Parenting in the Age of Fortnite

I’ve been playing videogames for pretty much my whole life. I started with Pong in my neighbour’s basement way back in kindergarten and then moved on to Space Invaders on the Atari 2600 in elementary school. I traded floppy disks filled with dozens of computer games with my friends in middle school, while Nintendo ruled the day in high school and university. I even spent a good chunk of my twenties working as a game reviewer for a handful of magazines and websites. To this day (well into my forties!), I spend a couple of hours each week relaxing on the couch with my PlayStation or Nintendo Switch.

So it goes without saying that I think videogames are pretty great. At their best, they put players in imaginative worlds filled with branching stories, head-scratching puzzles, and endless opportunities for creative expression. They’re also just really, really fun!

Clearly, many of our students feel the same way, particularly when it comes to Fortnite. For the past few months, the halls of KCS have been dominated by Fortnite dances and play-by-play breakdowns of the previous night’s games. Some of our older students have even talked about the fact that their obsession with the game has had a detrimental effect on their homework, socializing, and sleep. But these types of conversations aren’t just happening upstairs in the Grade 7 and 8 hallway. They’re happening a lot in Grade 4 and 5, and even sometimes in Grade 1. And that’s a real concern.

Most parents and educators (particularly those of us of a certain age) assume that videogames are designed specifically for children, so, therefore, they must be perfectly appropriate for all ages. After all, we played Super Mario when we were little and we turned out alright! It’s just a game, no big deal!

The trouble is, as is the case for the vast majority of games on the market today, Fortnite is not designed for children. I can understand why many people think it is. On the surface it seems totally harmless. It’s full of candy-coloured characters doing silly dances and breaking open llama piñatas. It looks like a Saturday morning cartoon come to life. So of course we assume it’s meant for kids.

But at the end of the day, it’s a profoundly violent piece of entertainment. After all, the entire point of the game is that 100 people land on an island, and then 99 of those people get killed. The characters may look adorable, but they are only there to shoot each other in the head. Also, the other 99 people you play against are real people, most of whom have microphones on. So you end up listening to a lot of strangers saying a lot of really toxic stuff. (Take it from someone who has played a few multiplayer games – online gaming chatter is nothing short of a cesspool of sexism, racism, homophobia, and profanity.) Given all this, it’s no surprise that the game industry’s own rating system, the ESRB, gave Fortnite a “Teen” rating, which means it is considered suitable for ages 13 and up.

Now, I recognize that every parent (myself included) has to make choices when it comes to their child’s media diet. Parenting is the hardest job in the world, and it doesn’t come with an instruction manual. I regularly find myself staring down tough choices that seem to have no easy answer. Do I let my twelve-year-old daughter have an Instagram account? Should I let my six-year-old watch a Harry Potter movie? I have spent most of my adult life studying child development, but when it comes to my own kids, I’m usually just making my best guess.

So I’m certainly not intending to come off as judgmental or all-knowing. But I will offer the one piece of advice that I have found works best for me – educate yourself on the media your children are consuming. When my daughters ask for a new game, I take ten minutes and do a little research. My first step is always the ESRB website, where you can get a simple breakdown on the rating given to every game out there. I usually follow this up with a visit to Common Sense Media, a non-profit organization that provides detailed reviews and analysis of most games, along with movies, television show, books, and apps (for the record, they also give Fortnite a 13+ rating). Sometimes I go to Metacritic, an aggregate site that pulls reviews from a number of different online sources. If after all that I decide to give the game a shot, I download it and then simply sit down with my kids to watch them play it for a half-hour. If at the end of that time I’m still feeling comfortable with the game, then we’re good to go!

Ultimately, it’s all about making informed choices as a parent. When it comes to videogames, it’s easy to fall into the “it’s just a game” trap. But if you take the time to learn about what your kids are playing, you can help them make good choices when it comes to digital media and gaming. Do your homework, pay attention to what’s on their screens, and engage in regular conversations about what they are playing. Because while parenting isn’t child’s play, their games certainly should be.

