Family & Community Engagement

Back-to-School Wellness Toolkit

Supporting Students’ Academic and Social Transition

The purpose of Grade 7/8 transition is to provide Grade 6/7 students with a variety of experiences to connect them to their secondary school before they begin Grade 7/8.

This connection focuses on the development of plans to support the course selection process, and determine any additional supports that may be required for individual students. Additional supports may address both academic and social/emotional needs. More importantly, transition supports every elementary student to feel a sense of welcome, belonging, and excitement about entering secondary school.

Transition Activities and Timeline

The Transition process begins in the fall of Grade 6/7 and continues into the fall of Grade 7/8. Many processes and activities occur during this transition time frame.  Activities may include visits to secondary schools, social events, tours, Grade 6/7 partnerships with older students, and Grade 6/7 sporting events hosted at the secondary school.

Events for students will vary from school to school, but will include a tour of the school (June), a course selection meeting with the high school staff (May), introduction of the principal, vice-principal and grade 7/8 counsellor (May), start of school welcoming events (September) and may include invitations to watch sports events, attend special transition events such as a school day at the secondary school (June), locker day (August), or community events at the high school.

For transition information for your grade 6/7 student, please also feel free to contact your current grade 6/7 teacher or principal at your child’s elementary school.

Family of Schools

• Generally, grade 6/7 students transition to the secondary school within their Family of Schools.
• Chatelech Secondary: Halfmoon Bay Elementary, West Sechelt Elementary, Kinnikinnick Elementary, Davis Bay Elementary, Ecole Pacifique and Roberts Creek Elementary – (also under Elphinstone Secondary)(RCE students must submit a cross boundary request for CSS)
• Elphinstone Secondary: Langdale Elementary, Gibsons Elementary, Cedar Grove Elementary, Roberts Creek Elementary
• Pender Harbour Secondary: Madeira Park Elementary, and Halfmoon Bay Elementary (also under Chatelech Secondary)
• For more on our secondary alternative school, please visit Sunshine Coast Alternative School (SCAS)

Grade 6/7 Parent/Caregiver Information Opportunities

• SPARK! to Secondary Evening Sessions (April to May)
• Secondary School PAC’s Family of Schools Tour and Information Evening (April / May)
• Parent Night hosted by the secondary school. An opportunity to meet the principal, vice-principal, PAC, counsellor(s), Inclusive Support Team, Indigenous Learning Team for an evening of Q&A. (June)

Download your Secondary School App Now!

• Chatelech Secondary: Find “Chatelech 2 Go” in the Apple App Store or get it on Google Play
• Elphinstone Secondary: Find “Elphinstone” in the Apple App Store or get it on Google Play
• Pender Harbour Secondary: Find “My PHSS” in the Apple App Store or get it on Google Play
• Sunshine Coast Alternative School: Find “My SCAS” in the Apple App Store or get it on Google Play

Ever wondered, ‘How am I supposed to help my child with their numeracy homework when I don’t know the skills myself?’ Or thought, ‘I wish I had ideas to support my child’s literacy throughout their education’. Then visit SurreySchoolsOne! Surrey Schools has created a website full of resources, ideas, and video guides for parents in BC.  

• Numeracy Ideas
• Literacy Ideas
• Social Emotional Learning Ideas
• Digital Resources for Parents
• Anti-Racism Resources for Parents

What to Do When Your Child Is Sick

With cold and flu season upon us, it’s important to take steps to keep everyone healthy. Here’s what to do if your child is feeling unwell:

Keep Your Child Home If They:

• Have cold or flu symptoms.
• Are too sick to participate in regular school activities.
• Are vomiting or have diarrhea (they should be symptom-free for at least 24 hours before returning).
• Have a suspected or known communicable disease (e.g., strep throat, chickenpox, measles, or an undiagnosed rash). (Your child should remain home until they are no longer contagious or as advised by a healthcare provider.)

Reporting Illness
Please inform the school of your child’s illness following the school’s reporting absenteeism procedures.

Emergency Contact
If your child becomes ill at school, ensure you have an emergency contact available if you are unable to pick them up. Let the school know of any updated contact arrangements.

Stay Healthy
To reduce the spread of illness, remember to:

• Wash hands regularly with soap and water.
• Cover coughs and sneezes with a tissue or elbow.
• Stay home when feeling unwell.

Thank you for helping keep our schools safe and healthy!

Resources:

• SD46 Sleep Information Parent Package
• Paper Clouds: Paperclouds is dedicated to providing expert advice, recommending solutions, and creating fun, practical guides on healthy sleep for happier families.
• Taking a Closer Look at Sleep Webinar Recording: HELP Director Kim Schonert-Reichl reviews the latest research on sleep in middle childhood and explores findings from MDI data.
• Physical Health and Well-Being Quick Sheet
• Build your best day: An interactive tool to help children learn about sleep and activity.

