Classroom management

  • A child with a mental health issue should be seated near the teacher.
  • If possible, assign the newly integrated child classroom chores that will make him or her feel privileged (if deserved, of course).
  • Children with attention deficit disorder (with or without hyperactivity) may require extra passes to leave their seats. Individual cueing can be helpful for inattentive
  • Encourage self-reflective behaviour to promote self-management. Try providing a sheet of “faces” for the child to fill in to depict his or her mood at different times. Ask the child to comment on his or her own behaviour at different times of day. Do not insist on total honesty; the real goal is consideration and reflection.
  • Be very clear about your expectations. Although we can all empathize with a child who might have a difficult home life or other struggles, it is important to present expectations clearly, and to ensure that rewards and punishments follow behaviour clearly and reliably.
  • Some children who are unsure of themselves act dependent, asking for help more often than necessary. Reassure the child that you will help when it’s possible for you and necessary for them—but that help must not be constant. Eg.Try providing something like popsicle sticks that represent the number of times the child can ask questions; encourage him or her to consider whether it’s really necessary to “spend” a question on some matters. Support self reflection and self regulation.
  • Breaking tasks down into smaller components can be useful. A timer can be helpful for these children to stay on track when doing homework.