WHAT WILL YOU BE TALKING ABOUT ON JANUARY 30?

When we talk openly, accurately, and without judgement about mental health, we are making a difference for those who are affected by it.  Who are those that are affected by mental health?  As the tag line for Bell Let’s Talk Day has said for the past two years “Mental health affects us all.”  Just like we all have physical health, we all have mental health.  Just like we can all get physically ill or be in physical distress, we can all experience mental illness or mental distress. The more we know about mental health and the better we understand it, the more that we can help ourselves, our friends and family, and society at large access the supports and resources needed from both a prevention and an intervention standpoint.

As part of their message, Bell Let’s Talk promotes five ways to help end the stigma around mental illness:

  1. Language matters
  2. Be kind
  3. Educate yourself
  4. Listen and ask
  5. Talk about it

One way we help promote such an understanding is through our Encouraging Dialogue speaker series.  On Tuesday, January 29, we will be hosting Dr. Greg Wells, author of The Ripple Effect: Sleep Better, Eat Better, Move Better, Think Better. His talk is focused on the four stages of physical and mental wellness, how they are interconnected, and how simple changes can create a ripple effect that improves overall functioning.  He will share this message with our grade 5 – 8 students in the afternoon, and then address our parents and the wider community that evening.

Talking about mental health is not something that we shy away from here at KCS. We understand the need to reduce the stigma around mental health and help everyone better understand that if you are experiencing a mental health issue you are not alone, you will not be judged, we will listen, and we will work with you and your family to get you the help and support that you need. Through avenues such as our Talk That Matters series for students, our above mentioned Encouraging Dialogue Speaker Series for parents and the wider community, Children’s Mental Health week, and Bell Let’s Talk day, we are able to educate and promote an understanding about mental health and overall wellness.  But we aren’t going to stop there. We purposefully embed wellness, physical health, and mental health into what we do every day in all of our classes at every grade level. Discussions and learning about a variety of topics take place. Some such topics are: being active, healthy eating, getting enough sleep, and taking time for ourselves. Our students also learn about mindfulness, yoga, movement, other stress-reducing strategies and who we can talk to and what we can do if we aren’t feeling healthy.

To strengthen our understanding about mental health and how we can help someone who is in distress, beginning in 2013, all of our faculty and staff have been certified in Mental Health First Aid, a 16-hour course provided by the Mental Health Commission of Canada. This past August, we completed a refresher course. We are also all certified in Red Cross First Aid; however, ask any of our faculty or staff and they will tell you that they use what they learned in their mental health first aid far more frequently than what they learned in physical first aid.

To continue our students thinking about mental health, and in support of the important initiative of Bell Let’s Talk Day, we asked all of our students from PK through grade 8 to think about what they could say, what they could do, or how they or someone else might feel if they were experiencing a mental health issue. They shared those ideas by filling in a speech bubble, a hand, or a heart. Take a moment to look at the display in our front lobby and you will see our students are doing their part to reduce the stigma and understand that mental health matters.

On Wednesday, January 30, there will be a lot of talk about mental health. Please join the conversation and help raise awareness about and funds for mental health. However, I challenge you to keep the conversation going and make mental health part of what you talk about every day.

World Mental Health Day Every Day

“There is a growing recognition of the importance of helping young people build mental resilience, from the earliest ages, in order to cope with the challenges of today’s world.” – World Health Organization

October 10 is World Mental Health Day, a day set aside by the World Health Organization (WHO) to educate, increase awareness, and mobilize efforts to promote better mental health around the globe. This year, the focus for World Mental Health Day is Young People and Mental Health in a Changing World, a topic that is obviously near and dear to the hearts of everyone at KCS.

