Emotional Well-Being Education Activities

Modifications can be made to a variety of activity components to ensure inclusion. The STEP framework describes four main activity components—space, task, equipment, and people—that can be modified to meet the needs of each individual participant and provide a supportive learning environment (Kiuppis, 2018). As you plan activities, consider how everyone can be involved and how to modify or adapt the activities to ensure the full inclusion of all. 

Space (Environment)

• Where the activity is happening?
• Modify the physical space of the activity to match the skill level of participants and remove obstacles and distractions.    

Task (Instruction)

• What is happening?
• Modify the focus, difficulty, instructions, or skills of the task to provide participants with variation, creativity, and individualized progression.
• Instructions can be modified to incorporate visual, tactile, and verbal cues (e.g., a picture communication system or designated auditory or visual signals).

Equipment

• What is being used?
• Modify the purpose, type, and use of equipment. 
• Specialized equipment is available, but it is also easy to modify equipment if you are creative (e.g., balls with textures or sounds, plumbing pipe to use as ramps for throwing).    

People (Rules)

• Who is involved?
• Modify the structure and formation of participant groupings based on their abilities.
• Rules can be modified to allow for different levels of participation within the same task.

Kiuppis, F. (2018). Inclusion in sport: disability and participation, Sport in Society, 21(1), 4-21. DOI: 10.1080/17430437.2016.1225882

Create an environment of acceptance and belonging for all students. Be aware of students’ backgrounds and home environments when learning about emotional well-being.

Create a safe space for students to share and ensure to reach out for support if a student requests it. Know what your professional responsibilities are if you identify a student at-risk.

Understand that educators can promote positive mental-health but are in no position to diagnose a mental health problem.

Ensure to optimally challenge students. Focus on developmentally appropriate activities that build both competence and confidence.

Promote autonomy, choice, decision-making, and problem-solving when possible.

Make emotional well-being activities fun but also create meaningful learning opportunities.

During this uncertain time and new educational landscape, additional considerations need to be recognized. Some facts to consider:

• not all children have a family environment conducive to learning;
• a number of children no longer have access to the food they once did;
• access to technology (e.g. consistent internet, computer, etc.) is varied;
• access to resources (e.g. equipment, educational supplies, etc.) is also varied;
• these are not normal or ideal learnings environments;
• the current health crisis is likely to cause stress in all children and disrupt routines;
• families may be facing precarious situations, which may be exacerbated during this time, exposing children to even greater levels of stress;
• as we know - stress can inhibit a person's ability to learn; and
• we must also take into account pupils with disabilities and other vulnerable populations who have difficulty adapting or learning, and require increased support.
• students’ pandemic experiences may have looked and felt very different Moreover, many of our students may have experienced physical and psychological trauma directly due to illness, food insecurity, social isolation, discrimination, anxiety and depression, and loss. Connect with your students and meet them where they are.