco.on.ca | ext. 21

IN THIS ISSUEFall 2017 • Volume 21 • Issue 1

We thank all those who contributed to this issue. Please note, however, that the opinions and views expressed are those of the individual contributors and are not necessarily those of CPCO. Similarly, the acceptance of advertising does not imply CPCO endorsement. Publications Mail Agreement No. 40035635

CPCO assumes no liability or responsibility for any inaccurate, delayed or incomplete information, nor for any actions taken in reliance thereon. The information contained about each individual, event or organization has been provided by such individual, event organizers or organization without verification by us. No part of this publication may be reproduced in whole or in part without written permission of CPCO. Copyright ©2017 Catholic Principals' Council | Ontario. All rights reserved.

Catholic Principals’ Council | OntarioBox 2325, Suite 3030, 2300 Yonge StreetToronto, Ontario M4P 1E4

1-888-621-9190 toll free • 416-483-1556 phone416-483-2554 fax • info@cpco.on.ca • www.cpco.on.ca

We would like to acknowledge that the CPCO office is on the traditional territory of the Mississaugas of the New Credit First Nation.

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IN THE SPOTLIGHTHow I Became an Upstreamist | 8

The Self-Reg School Initiative | 10

The Voice of Student Well-Being | 12

Leveraging Collective Efficacy for

Students and Educators | 16

Meet Our New Executive Director

Joseph Geiser | 20

Put into the Deep | 22

Serve & Return | 28

Shifting Our Focus | 30

Keep Your Boundaries in Check! | 32

Salvation as Divine Health | 34

Indigenous Perspectives on Student

Well-Being | 36

The Power of Empathy in Relationships | 40

Student Well-BeingCover design by Ania Czupajlo

How I Became an Upstreamist

The Voice of Student Well-Being

The Self-Reg School Initiative

Shifting Our Focus

@CPCOtweet#leadCPCO

youtube.com/CPCOtoronto

linkd.in/1vBkhw3

blog.cpco.on.ca

IN EVERY ISSUEFrom the President: Promoting Student Well-Being | 4

From the Executive Director: Renewing Our Promise | 5

From the Editor: The Circle of Wellness | 6

Tech Talk: Find Your Muse | 19

KEEPING YOU INFORMEDChristian Meditation | 26

“All My Relations” | 38

Student Well-Being: What the data says | 42

Supporting Students Who Identify As, Or Are

Perceived As, LGBTQ in Our Catholic Schools | 44

Re-thinking School Nutrition | 47

The Recipe for Healthy Living | 50

From Chaos to Order | 52

Walk the Line | 56

Well-Being in Math | 58

Who is Your Starfish? | 60

“We’re not good until we’re all good” | 62

Nurturing a Positive Sense of Self, Spirit

and Belonging | 64

@CPCOofficial CPCOofficial

CPCOtorontoblog.cpco.on.ca10% Total Recycled Fiber

FROM THE PRESIDENT Richard James

Promoting Student Well-BeingThis past April, our school community at St. Michael’s Catholic High School in Kemptville was thrilled to welcome Dr. Greg Wells. Dr. Wells does specialized research in exercise medicine and is an author, physiologist and professor of Kinesiology at the University of Toronto. Our staff was looking to find a keynote speaker who could stress the importance of and powerful relationship between diet, exercise and sleep in supporting positive mental health – Dr. Wells answered the call.

He spoke to our students about his most recent book, The Ripple Effect. His presentation, which drew on his own world-class scientific and athletic expertise, focused on simple changes that can transform one’s health and performance.

Dr. Wells spoke passionately to our students about the correlation of having a positive well-being when one eats, sleeps and moves better. Our students were highly engaged as Dr. Wells shared his research and insights into the physiology of the human body. He stressed the importance of the last hour before bed as a time to optimize your sleep cycle. One point that surprised many students was the importance of turning off and unplugging from technology as a key step for a healthier lifestyle and thinking more clearly.

Many students shared with faculty that Dr. Wells’ framework for well-being was the best presentation they had ever heard.