For far too long, mental health was seen something that mainly affected adults. It just wasn’t on the radar when it came to young kids. But one only has to glance at the statistics and facts provided by organizations such as CAMH to see that there is a clear need for families and schools to pay close attention to the mental health of our young people. Perhaps most telling of all is the fact that 70 per cent of mental health problems begin during childhood or adolescence.

Faced with numbers like that, it’s clear that we must continue to make mental health awareness a core component of our overall wellness strategies at KCS. Events like World Mental Health Day and the annual Bell “Let’s Talk” campaign certainly help to bring greater awareness and understanding that helps to reduce the stigma around mental illness. But it can’t stop at awareness. Any effective strategy must also include a proactive approach to both prevention and recovery.

We know that when children are given the skills that they need to foster resiliency and accept challenges as an obstacle they are able to work at to overcome, they are better equipped to cope with adversity and the inevitable bumps in the road of life. Because early intervention is key, learning these skills can and must begin at a very young age. When children learn and recognize that they do have the skills and the strength to pick themselves up and dust themselves off after something does not go as planned, they are building up that resiliency.

At KCS we recognize this and continue to make mental health a fundamental priority. Beginning right from PK, our students are encouraged to talk about and recognize their feelings. Social-emotional growth and development is an intentional component of our curriculum, and the adults in the building use those “teachable moments” to role model and discuss dealing with disappointment and asking for help.  Our faculty and staff are certified in Mental Health First Aid, allowing us to recognize early warning signs and symptoms of mental distress, and assist our students in getting the help they need.

We also recognize that we need to help our entire school community better understand the importance of mental health and wellness.  Through our Encouraging Dialogue Speaker Series, we have shared information about brain development, mental health, and our children, volunteerism and contributing to the community, moving from stress to strength, developing resiliency, internet, and online safety, and we will continue in January 2019 when Greg Wells – author of The Ripple Effect – comes to speak with us about our overall well-being.  The more we talk about mental health, the better we understand its importance – not just on World Mental Health Day, but every day.

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A Balanced Digital Diet

Canada’s Food Guide has served generations of Canadians in making wise choices for a healthy diet. Technology is the new area of consumption that needs a similar campaign. Here’s the balance we strive to strike with the abundance of technology available to our teachers and students:

  1. No technology: This is a significant part of each student’s day. Our PK students have no interaction with technology. Our JK to grade 2 students have limited access to iPads. Our grade 3s share laptops, with 20 available for 40 students, using them three times a week on a regular basis, with increased usage for specific assignments. Students from grades 4 and up have a dedicated laptop, but significant amounts of their program make no use of a laptop. Printing and handwriting are directly taught and practised. Reading books, playing an instrument, note-taking, group work, performance tasks, dialogue, socialising, and physical activity throughout the day are regular features in all grades.
  2. Technology to provide personalised learning: Our Director of IT Curriculum and teachers curate learning apps and online programs to find those that provide personalised practice and instruction where students would benefit. Some students need just a bit more practice with math facts. Others learn language and math so readily that they crave an additional challenge. Every student is at a unique place in their learning and when tech tools can directly help advance their learning, we assist in making those tools available to augment their learning.
  3. Technology for acquiring knowledge: There’s no escaping the value of this. While we are well served by a beautiful library and classrooms full of books, our students and teachers also make use of technology to access information that they otherwise couldn’t. Our grade 2 classes used Google Hangouts to interview an ornithologist as part of their animal project research; our grade 4s follow current events from age-appropriate news sites like Here There Everywhere; multiple grades use our online Canadian Encyclopedia for research; and our older students use the Canadian Geographic and Dollar Street sites, among others, because they’re available, authentic and directly relevant to the world they want to understand.
  4. Technology for creation: This is hands-down the most exciting use of technology. Word-processing tools make mindful improvement of writing much more effective and efficient. Our Macbooks and iPads support podcasting, movie-making, visual art creation, video game creation, and music composition. Blogging in response to books read or current events begins in grade 4. Leveraging PowerPoint for student presentations often starts in grades 3 and 4. Creating online comics for French, LA novel studies and digital citizenship occurs in the junior division. More recently, students throughout the school are exercising creativity and practising algorithmic thinking through coding, whether with Dash and Dot, Scratch Jr., Scratch, Lego Mindstorms, Arduino or Visual Basic.
  5. Technology for capturing the journey: With the launch of our Sesame e-portfolio, technology is an unparalleled way for students and teachers to capture and share special moments of learning. Each child from PK to grade 4 currently has their own e-portfolio that’s shared with their teacher and parents; remaining students will have their own portfolio as we continue to roll out this practice. Teachers and students are posting photos, videos and captions of note. At home, the content provokes reflection and conversation (which reinforces learning). Over time, their e-portfolio is a celebration of their growth as lifelong learners.
  6. Technology as a tool that needs to be wielded with care: Digital citizenship is the ‘respect and manners’ of technology. Students learn about digital etiquette, footprints, social media, cyberbullying, phishing, spam, ergonomics, etc… From the time they’re allowed to use technology, KCS students learn how to use it respectfully and responsibly.

