Jennifer Katz 
Ensouling Our Schools [EPUB ebook] 
A Universally Designed Framework for Mental Health, Well-Being, and Reconciliation

• Foreword ix


• Preface xiii


• Acknowledgments xvii


• Introduction 1


• Are Schools an Archaic Institution? 3


• Health Promoting Schools 6


• Weaving the Threads 9

• Ensouled Learning Communities: Finding Meaning and Purpose in Schools and Schooling 11


• Chapter 1: Spirit and Soul in Education 13
  
  
  
  • What Do We Mean by Soul/Spirit? 13
  
  
  • The History 13
  
  
  • Communities of Care 13
  
  
  • Social and Emotional Learning 15
  
  
  • Teachers as Change Agents 17
  
  
  • The Vision of Spiritual Education 18
  
  
  • Why Spiritual Education Is Critical in the 21st Century 19
  
  
  • Bringing It All Together 20
  
  


• Chapter 2: Neurology, Trauma, Well-Being, and Mental Health in Our Schools 21
  
  
  
  • Indigenous Views of Mental Health and Well-Being 22
  
  
  • Mino-Pimatisiwin 22
  
  
  • The Four Spirits 24
  
  
  • The Circle of Courage 25
  
  
  • Mental Health: Contemporary Western Views 26
  
  
  • Mental Health and Social and Emotional Learning (SEL) 26
  
  
  • Positive Mental Health 27
  
  
  • The Role of Trauma, and the Promise of Plasticity 30
  
  
  • School-Based Mental-Health Services and Programs 34
  
  
  • Teacher Impacts 36
  
  
  • Impacts on Families and Communities 38
  
  


• Chapter 3: The TRC and Indigenous Worldviews of Education for Well-Being 43
  
  
  
  • Context and Relationship 43
  
  
  • The Indian Act 46
  
  
  • The Truth and Reconciliation Commission 47
  
  
  • The Role of Schools and Teachers in Reconciliation 50
  
  
  • Education as a Way Forward 51
  
  


• Chapter 4: Leadership for Inclusion and UDL 53
  
  
  
  • Universal Design for Learning 53
  
  
  • The Three-Block Model of Universal Design for Learning 53
  
  
  • Leadership in an Inclusive Culture 56
  
  
  • Effective Leadership for Inclusive Education 57
  
  
  • Building Powerful Forms of Teaching and Learning 60
  
  


• Chapter 5: Weaving the Threads 65
  
  
  
  • From Distress to Success 65
  
  
  • The Connections 66
  
  
  • It’s All About Relationships 66
  
  
  • Neurology 66
  
  
  • Designed for Some, Of Benefit to All: Reconciliation as Reflecting the Values of UDL 66
  
  
  • The Science and the Art of Ensouling Our Schools 68
  
  
  • The Gift of Plasticity and the Hope of Reconciliation: We Can Grow and Change 69
  
  
  • Framing Well-Being 69
  
  

• How to Build Flourishing Learning Communities 73


• Chapter 6: Classroom-Based Programming for Social-Emotional Learning 75
  
  
  
  • Response to Intervention 75
  
  
  • Universal Design for Learning 77
  
  
  • Tier l of RTI in the Three-Block-Model of Universal Design 79
  
  
  • Social and Emotional Learning: Block One of the TBM 81
  
  
  • Strategy One: The Respecting Diversity (RD) Program 82
  
  
  • Strategy Two: Spirit Buddies 101
  
  
  • Strategy Three: Creating Democratic Classrooms 102
  
  


• Chapter 7: Addressing Mental-Health Needs with All Students 107
  
  
  
  • A Framework for Well-Being 107
  
  
  • Mental-Health Literacy 111
  
  
  • The Brain Unit: Mental-Health Literacy the UDL Way 112
  
  
  • Strategies for Well-Being 131
  
  
  • Breathing and Its Effects on the Brain 132
  
  
  • Managing Our Environment 134
  
  
  • Dialectical Behaviour Therapy (DBT) 135
  
  
  • Tier 2/3: How Do I Know When to Be Concerned? 161
  
  


• Chapter 8: Programming for Reconciliation and Education for Reconciliation 165
  
  
  
  • TRC Resources and Lesson Ideas 166
  
  
  • The Medicine Wheel and Well-Being 173
  
  
  • Calls to Action and Teacher Responsibilities 175
  
  


• Chapter 9: Moving Toward Joy 177
  
  
  
  • Joy, Neurology, and Engagement 177
  
  
  • Finding Meaning and Purpose 177
  
  
  • Indigenous Perspectives on Connecting with the Whole 179
  
  
  • Instructional Practices for Well-Being and Joy 180
  
  
  • Connecting Mental-Health Programming with Curriculum Across the School Year 182
  
  
  • A Sample Unit Connecting Mathematics and Well-Being 185
  
  
  • Scheduling Programming Across the Year 188
  
  
  • Elementary School 188
  
  
  • High School 189
  
  


• Chapter 10: School Culture and Staff Well-Being 195
  
  
  
  • Building Staff Culture 195
  
  
  • Team Building: The RD Program for Staff 195
  
  
  • Setting the Vision: School Plans for Well-Being 196
  
  
  • Building and Supporting Collaborative Practice and Teacher Leadership 202
  
  
  • Supporting Teacher Professional Learning 206
  
  
  • Finally, Make It Fun! 207
  
  


• Conclusion: A Story of Hope 209


• A Story of Hope 209


• Appendices 213
  
  
  
  • Appendix A: Resource List 215
  
  
  • Appendix B: Multiple Intelligences Surveys 219
  
  
  • Appendix C: Brain Diagram (for teacher and students) 233
  
  
  • Appendix D: The Brain and the Senses 235
  
  
  • Appendix E: Brain Unit Rubric 236
  
  
  • Appendix F: The Neuron (for teacher and students) 238
  
  
  • Appendix G: Emotion and Mental Health Words 240
  
  
  • Appendix H: Mental Illnesses 241
  
  
  • Appendix I: Warning Signs of a Mental Illness 242
  
  
  • Appendix J: Mental-Health Scenarios 243
  
  
  • Appendix K: Rubrics for Treaty Education 245
  
  


• References 249


• Index 255

Kevin Lamoureux currently serves as the Education Lead for the National Centre for Truth and Reconciliation while on leave from the position of Associate Vice-President, Indigenous Affairs at the University of Winnipeg. Lamoureux has served as faculty member at the University of Winnipeg and the University of Manitoba, and is a well-known national public speaker. He has served as co-chair for the Manitoba Provincial Task Force on Educational Outcomes for Children in Care, scholar-in residence for several school divisions, and education consultant throughout Manitoba and across Canada.