Dr. Wells also highlighted the importance of reaching out to the greater community in supporting our students.

Strengthening our community mental health partnerships is imperative in providing supports to our students. This responsibility should not solely rest on the shoulders of principals and vice-principals but on the whole school, board and community in a collaborative approach. Our Catholic Principals and Vice-Principals provide a welcoming school community, which fosters these mental health partnerships. We all know the various struggles our students face with mental health challenges, and we strive to provide them with the resources necessary to support them.

During Catholic Education Week, we celebrated a province-wide Mass. During the homily, the visiting priest, Fr. Julius Nwagbara, spoke about the need to celebrate our differences and accept one another’s gifts that God has bestowed on each of us. He challenged our school community to lift up our worries and to trust in Jesus. He also spoke about God’s boundless love, mercy and compassion to help us bare our daily crosses. Fr. Julius encouraged all of us to find rest by living and learning Jesus’ humble, gentle and compassionate way.

As Catholic educators we are truly blessed. We have a vocation that provides opportunities that educate the mind, bodies and souls of the youth in our Catholic schools, laying the groundwork for our students’ well-being.

On behalf of your CPCO Executive, I wish all my provincial colleagues a successful and blessed school year. May you find the wisdom and support you need to help bring well-being to your students, staff and yourselves, both in your school communities and outside lives.

As Catholic educators we are truly blessed. We have a vocation that provides opportunities that educate the mind, bodies and souls of the youth in our Catholic schools, laying the groundwork for our students’ well-being.

4 Principal Connections • Fall 2017 • Volume 21 • Issue 1

FROM THE EXECUTIVE DIRECTOR Joseph Geiser

Renewing Our PromiseWelcome to the 2017-2018 school year! As with all beginnings, September brings with it renewed hopes, renewed challenges and renewed opportunities. For Catholic Principals and Vice-Principals in Ontario, each new school year allows us to renew and reset our commitment to support and nurture the well-being of all of our students in our care.

It is a time of year full of promise – a promise that allows us to do what we do best; namely, to be the best advocates, supporters, role-models and leaders for our students who remain at the forefront of our plans, hopes and aspirations. As articulated in the Pastoral Letter, Fulfilling The Promise, the Assembly of Catholic Bishops of Ontario challenges us to, “… be conspicuous for … goodness, sincerity, and attachment to the faith,” and indicates that our role is, “… a rich and complex undertaking that defies easy description.”

From our unique provincial perspective at CPCO we are well aware that these are not tasks for the faint of heart.

School administrators are responsible for leading, managing, delivering, evaluating and improving the educational opportunities for all students of differing abilities. By working with parents/guardians, teachers, support staff, board and ministry officials, we can make a lasting impact on the physical, cognitive, emotional and social well-being of the young people who will enter our doors this year.

However, as Catholic educators and administrators we will also walk alongside them supported by pastors, parish teams and school chaplains in nurturing and guiding our students along their spiritual journeys – experiences that will lay the foundation for their faith lives well beyond their time in Catholic schools.

All of us are keenly aware that the engaged leadership of principals and vice-principals is essential to creating working and learning environments that allow our students to develop and grow to the potential that God has provided. As the newly appointed Executive

Director of CPCO, I too have a responsibility to ensure that our collective work on your behalf focuses on providing the best resources possible through stimulating and meaningful programs and services, to support each of our 31 Members and 2,100 plus Associates through the experience and expertise of our knowledgeable Protective Services Team, and to deliv-er all information in a timely, accessible manner as developed by our Communications & Marketing Team. In collaboration with our new President, Richard James, in co-operation with our Executive Council, and with the professional support of our talented and friendly office staff, it is our goal to strengthen the bonds with our Catholic partners as we strive to also enrich the well-being of our students.

There will many opportunities this school year for our Associates to become involved at the local and provincial level in the work in which CPCO and our Catholic Partners engage. The annual When Faith Meets Pedagogy Conference (Oct. 26 – 28), the Catholic Education Symposium, Renewing The Promise (Nov. 14 – 15), as well as CPCO’s conference, Walking Each Other Home (Nov. 16) are three examples of the outstanding collaborative nature of our work in Catholic education. I encourage all of our Members and Associates to take full advantage of the services, resources and talents that are available to you through your participation in CPCO.