Technology is a rich learning tool, and we’re very fortunate to have it at our fingertips. It is also a powerful attraction that, if unchecked, can be notably more unhealthy than the “sometimes” foods our children learn about in health class. At KCS, we’re working tirelessly to make this healthy digital balance a habit that our students will carry with them throughout their lives. Like our other Habits, it’s one that will serve them well.

Keeping the Conversation Going

It’s an astounding statistic that one in five children and youth will experience some form of mental health issue. That’s 20 per cent of our young population fighting a battle against their own mind. What’s more distressing is that five out of six of those children and youth will not get the help they need. For many of these children, it’s because they don’t know where to turn to ask for help, or don’t understand how to vocalize the problems they’re having. For many adults it can be a struggle to identify our emotional needs and feelings, so for children and teenagers it, understandably, becomes a nearly impossible task without help.

Thankfully, Dr. Joanna Henderson, Director of the Margaret and Wallace McCain Centre for Child, Youth & Family Mental Health at CAMH, Dr. Sandra Lee Mendlowitz, Founding Partner of the Clinical Psychology Centre, Dr. Taylor Armstrong, Child and Adolescent Psychiatrist at the George Hull Centre for Children and Families and Joshua Miller, Youth Engagement Facilitator at CAMH shared their expertise in youth mental health with more than 250 guests at the Kingsway College School annual Encouraging Dialogue Speaker Series, generously presented by the KCS Parent Network.

Our very special guest panel for the event titled “Mental Wellness: Guiding our Children From Stress to Strength” discussed trends in mental wellness, mental health identifiers, community support resources and strategies and tools for helping to recognize and support our children in times of stress and anxiety.

We are happy to share the video of the full panel presentation from the evening on our YouTube Channel at youtube.com/kcsmatters. Additional resources and speaker presentation slides are also available on our website at kcs.on.ca/speakerseries.

As a nation, Canada is taking great strides towards reducing the stigma that surrounds mental health. Through initiatives like Bell Let’s Talk Day the conversation has started, and KCS is proud to continue to lend our voices in support and encouragement. Let’s keep talking.

Let’s Talk About Mental Health

It seems a day doesn’t go by that we aren’t reading or hearing about something related to mental health. Although what we read or hear is more often about insufficient services or concerning statistics, especially among youth, at least we are beginning the conversation! The more we talk about, educate, and promote an understanding around mental health, the more it will discourage people from seeing themselves or others struggling with a mental health issue as fundamentally different from anyone else.

As the tagline for this year’s Bell Let’s Talk Day says, “Mental Health Affects Us All.” Anyone can be affected by mental health concerns, at any age. A mental health problem occurs when thoughts or feelings continue for a long time, become overwhelming, and make it difficult to carry on with typical daily activities. Two people who are experiencing the same event, social circumstance, challenge or success in life will not react and respond in the same way. How they react and respond is influenced by many factors (biology, life events and experiences, personality, social circumstances, age, etc.), and even two siblings can have different reactions. However, we do know that everyone does better when they are surrounded by a community of people who are kind, compassionate, caring, and understanding. Being open in our thinking, willing to listen without judgement, and accurate in our understanding of what constitutes a mental health issue, allows us to help get or give the support needed.