Books:

• Brainstorm: The Power and Purpose of the Teenage Brain by Daniel J. Siegel, M.D. 
• Dreamland: Adventures in the Strange Science of Sleep by David K. Randall
• The Quest for Rest with Polly & Pickles by Andrea Bell

• Getting Rid of Head Lice How to guide provided by Vancouver Coastal Health.
• Head Lice Q&A Health Link BC Information of Frequently Asked Questions regarding Head Lice.

Shift Education | Jessy Wollen, Teacher & Certified Sexual Health Educator

The Askable Adult: How to Talk to your Kids about Bodies, Babies and Boundaries | For Parents/Caregivers of Primary Aged Children | Grades K-3 | Spring 2021 Recording

The Askable Adult Intermediate Session (Grades 4-7) for Parents/Caregivers | Spring 2021 Recording

Options for Sexual Health: All about the facts, care, sex ed and impact.

Ask Us: Have a sexual health question? Ask here!

Primary Books:

• What Makes a Baby by Cory Silverberg
• Who has What? by Robie H. Harris
• It’s Not the Stork by Robie H. Harris
• Boys, Girls and Body Science by Meg Hickling

Intermediate / Secondary Books & Sites:

• Amaze Site: Amaze takes the awkard out of sex ed. Real info in fun, animated videos that give you all the answers you actually want to know about sex, your body and relationships. 
• Scarleteen Site: Inclusive, comprehensive, supportive sexuality and relationships info for teens and emerging adults.
• Kids Health Site: Advice on children’s health, behaviour, and growth – from before birth through the teen years.
• Wait, what? by James E. Ryan
• S.E.X: The All-You-Need-To-Know Sexuality Guide to Get You Through Your Teens and Twenties by Heather Corinna
• What Does Consent Really Mean? by Pete Wallis

We would like to offer these recommendations from Safer Schools Together: 

Guidelines for parents/guardians to support children through times of grief during and after a traumatic event

• Be yourself – Demonstrate your natural concern calmly and in your own words.
• Be available – Spend time with your child. Attempt to distract your child by reading, walking, going to a movie, etc.
• Listen – Let your child express his/her thoughts, concerns, feelings, and perceptions in a nonjudgmental, emotionally safe environment.
• Explain – Talk about what you know in short, ruthful statements. Don’t be afraid to admit that you do not have all the answers.
• Do not speculate.
• Develop resiliency – Your child will look to you for reassurance. Do not convey your own feelings of hopelessness, but rather let your child know that they will get through this difficult period.
• Provide comfort – Physical and verbal comforts are great healers.
• Attend to physical manifestations of trauma – Children will often complain of headaches, stomach aches, backaches, etc. Monitor physical symptoms such as loss of appetite, anxiety, sleep disturbance, etc. and determine whether medical intervention is required.
• Maintain regular routines – As much as possible, attempt to provide normalcy to your child. Humans are creatures of habit and derive comfort from regular routines.
• Monitor media exposure – Do not overexpose your child to media reports (especially preschool and elementary age children).
• Seek additional support – When appropriate, your child should be directed to community support agencies. 

Conversations about Global Issues

We recognize that global issues may contribute to a range of feelings and trauma for students, staff and families. It is important to be mindful of how these events impact each of us and those around us. During these times, we are also reminded of the importance that children have access to caring adults to help them to feel safe and make sense of the world.  

If you have concerns about your child’s reaction, please reach out to your child’s school staff, family doctor and/or other community supports.

Supporting Children and Youth During Natural Disaster Events is a new resource provided by the BC Ministry of Education with suggestions and links to other resources to consider in responding to the mental health and wellbeing needs of those affected by these floods and other severe weather-related events. 

Supporting Children and Youth During Natural Disaster Events:

Natural disasters include hurricanes, earthquakes, tornadoes, wildfires, tsunamis and floods, as well as extreme weather events such as blizzards, droughts, extreme heat and windstorms. These events can lead to many adversities for children and families, including displacement, loss of home and personal property, changes in schools, economic hardship, loss of community and social supports, and even the injury and death of loved ones.

Tragic or traumatic occurrences can alter a person’s sense of security. We know that children may be upset or have questions about what has taken place. The first and most important support for children and youth are their family. Below, is a list of ways that we can work together to create a safe environment for children and youth during this difficult time.

Be reassuring. Children take their emotional cues from the significant adults in their lives. Your reactions are most important. Recognize that some children may be concerned about something bad happening to themselves, family or
friends. Explain to them the safety measures in place and reassure them that you and other adults will take care of them.

Be a good listener and observer. Let children guide you to learn how concerned they are or how much information they need. If they are not focused on the tragedy, do not dwell on it. However, be available to answer their questions to the best of your ability. Young children may not be able to express themselves verbally. Pay attention to changes in their behaviour or social interactions.

Monitor the news. Images of a disaster or crisis event can become overwhelming, especially if watched repetitively. Young children may not be able to distinguish between images on television and their personal reality. Older children may choose to watch the news but be available to discuss what they see and to help put it into perspective.