This year’s first issue of Principal Connections appropri-ately gives us an opportunity to re-focus on our primary responsibility as Catholic educators. No matter the particular role that we each have, we share a Catholic identity and foundation that allows us to demand that we give pastoral care to the well-being of each student. It is who we are, it is what we do, and they are why we do it.

As you read through the many excellent articles written by a broad range of highly respected contributors, we at CPCO hope that you will also be re-energized by the promise of the year ahead.

God bless.

Principal Connections • Fall 2017 • Volume 21 • Issue 1 5

FROM THE EDITOR Deirdre Kinsella Biss

The Circle of WellnessWe begin this school year with the well-being of our students near and dear to our hearts and our practice. We know students need to have a positive sense of well-being, a strong sense of self, and a real sense of belonging in the world to help them learn, grow and thrive.

As Catholic leaders, we face the challenge of creating learning conditions within our schools that empower students to grow in a positive, holistic, healthy manner. Our school environments must be welcoming, safe and caring while being equitable, inclusive and respectful. We have a personal responsibility, as well as a role to play, in bringing this initiative to life in our Catholic schools.

Deputy Minister of Education, Bruce Rodrigues, encourages us to go deeper and develop a better understanding of what students need to feel to be successful. He says understanding the whole student, and appreciating the connection and impact on academic performance, is our next best educational step. In this edition of Principal Connections, he discusses the importance of a renewed focus on the well-being of the whole child, the importance of student voice, and the need to place a student’s sense of self and spirit at the centre of everything we do.

In her article, How I Became an Upstreamist, Dr. Jean Clinton invites us to think like “Upstreamists.” The Upstreamist philosophy encourages us to get to the root causes of student well-being. She urges us to look deeply into what actions we can take to promote student success and thoughtfully examine the upstream factors that impact our students. It’s only by understanding the root causes of well-being that preventive work can be done.

Self-knowledge and self-ref lection are key components in developing the cognitive, emotional and social needs of our students. Faith formation and faith development help students develop these skills. In his article, Put Into the Deep, Ernie Christie brings forth the idea that students must journey more deeply into ref lection through contemplative prayer. He shares a new vision

for society where the teaching of stillness and silence is at the heart of education.

Principal Nancy Dinolfo and Vice-Principal Sonia Snyder have made the practice of Christian Meditation a major focus at their school. In their article, they identify how this school-wide focus has been a critical factor in creating a school environment that is safe and accepting. They also share their delight in discovering that students love to meditate!

Research professor, Stuart Shanker, discusses self-aware-ness, self-management, social awareness, interpersonal relationships and decision-making in his article, The Self-Reg School Initiative. Learning to understand the difference between student misbehaviour and student stress behaviours helps educators encourage students to take ownership of their own well-being.

First Nations, Métis and Inuit Learning Partner, Marina Westbrook tells us that there is much to be learned from a First Nations perspective that can be applied to the healthy well-being of students. In her article, All My Relations, she talks about the importance of caring for all of Creation, and how schools can set a standard of reciprocal respect that will radiate from our students.

Well-being is a complex issue. The schools of 2017 must promote wellness and strong social systems for our students, our staffs and ourselves. We must work relentlessly and collaboratively to bring this priority alive. Recognizing the state of our own personal wellness, understanding the importance of boundaries, addressing the need for work life balance, and modelling positive and healthy practices are the structural foundations for leading a balanced and mentally healthy life.

To quote Jean Clinton, “At the heart of this process are caring adults who reach out to young people to show they care about their well-being.“

Let us be those welcoming, healthy and caring adults.

6 Principal Connections • Fall 2017 • Volume 21 • Issue 1

I spent many years as a child psychiatrist thinking about people becoming well. Over the years, my thinking has shifted to a focus on preventing children

from becoming unwell in the first place – I have become an “Upstreamist.”