Stress is a natural and healthy part of life. It keeps us safe, can help us concentrate, focus, get motivated, and even exhilarate us. However, if not kept in check, it can interfere with our ability to carry on with our daily activities, feel crippling, and even lead to further mental health issues. Our mental health is influenced by how we think and feel about life in general, how we cope with everyday stressors, how we feel about ourselves, how we deal with negative things that happen in our lives, and how we manage our emotions. If we have never had to deal with failure or mistakes, or if we are under the belief that if we aren’t happy or stress-free something must be “wrong” with us, when life throws us one of its inevitable curve balls, no matter how big or small, it could have a very negative impact on our mental health. Life is full of both positive and negative events, steps forward and setbacks, and having the strategies and tools to cope will influence how we react and respond, and how that affects our mental health.

When we talk openly, accurately, and without judgement about mental health and mental illness, we are promoting mental wellness and helping to reduce the stigma that surrounds it. By providing opportunities for failure and mistakes, we are teaching our children an important skill and helping to build resiliency. Learning to identify and manage emotions helps us to recognize in ourselves and others when a reaction does not seem to fit the situation. This understanding is something we strive to instill in our students and staff every day at KCS because we know that early diagnosis and intervention are key to helping when a mental health issue arises. Resiliency, positive thinking, self-efficacy, and recognizing and naming emotions won’t stop a mental health problem from occurring, but it will influence how we react and equip us to respond. That can make all the difference.

On Tuesday, January 30, we will be hosting our Encouraging Dialogue speaker series “Mental Wellness: Guiding our Children from Stress to Strength” in order to continue to better inform and educate our community about mental health. As is evinced by our sold-out evening, this is an important topic to discuss, better understand, and keep talking about.

Mental Health

This Generation We’re Raising: What We Need to Know and Do

If you’re reading this blog, it’s because you care about kids. You may be a parent, you may be an educator, or you may just simply be one of the many who know how much kids, and their early years, matter. Since you care about kids, there’s a book you should know about.

iGen: Why Today’s Super-Connected Kids are Growing Up Less Rebellious, More Tolerant, Less Happy – and Completely Unprepared for Adulthood was written by Dr. Jean M. Twenge, a psychology professor who specialises in personality and behaviour trends. To understand today’s kids, Twenge accessed four databases that have collectively surveyed 11 million American youth since the 1960s. Her conclusions are based on differences found between the iGen cohort and those of earlier generations (Millenials, GenX, and Boomers) in these longitudinal databases, not on surveys that focus only on one generation. Older readers will find it as interesting to learn about their own generation, as it is to see how much iGen marks a dramatic departure.

iGen’ers were born in 1995 or later, and have always lived in a world with ready access to the internet (hence the ‘i’). It’s no coincidence that some of the features of this generation align with the introduction and widespread embrace of the smartphone. Here are some of the most notable trends:

  1. Growing up reluctantly

On milestones that tend to mark adolescence and adulthood, iGen’ers are in less of a rush, reaching them much later, if at all:

  • Comfort with leaving home
  • Going out with friends
  • Dating
  • Drinking alcohol
  • Marrying
  • Having children
  • Getting a job
  • Taking risks
  1. Growing up online

This generation spends on average six hours a day of their leisure time on “new media” (texting, gaming, video chat, social media). Social media has introduced the need to “present oneself” online, which has led to the rise of selfies and the growing practice of cultivating one’s image to look perfect. Among girls, posting photos that make them appear attractive is also a distinguishing feature of this generation. The effort to gain online friends, followers, and “likes” is significant.