Emphasize people’s resiliency. Help children understand the ability of people to come through a tragic event and go on with their lives. Focus on children’s own competencies in terms of how they previously coped in their daily life during difficult times. In age–appropriate terms, identify other critical incidents from which people, communities, or countries have recovered.

Highlight people’s compassion and humanity. Large–scale tragedies often generate a tremendous outpouring of caring and support from around the country and world. Focus on the help and hopeful thoughtsbeing offered to those affected by other people.

Maintain as much continuity and normalcy as possible. Allowing children to deal with their reactions is important but so is providing a sense of normalcy. Routine family activities, classes, after– school activities, and friends can help children feel more secure and better able to function.

Spend family time. Being with family is always important in difficult or sad times. Even if your children are not significantly impacted by this tragedy, this may be a good opportunity to participate in and to appreciate family life. Doing things together reinforces children’s sense of stability and connectedness.

Ask for help if you or your children need it. Any tragedy can feel overwhelming for families directly affected, particularly those who have lost loved ones. Staying connected to your community can be extremely helpful. It may also be important to seek additional support from a mental health professional to cope with overwhelming feelings.

Communicate with your school. Children directly impacted by the event may be under a great deal of stress that can be very disruptive to learning. Together, parents and teachers can determine what extra support or leniency students need and work with parents to develop a plan to help student.

Be aware of your own needs. Don’t ignore your own feelings of anxiety, grief, and anger. Talking to friends, family members, religious or cultural supports and mental health counselors can help. It is important to let your children know that you are sad. You will be better able to support your children if you can express your own emotions in a productive manner. Get appropriate sleep, nutrition, and exercise.

Informed by resources from:
Association of Chief Psychologists of Ontario School Board Psychological First Aid – National Child Traumatic Stress Network

Strategic Interventions – Points to Consider
1. Individuals closest to Ground Zero and others in the Impact Zone who are experiencing fear and hopelessness need to be grounded to circumstances they have control over. Instead of focusing on very broad issues (e.g. “what is
wrong with the world and how do we fix it?”), the focus should be on micro–interventions and realities such as emphasizing safety in the local area:
a. Make sure families are wrapping around overwhelmed children and youth.
b. Expect some regressive behaviour.
c. Restate school safety protocols to students and staff.
d. Monitor media and social media exposure and show an interest in what students are seeing and posting themselves.
e. Be prepared to engage in impromptu child and youth initiated conversations.
f. Model calmness.
g. Be visible. School personnel intentionally connecting with students reduces anxiety.
h. Students may be gathering more after school hours to maintain a sense of connection. Leaving the school open, for as long as possible, during this critical period will contribute to lowering anxiety.

2. Parents and caregivers may need to be reminded that a child who appears to be overreacting may in fact be so overwhelmed with personal issues that the societal anxiety has simply “pushed them over the edge”. This is an important time to have meaningful conversations about resolvable issues to bring relief. Also, prompting the child’s favorite aunt, uncle, brother, sister, grandparent, etc. to make contact can help to increase that sense that at least “we are all right!”

Additional Resources:

Anticipating that students may have a reaction to this event, we have collected some resources available for parents and educators that could be helpful in responding to children’s concerns.

The National Child Traumatic Stress Network (NCTSN):
https://www.nctsn.org/sites/default/files/resources//age_related_reactions_to_traumatic_events.pdf

Health Emergency Management – BC Mental Health and Wellness Recovery Toolkit: http://www.phsa.ca/health–
emergency–management–bc-site/Documents/Mental%20Health%20and%20Wellness%20Toolkit%20January%202021.pdf

BC Teachers’ Federation – Supports and resources for members affected by flooding and severe weather:
https://www.bctf.ca/whats–happening/news–details/2021/11/17/supports–and–resources–for–members–affected–by–flooding–and–severe–weather

Emergency Management BC – Staying Safe and Healthy in an Emergency:
https://www2.gov.bc.ca/gov/content/safety/emergency–management/preparedbc/make–your–plan/health–in–emergency

Canadian Mental Health Association:
https://cmha.bc.ca/documents/coping–with–natural–disaster–stress/

First Nation Health Authority – Recognizing and Resolving Trauma in Children During Disasters:
https://www.fnha.ca/Documents/FNHA–Recognizing–and–Resolving–Trauma–in–Children–During–Disasters.pdf

Red Cross:
https://www.redcross.ca/crc/documents/well–being_links_20171002_en.pdf

Flood Specific:
PrepareBC Flood Guide:
https://www2.gov.bc.ca/assets/gov/public–safety–and–emergency–services/emergency–preparedness–response–recovery/embc/preparedbc/preparedbc–guides/preparedbc_flood_preparedness_guide_fillable.pdf

NCTSN Flood Response:
https://www.nctsn.org/what–is–child–trauma/trauma–types/disasters/flood–resources

Immunize BC: Evidence -based immunization information and tools for B.C. residents

CANImmunize: A free tool that helps you keep track of immunizations.

North Shore Rescue  “Survive Your Own Adventure” Interactive Video | This
interactive learning experience aims to educate hikers about backcountry safety