The late Dr. Paul Steinhauer, a wonderful child psychiatrist, used to say that he felt as though he was in the middle of a gushing river, madly trying to catch the few troubled children he could as they rushed by. He determined he needed to be upstream to prevent them from falling into the river in the first place. I can imagine that many principals in Ontario feel the same way.

Ontario’s focus on well-being as a pillar of our public education is an Upstreamist move. Addressing the question of what students need to be successful at school requires prioritizing the development of the whole child rather than focusing on academic performance alone. At the heart of this process are caring adults who reach out to young people to show they care about their well-being. This is one of the most important ways we can ensure that we are promoting the well-being of all children in both preventing problems and addressing existing mental health issues.

To thrive in the unknown future, young people will need certain knowledge, skills and attitudes. Ontario’s

People for Education have done extensive consultation and have identified the following as essential for young people’s well-being: All young people need: • Strong foundational skills that support perseverance,

adaptability and self-awareness• The capacity to communicate, collaborate and

imagine solutions to complex problems• Knowledge and habits that will allow them to take

care of their physical and mental health• A deep understanding of the roles and responsibilities

of citizenship, and the capacity to engage as citizens• Curriculum and school-based programs that will

prepare them for a range of possible futures

In order to accomplish this, young people need to develop many components in relation to self and others including but not limited to: identity, belonging, safety, engagement, relationships, focus on self and spirit, healthy living mind and body, mastery, regulation, positivity and meaning.

The First Nations Mental Wellness Continuum captures much of this. “Mental wellness is a balance of the mental, physical, spiritual and emotional. This balance is enriched as individuals have: purpose in their daily lives whether it is through education, employment, care-giving activities, or cultural ways of being and doing; hope for their future and those of their families that is grounded in

How I Became an Upstreamist

By Dr. Jean Clinton

8 Principal Connections • Fall 2017 • Volume 21 • Issue 1

After a meeting with the British Columbia Principals’ Association five years ago, we decided to look at the impact of a Self-Reg School initiative on student behaviour and well-being. This initiative would be based on Shanker Self-Reg®: a five-step method for managing stress. This method involves recognizing the signs of stress behaviour; identifying and reducing negative stresses; becoming aware of the signs of escalating stress, in oneself as well as others; and developing customized strategies for returning to a state of being calmly focused

and alert (Shanker 2016).

Our plan was to begin in a small way, working with

just one school district. But word got out, and before we knew it, six districts were involved, with several more champing

at the bit. We had planned a workshop for 50 teachers, but the

venue had to be changed several times because of demand. Participation rose to 850 teachers, and that number was capped because of the capacity of the theatre where we were to hold the session. What had begun as an inquiry had suddenly turned into a movement: one that has spread across the country.

The reason why this was happening was clear. Teachers were reporting a sharp increase in internalizing and externalizing problems in students of all ages. British Columbia was already responding in a highly proactive manner, and the thinking was that Self-Reg would sup-port the Social and Emotional Learning (SEL) programs that were being rolled out throughout the province. For a very good reason!

The psychophysiological definition of self-regulation, on which Self-Reg is based, refers to how effectively we manage stress. When one is overstressed, tension increases markedly and energy reserves drop sharply. In this “red brain” state, limbic arousal is heightened, fight-or-f light responses are easily triggered, and the

“blue brain” (prefrontal) functions critical for learning and well-being are suppressed.

Accordingly, Self-Reg was seen as an essential platform to support the SEL initiatives that were already underway. The more students, who are in a “blue brain” state, know when they are slipping into “red brain,” and why, the bet-ter they can absorb and apply SEL strategies. But one of the first things we noticed was that far more was involved

than helping students learn how to self-regulate. The reality is that teachers are tasked with stressing

students on a daily basis: not just cognitively, but biologically, emotionally, socially and prosocially

(see Shanker 2016).

We know from countless studies that education promotes long-term well-being; Self-Reg enables us to understand why. The better students can stay calmly focused and

alert, the better they can engage with the

THE SELF-REG SCHOOL INITIATIVE One of the biggest lessons learned (so far!)