This generation spends less time with friends (platonic as well as boyfriends and girlfriends) in person than previous generations, but they are arguably more preoccupied with those relationships because of how they can play out online (cyberbullying, the quest for likes, the need for instant gratification/responses). Teens hanging out with their friends daily has dropped by half over the past fifteen years, with the steepest drop since 2010 (rise of the smartphone). Many explain that it’s simply more interesting to go home, game, or watch Netflix. A by-product of this is that they have less experience learning social skills, which exacerbates other problems (see #4).

  1. Not reading and not following news

Relative to previous generations, this cohort reads less and is less aware of what’s happening in the world. Their world, via their phones and gaming systems, is small but plenty intense to keep their interest. Despite being at their fingertips, they aren’t replacing the learning potential of books with online reading and learning. “We have the most complete and instant access to information in all of history, and we’re using it to watch funny cat videos,” notes Twenge.

  1. Mentally fragile

Anxiety and depression aren’t just better recognised and acknowledged these days. The symptoms of mental illness are much more widespread, to an alarming degree. Suicide rates are significantly higher among teens, and that is despite the fact that the use of antidepressants is also higher. The reduction in time spent with others, and increase in time spent online, are known to be variables that directly impact mental health. The negative effect of excessive social media on mental health is strongest for younger teens and particularly harsh for those who are already vulnerable. In addition, girls fare worse than boys. While many iGen’ers find it hard to move away from social media, many also express that they find the use of social media stressful.

Children raised by over-involved (“helicopter”) parents, another feature of this generation, experience lower psychological well-being. The preoccupation with safety and happiness made evident with this parenting style reinforces anxiety in their children.

iGen’ers also tend to get less sleep than previous generations, and much less than is healthy. This contributes to poor physical and mental health. Sleeping with their phone means their sleep is disrupted by the pings and buzzes of incoming texts. The blue light emitted by their phones also interferes with sleep.

  1. Pre-occupied with safety

 This generation is much safer than previous generations, in large part because of their own determination to be safe. Significantly fewer drink alcohol, drive, party, get into trouble, engage in sex, and other pastimes that were more common in previous generations, and that often led to unwelcome consequences. They are less likely to be careless drivers, and less likely to drive with someone who has been drinking. Physical fights are much less common, as is sexual assault. This generation knows what is dangerous and doesn’t feel compelled to engage in it.

Their commitment to safety includes emotional safety and notable discomfort with people who say things they disagree with. This cohort finds certain topics upsetting (race relations and sexual assault were shared as two examples) and will readily launch a campaign to get professors fired and guest speakers “disinvited” should they tread into emotionally disturbing content. “Safe spaces” and “trigger warnings” (given in advance of an uncomfortable topic) are new expectations they have of universities.

iGen’ers are also relatively anxious about their financial security, making them risk-averse in their learning and pursuit of a career. Universities are expected to be places where they will be prepared for these careers, not places where they should “seek meaning” and be forced to consider ideas from multiple perspectives. They have an admirable work ethic. They know that there are no guarantees of employment and they dread the student-loan debt this questionable future includes. They are less likely to want to launch their own business because of the risk that entails. Instead, those who are keen to work want a stable job. Others, curiously, just don’t want to work and put it off as long as they can (the gaming systems are still within reach, after all).

  1. Reduction in religious and political affiliations

This is a cohort that is notably individualistic. They’re open-minded on most issues as long as the issues don’t affect them directly (gender rights, same-sex marriage, race relations, legalization of marijuana for example). They are less interested in being part of a group that would require them to conform to rules, beliefs, or policies. They are even less interested in conforming to their peers on fashion, stating clearly they want to be their own person (“materialistic nonconformists”). This open-mindedness doesn’t mean they have no opinions, however. In fact, this generation is notably less tolerant of those with opinions they oppose.

Twenge’s suggestions for how to help:

  1. Help them step away from their phones
  • Delay getting a smartphone as long as possible
  • Start with a flip phone or another device that isn’t connected to the internet
  • Leverage online tools that restrict phone use
  • Strive to keep kids from social media sites that have long feeds where they are tempted to create an online identity, and seek friends and “likes”; Snapchat is recommended because snaps only go to individuals, posts are impermanent, and there is no system of “liking” images
  • Have conversations with your child about sexting, posting revealing pictures, and pornography (an alarming part of their world)
  1. Get kids connecting with friends in person (even if you prefer the safety of having them at home)
  2. Be mindful of the rise in anxiety and depression, and take steps to help your child avoid them (lower screen time, higher in-person time, exercise, proper sleep, and expert guidance as soon as needed)
  3. Allow, and even push, them to grow up more quickly in certain respects
  • Relax curfew and rules on going out with friends
  • Insist they get their driver’s license
  • Consider a gap year as time for them to grow up a bit (independent travel, work…) before they go to college unprepared for the drastic change
  1. Reduce our preoccupation with safety
  • Don’t be quick to label normal childhood conflicts “bullying”
  • Avoid using safety as an excuse or explanation for practices and rules
  • Model and teach children how to deal with people who express an opinion you disagree with (discuss, ignore, or develop logical arguments against it)
  • Provide experiences where iGen’ers have to face (responsible) risk
  1. Meet them half-way at school
  • Provide reading material that is more engaging, up-to-date, interactive, with shorter texts, a more conversational style, and the addition of videos, quizzes, and questionnaires
  • Teach them how to judge credibility of content, evaluate sources, and recognise quality research
  • Ensure that school time is relevant (they’re anxious to learn what’s needed for a job)
  • Aim for depth over breadth of learning
  • Intentionally coax them to ask questions and take intellectual risks
  • Find ways to lessen the dramatic differences between a sheltered home life and the outside world
  • Teach them how to communicate with older coworkers and clients (conversation, negotiation, email)

We can all breathe more easily knowing that many of the dangers which plagued earlier generations are responsibly avoided by iGen’ers. Twenge’s book raises new concerns, however, and we become the irresponsible generation if they’re left unconsidered. “If they can shake themselves free of the constant clutch of their phones and shrug off the heavy cloak of fear, they can still fly,” she concludes. I have the delight of raising two iGen’ers and helping to educate hundreds. Indeed, they can fly beyond our imaginations. But the data make clear that they, like all previous generations, still require help from the adults in their midst. Thanks to Twenge’s research, we can help them launch, and soar.

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The KCS Spirit

Once a month, the halls of KCS are filled with students dressed in the colours of their favourite sports teams, looking cozy in their pyjamas or perhaps looking a little wild for crazy hair day. In January, excitement was in the air as the students celebrated their teams and enjoyed a wonderful Pizza Lunch courtesy of our Parent Network and today’s spirit day is no different.

Always high energy, KCS Spirit Days also represent KCS’s commitment to citizenship and the key habit of making the world a better place. January’s Sports Day was organized by our Grade 3 classes. Under the leadership of our Citizenship Co-ordinator, Ms. Shelley Gaudet, the Grade 3 classes worked collaboratively to select, plan and promote the theme of Sports for their Spirit Day. From Pajamas and House colours, to “Dress Up” and Opposites Day, classes from Grades 1 to 8 will have an opportunity to be the driving force behind one of our fantastic Spirit Days.

Perhaps the greatest message delivered on Spirit Day is working collectively to make the world a better place.  In addition to dressing up, the students donate $2 to support the Get Ahead Project or GAP through The Leacock Foundation.  Where do all of those Toonies go, you may ask?  Ms. Gaudet sums it up wonderfully: “As the world becomes a more global community, students learn how this affects their lives and those around them. KCS continues to support the Get Ahead Project School (GAP), serving children from underprivileged communities in Queenstown, South Africa. They are invited to donate $2 to the school during each Spirit Day…and as a result… KCS has helped GAP’s technology budget annually in an effort to provide sustainable funding for the school. In addition, many classes have written letters, sent sports equipment, and made scrapbooks for the students in South Africa.”