By Dr. Stuart Shanker

The Voice of Student Well-Being

Today, more than two million students are enrolled in Ontario’s publicly funded schools. These students represent diverse communities, family structures, economic circumstances, life experiences, faiths, customs, languages, abilities, interests, talents, skills and other personal characteristics. To support students in today’s fast-paced, globally connected world, our definition of

“student success” continues to broaden beyond academic achievement to focus on including well-being and equi-table outcomes for all students. This sets a foundation for students to become active, engaged and productive citizens in our communities.

A broader understanding of student success

We know that children who have a positive sense of self are better positioned to reach their full potential. Within the education system, there is a renewed focus on the well-being of the whole child, including their physical, cognitive, social and emotional strengths and needs, with their sense of self and spirit at the centre. Ontario is committed to establishing a common understanding of what promoting well-being means in schools — for students and staff.

Students play a unique role in being able to tell us what their well-being needs are and how well we are supporting them. Last year, the Ministry of Education spoke with educators, parents, community partners and students across Ontario to understand what well-being means to them. This engagement took place through regional sessions, online surveys and community conversations. Of the 2,000 participants who completed online surveys, more than 700 respondents were students, and students also participated in every regional session. In addition, efforts were made to hear diverse student voices representing a range of abilities and needs, including students who are homeless, who identify as LGBTQ+, and student leaders.

What we heard from students

Students told us about the importance of feeling valued and respected in the school environment. They said they need to feel included and free to express themselves without fear of consequence. What matters most to them is feeling that they belong; that they have supportive and trusting peer and adult relationships, and that they feel a part of the wider school community.

By Bruce Rodrigues

12 Principal Connections • Fall 2017 • Volume 21 • Issue 1

When educators believe in their collective ability to overcome external challenges to improve student learning, it can do amazing things for their students. This same shared belief can also do amazing things for educators, impacting their well-being in a very positive way. Findings show that a strong sense of collective efficacy results in resilience and increased job satisfaction. It can also help reduce stress and teacher burnout.

Collective teacher efficacy (CTE) is the shared percep-tion of educators that their combined ability can impact student achievement over and above inf luences outside the school, including students’ home environments and socio-economic status.

Research supports the positive relationship between edu-cators’ beliefs about their collective ability to inf luence student outcomes and their well-being. Studies show that collective efficacy beliefs are a main determinant of teachers’ job satisfaction (Caprara, Barbaranelli, Borgogni, & Steca, 2003; Klassen, Usher, & Bong, 2010). In a Canadian study involving 951 elementary and secondary school teachers, Klassen (2010) found that collective efficacy not only predicted job satisfaction, it also lowered teachers’ stress attributed to student misbehaviour. In addition, Lim and Eo’s (2014) research demonstrated that “when teachers perceived their school’s capability as a whole to be higher, they were more unlikely to get burnout” (p. 144).

Leveraging Collective Efficacy forStudents and Educators

By Dr. Jenni Donohoo

16 Principal Connections • Fall 2017 • Volume 21 • Issue 1

St. John Paul’s well known quote could easily be included in the mission statement of a school that took the teaching of contemplation to be its core business. In a continually, ever distracted world, it must be an imperative to teach the youth of today and tomorrow to be attentive through the formation of schools that have at their centre a contemplative heart.

Schools today, anywhere in the world, are busy places. Teaching is often reduced to rushing through a crowded curriculum, being hostage to high stakes testing and responding to the next big issue that the media throw up. Increasingly complex issues such as cyber safety and use of technology or developing a healthy lifestyle

can be suddenly thrust into the domain of the school. It is no surprise that educators and students become overloaded and stressed as they deal with so many stimuli bombarding them daily.

There can be another way! Rather than the pursuit of higher, faster and stronger, schools can strive for deeper, slower and wiser. Educators can encourage their students to, ‘put into the deep’ and introduce them to another way of being. To actively teach contemplative practices may seem counter-intuitive or counter-cultural to being able to function effectively in a world that is full of noise and is always speeding up. I hope, however, that you will be convinced that the well-being of your students depends

A contemplative approach to improving well-being for students

By Ernie Christie

Don’t be afraid. Do not be satisfied with mediocrity. Put out into the deep and let down your nets for a catch.

St. John Paul II

22 Principal Connections • Fall 2017 • Volume 21 • Issue 1

BOUNDARIES AR E LIKE YOUR WAISTLINE. If you don’t pay attention to what you are doing for a while, you can put on an old pair of pants to find that they no longer fit and wonder, “How did that happen?”

At Starling, we see boundaries as an integral component of assertiveness and self-confidence. Setting boundaries involves establishing a clear position on an issue, effectively communicating it to yourself or others, and being open to feedback. Telling yourself that you will stop working at Time X and leave school at Time Y is a clear personal boundary. Saying “no” to someone is a clear interpersonal boundary. Holding firm to your boundaries or shifting them appropriately based on the available evidence are also key components.

In a previous article, I described the personality types of people who are drawn to the principal or vice-principal role. (see Principal Connections, Volume 20, Issue 3). One of the reasons administrators appear to struggle with holding boundaries is because it is difficult to maintain their standards in the face of decreasing resources and increasing expectations. If we assume that external pressures on administrators from both their professional and personal lives generally increase and change over time, how can they keep the ship running smoothly?

Starling’s relationship with CPCO is approaching our two-year anniversary and our research has indicated that administrators generally receive considerable intrinsic satisfaction from their profession. However, they maintain their standards and satisfy all of the various stakeholders by working very long hours. As the workload increases, their personal boundaries are at risk of slowly eroding.

There are subtle ways that this can happen. For example, the act of checking your smartphone to relieve the uncertainty that everything is fine at school releases dopamine in your brain and reinforces the behaviour. As the level of stress increases, these “hits” can provide temporary relief. By not consciously maintaining boundaries around such checking, this behaviour can become a habit. Eventually, you may be checking your smartphone when you should be sleeping or spending time with the people around you.

While it is unlikely that most administrators’ boundaries will be shifted by their smartphone use alone, this example represents how an everyday work activity can affect them. Every time we can effectively create and maintain a clear boundary it strengthens our overall competency with boundaries. Conversely, every time we fail to hold a boundary, our abilities diminish.

The following lists include signs that you may be struggling with boundaries.

By Dr. Andrew Miki

Keep Your Boundaries in Check!

It might surprise some people to learn that biblical teaching on the gift of salvation is connected to the gift of healing. The woman was desperate for healing, and relief from the years of discomfort and shame brought on by her aff liction. Labelled as unclean by those in her community, she would have experienced great vulnerability and isolation. She touched Jesus, knowing he had the power to heal her. Her faith in his healing powers encouraged her to approach, freeing her from cultural taboos. Jesus assures her that her faith, belief and trust in him facilitated the healing she desperately desired. The healing from our Lord was free of charge; all that was required was a leap of faith.

In Latin, the noun salvation translates as salus, meaning “health.” As divine health, salvation is the restoration of the image and likeness of God in the person. A study of the deeper meaning of salvation in scripture reveals that both the verb “to save” (sõzo) meaning to be made well and healed, and the noun (soteria) are connected to divine health. This means salvation is more than rescue from the “eternal fires.” Moreover, Jesus’ name in Hebrew means

“God saves,” revealing his mission and identity as our Saviour. In Hebrew Scriptures and the New Testament the verb “to save” and the noun “salvation” are connected to:

• Restoration/healing (Mk. 5:25-34)• Forgiveness (Lk. 1:77)• Deliverance/liberation from harm and evil (Mt. 8:23-27)• Conversion/doing God’s will (Lk. 19:10)• Being God’s adopted sons and daughters (Rm. 11:14)• Eternal life beyond the grave with God (1 Cor. 3:15)• Cooperation with God’s plan to save us (Phil. 2:12)• Faith and baptism (Jn. 3:5)

Salvation as Divine Health By Dr. Josephine Lombardi

Now there was a woman who had been suffering from haemorrhages for twelve years. 26 … She had heard about Jesus, and came up behind him in the crowd and touched his cloak, for she said, “If I but touch his clothes, I will be made well.” Immediately her haemorrhage stopped; and she felt in her body that she was healed of her disease. Immediately aware that power had gone forth from him, Jesus turned about in the crowd and said, “Who touched my clothes?” … He said to her, “Daughter, your faith has made you well; go in peace, and be healed of your disease.”