Well done KCS!

What does Mental Health mean to you? Let’s talk about it!

Tomorrow, Wednesday, January 27, is Bell Let’s Talk Day.  This is a day where Canadians are encouraged to talk, text, and tweet in order to help encourage conversation around mental health, increase awareness, reduce the stigma, and raise funds to support mental health initiatives across the country (to learn more, go to http://letstalk.bell.ca/en/ ).

Here at KCS, we have made it a priority to address the importance of mental health and wellness for our students and our staff.  We strive to promote overall wellness through our programs, curriculum and extra-curricular offerings, and we’re determined to keep the conversation going every day. We encourage students to talk to their teachers, parents, or other adults in their lives when they are feeling as if something may not be quite right.  We work to assure all of our students that if they choose to talk to someone here at KCS, they know the conversation will happen without judgement or the need to feel any shame for how they are feeling.  And in doing so, we hope that this helps to reduce some of the stigma that exists around mental health.

Over the past couple of weeks, in grades 1 – 8 either your child’s health teacher or I have taken some time to talk about mental health.  The conversations and lessons have been tailored to be age- and developmentally appropriate, and aligned with the Ministry of Education Health curriculum.  As part of the lessons, and in following one of the Bell Let’s Talk initiatives of answering the question: “What Does Mental Health Mean to You?”, the students were asked to fill in a thought bubble to share their ideas around mental health.  These are now displayed in our front lobby and throughout the school.  Our youngest students framed their answers by telling what they do when they are worried about something; our grade 4s answered the question “What Makes me Happy?”; and our grade 5 to 8 students and many faculty explained what mental health means to them.

The answers are moving, insightful, and show that there is a growing understanding of what mental health and wellness means at KCS.  These answers weren’t prompted; they came from the heart of everyone who chose to share their ideas.  Read them, and be inspired to do your part to make sure this is a conversation that will continue each and every day. It is just that important.

Tamara Drummond
Director of Student Life

Bell Let’s Talk Day and Beyond

Mental HealthThe statistics tell us that 1 in 5 Canadians will experience a mental health issue in their lifetime, yet 2 out of 3 of those individuals will never seek help, choosing instead to suffer in silence because of the stigma that surrounds mental health issues. That stigma stops people from getting the help that they need and can make those individuals feel even more isolated.  But we can change that, and we’re encouraging our students to do so.

On Wednesday, January 28, our grade 7 and 8 students will join thousands of other students from grades 7 through 12 from across Canada as they participate in the Bell Let’s Talk Day webcast. This webcast will feature Clara Hughes, Michael Landsberg and other guests who will share their personal stories and help encourage those watching to work to end the stigma using Bell’s Let’s Talk 5 simple steps:

  1. Language Matters
  2. Educate Yourself
  3. Be Kind
  4. Listen and Ask
  5. Talk About It

Although Bell Let’s Talk Day takes place on Wednesday, January 28th, talking about mental health issues is not just a one day event.  We encourage our students to have these conversations every day and we actively work to help them better understand what overall student wellness includes.  If they can recognize when something just does not feel right, and they know that they will be listened to without shame or fear, then we’re doing our part to help reduce the stigma and encourage dialogue around such an important topic.  We also know that prevention and early intervention are key for those experiencing a mental health issue.  This was a reason why our school trained our faculty and staff in Mental Health First Aid during 2014.  It is why we strive to promote overall student wellness through our programs, curriculum, and extra-curricular offerings.  It is a reason why our Parent Network began the #KCS_TTM (Talk That Matters) Speaker Series for students this year.  And finally, it is because knowing each and every one of the students at the school is important, not just for academic planning, but also to ensure that we can see when that conversation needs to happen as early intervention in the area of mental health is so important.

Tamara Drummond
Director of Student Life