Mk. 5:25-34

34 Principal Connections • Fall 2017 • Volume 21 • Issue 1

INDIGENOUS PERSPECTIVES ON STUDENT WELL-BEINGCultural considerations

By Frank Deer

Cultural well-being has become an important part of Indigenous community development. It is a way in which appropriate Indigenous knowledge, heritage, consciousness and tradition are part of communal life. To achieve a desired state of cultural well-being in community settings, Indigenous Peoples have become more active in affairs that lend to their own self-betterment.

However, although efforts are being made toward rectifying inequalities that represent barriers toward their own socio-cultural progress, and thus this desired state of well-being, the marginalization of Indigenous People in Canada is still a reality.

Indigenous populations in Canada have experienced significant growth recently, especially in urban areas. Much of this growth has occurred in communities where unemployment, lack of education and opportunity, criminal activity, and racism are creating barriers for achieving a state of well-being. Here is where Canada’s educational systems have an important responsibility.

Although schools are accessible in urban areas and to chil-dren in many reserve communities, serious issues remain for Indigenous Peoples in Canada. No doubt education can serve an essential role in addressing such issues by

incorporating cultural programming, raising awareness of important social issues, and providing environments where students can develop mutual respect. However, how such processes are developed and employed may be subject to further exploration.

Recent initiatives such as the Truth and Reconciliation Commission of Canada and its 94 Calls to Action have revealed the effects of colonization, loss of identity, estrangement from other Canadians, and lack of trust in government. This has resulted in a situation where Indigenous Peoples find themselves at a critical juncture; one that may result in the loss of elements of Indigenous identity, heritage, language and a continued existence as marginalized communities.

Many scholars suggest that the improvement of life prospects, reaffirmation of identity and heritage, and the transcendence from a state of marginalization require more thoughtful approaches toward family and community engagement by school officials. While affirming the notion that primary and secondary education is a means to prepare children to be effective contributors to society, such engagement should be informed by the notion that a civically active Indigenous population may bring many positive results for Canadian society.

36 Principal Connections • Fall 2017 • Volume 21 • Issue 1

50 Principal Connections • Fall 2017 • Volume 21 • Issue 1

The foundational concept of sleeping soundlySleep has a powerful effect on both mental and physical performance, and our overall health.

While sleeping, the body recovers, restores and rebuilds. The immune system recovers and regenerates. Sleep helps us fight off disease and illness, and manage chronic pain. Sleeping well can also decrease the risk of heart attack, help us lose fat, and make us better at solving problems. We consolidate memories while we sleep, so it is actually during sleep that we learn. In addition, sleeping better can improve mood and energy.

Set yourself up for success by sleeping soundly and sleeping enough.

The powerful impact of eating smartDespite most of us in the developed world having almost unlimited access to food, many people are not healthy. Fifty-eight per cent of Canadians and 68 per cent of Americans have overweight or obesity issues!

We eat way too many calories: many of the foods we eat are high in calories but very low in nutrients. And no matter how much of the high-calorie, low-nutrient foods you eat, you’ll still feel depleted and hungry. We are overfed and undernourished.

Nourish your body with lots of fruits and vegetables in order to get enough fibre, while minimizing your intake of overly sweetened, low-nutrient or processed foods. Eat

The Recipe for Healthy LivingBy Dr. Greg Wells

Leading a school as a principal or vice-principal can be challenging professionally, and also a challenge for your mental and physical health. High-pressure, high-stakes jobs can take their toll. The good news is that there are three simple, powerful and scientific ways to improve and amplify your mental and physical health: sleep, nutrition and movement. Sleeping, eating and moving more can also result in thinking more clearly.

By focusing on your health, you can be better able to reach your professional potential.

Addressing overload, conflict and ambiguity in the worklife of the new vice-principal

By Dr. Gary Swain

The first Genesis story is a tale of balance. The narrative depicts the dynamic forces of the cosmos as they are brought into order. The first day of creation is fraught with chaos. The earth is dark and without form or structure. Finally, on the seventh day, order and balance – a world not only good, but very good! Between the first and last days of creation – between chaos and rest – God creates environments and fills God’s creation with wondrous forms of creatures (including humans) interacting and living fully within these habitats.

52 Principal Connections • Fall 2017 • Volume 21 • Issue 1

Nurturing a Positive Sense of Self, Spirit and Belonging

Positive mental health and well-being is a key component of healthy development and success at school, as described in Achieving Excellence: A Renewed Vision for Education in Ontario. Research supports that students with good mental health, who are socially connected and resilient, have a better chance of reaching their full potential and achieving academic success. Building positive mental health is foundational to supporting student achievement and developing a positive sense of self, spirit and belonging.

Central to the concept of this approach is the belief that the best strategy to support student well-being is a proactive one. Schools have an important role to play in the promotion of well-being, prevention of student mental health concerns, and early intervention with those students who may be struggling. Staff are integral in nurturing the skills, attitudes, knowledge and habits that promote positive mental health, identifying signs of difficulty for students with social/emotional needs, and supporting students to, from and through mental health care when necessary (Short, 2016). The Aligned and Integrate Model (AIM) for School Mental Health and Well-Being, SMH-ASSIST, 2016 highlights at Tier One, the five core elements schools can use to promote mental health among students:

• WELCOME – Welcoming and accepting school environments inspire a sense of belonging and help nurture a student’s identity within a larger community.

• INCLUDE – Students need to be engaged in the process and have their voice included.

• PROMOTE – At school, students can learn the skills, attitudes, knowledge and habits that build their personal resilience.

• KNOW – Caring adults at school can learn how to notice students who may be struggling with mental health.

• PARTNER – By guiding them through clear path-ways to care, school personnel can help families with mental health assessments and treatment services.

A group of dedicated Ontario principals working with School Mental Health ASSIST (SMH-ASSIST) created a series of resources, supplementary tools and strategy sheets that support implementation and communication. These resources are available for all school leaders through the SMH-ASSIST website at: smh-assist.ca.

Multiple factors have been shown to enhance student well-being and engagement at school. One of the core con-tributing elements is the relationship that exists among administrator, educator and student. Relationships are critical – students learn through our actions and how we treat them. When administrators and teachers build positive relationships with students, have a supportive presence, and take the time to develop rapport and trust, all students benefit. Students have reported that having someone who believes in them makes a tremendous difference in how they perform academically and how they feel about themselves. Think about the teachers,

By Tracy Lindstrom and Gail Lalonde

64 Principal Connections • Fall 2017 • Volume 21 • Issue 1

Internationally renowned speakers • Over 50 vendors, publishers and suppliers • Breakfast and lunch provided

WALKING EACH OTHER

CANADA’S #1 CONFERENCE FOR CATHOLIC PRINCIPALS AND VICE-PRINCIPALS

Dr. Gregory Wells Sr. Maureen Sullivan Dr. Alex RussellBruce Rodrigues Michael Bungay Stanier Pasi Sahlberg

7:30 – 10 a.m. Registration

7:30 a.m. Breakfast

8:30 a.m. Welcome & opening liturgy

9 a.m. Opening keynote – Bruce Rodrigues

10 a.m. Break / vendors

10:45 a.m. Keynote – Michael Bungay Stanier

12:15 p.m. Breakout sessions:Dr. Gregory WellsSr. Maureen SullivanDr. Alex RussellMichael Bungay Stanier

1:15 p.m. Lunch / vendors

2:15 p.m. Closing keynote – Pasi Sahlberg

4 p.m. Passport draws

Register now: http://bit.ly/CPCOconference2017Event hashtag: #CPCOconference

Thursday, Nov. 16, 2017 Delta Hotels by Marriott, 655 Dixon Road, Toronto, ON

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