Alberta

Education
Definition and
Code
Characteristics
and/or
Observable
Behaviours
Teaching
Strategies and
Resources

Links and/or
Sources

Code 58 Neurological Disorder

Code 53 (if what you see is acting out behavior more than hyperactivity or inattention)
- a neurobiological condition that can cause inattention, hyperactivity and/or impulsivity, and other
learning difficulties.
-

Can be characterized by hyperactivity/impulsivity including restlessness, squirming and fidgeting,

and excessive talking and difficulty managing frustration, emotions and transitions.
- Or can be characterized by inattention including losing or forgetting things, frequently "tuning out,"
difficulty following instructions, missing important details, difficulty staying on-task and completing
assignments, poor organizational skills, difficulty with short-term memory and recall, distractibility
and problems with focusing and maintaining attention.
- Can also be characterized by self-esteem problems, and some developmental disabilities
- Advanced notice for transitions
- Clear and visible routines and expectations
- Sustained hands-on approach
- Visual reminders, countdowns
- Adaptations, including reducing written work
- Well structured classroom, with strong relationships with all students to ensure that they are
comfortable coming to you with self-esteem issues
- ALWAYS PROVIDE POSITIVE REINFORCEMENT!
Alberta Ed. Medical Disability Information for classroom teachers:
http://www.learnalberta.ca/content/inmdict/html/adhd.html
Struggle For Control Child and Youth Behaviour Disorders
https://www.nfb.ca/film/struggle_for_control_child_and_youth
DSM IV: http://allpsych.com/disorders/neurodevelopmental-disorders/attention-deficit-hyperactivitydisorder-adhd/#.VOozRXZZG0c

ADHD Attention Deficit/Hyperactivity Disorder

Oppositional Defiant Disorder (ODD)

Alberta
Education
Definition and
Code
Characteristics
and/or
Observable
Behaviours
Teaching
Strategies and
Resources

Links and/or
Sources

53 (Mild/Moderate)
- 42 (Severe)
- a condition characterized by a persistent pattern of aggressive and defiant behaviour and a need
to annoy or irritate others.
-

Can be stubborn, blaming others, and temper outbursts

Challenging behavior and pushing boundaries
Difficulty attending to information that is not important to them

manage your emotions and interact with them in a positive, supportive way
avoid power struggles and allowing behaviours to escalate.
Give the student options that dont involve no answers example: would you like to work on
your journal first or your lexicon definitions?
- Provide lost of opportunities for movement
- Be consistent and have a plan in place
- Clear classroom routines and expectations
- Social stories
- Have conversations with parents to see what works at home
Alberta Education Medical Disabilities Information for Classroom Teachers:
http://www.learnalberta.ca/content/inmdict/html/oppositional_defiant.htmlMinnesota Association for
Children's Mental Health. "Fact Sheet for the Classroom: Oppositional Defiant Disorder.
http://www.macmh.org/publications/fact_sheets/ODD.pdf
OppositionalDefiantDisorderMayoClinic:http://www.mayoclinic.org/diseasesconditions/oppositionaldefiant
disorder/basics/treatment/con20024559
ChildrensMentalHealthOntario:http://www.communityed.ca/docs/booklists/behaviour_problems.pdf

Conduct Disorder
Alberta
Education
Definition and
Code

Characteristics
and/or
Observable
Behaviours
Teaching
Strategies and
Resources

Code 42
- severe and persistent anti-social behavior in youth including aggression,
vandalism, deceitfulness and theft.
- The basic rights of others are ignored
- tend to be impulsive and behave in ways that are socially unacceptable and often
dangerous.
- Conduct disorder may be a result of genetics, chaotic home environments, the
child's temperament, physical causes or neurological factors.
- May display in conjunction with other disorders such as ADHD or Depression
- fighting, stealing, setting fires, aggression, vandalism
- can be isolated or withdrawn and have socially unacceptable behavior
- children with ODD may escalate to conduct disorder as they age.
-

putting these students together with other troubled peers often makes the
behaviours worse
provide consistent supervision and support
POSITIVE EMOTIONAL SUPPORT
Try to hold discussions with the student in locations that make them feel
comfortable (the gym rather than the principals office)
Work on life skills
Set appropriate and attainable standards
Role playing activities that focus on the student noticing how their behavior can
effect others
Activities that help build self esteem

Links and/or
Sources

Alberta Education Medical Disabilities Information for Classroom Teachers:

http://www.learnalberta.ca/content/inmdict/html/conduct_disorder.html
Center for Mental Health in Schools at UCLA. Conduct and Behavior Problems:
Intervention and Resources for School Aged Youth.
http://smhp.psych.ucla.edu/pdfdocs/conduct/conduct.pdf

ELL (English Language Learners) or ESL (English as a Second Language)

Alberta
Education
Definition and
Code
Characteristics
and/or
Observable
Behaviours

Teaching
Strategies and
Resources

Code 303 Canadian Born

Code 301 Foreign Born
- English Language Learners (ELL) also known as English Second Language Learners (ESL), is an
exceptionality in which the students first learned language is a language other than English.
This lack of English proficiency makes full participation in learning opportunities difficult to the
students.
- Behaviours are organized into 5 different levels based on English speaking ability. These
include: Beginning, Developing, Expanding, Bridging and Extending.
- Students who are in the Beginning Level show behaviours such as high selfconsciousness, frustration and fatigue as the day goes on.
- As students progress through the levels, there is an increase in their comfort speaking
English as well as their confidence in learning.
- Teachers of ELL students often misjudge their language abilities. This misunderstanding
can lead to misconceptions about the intelligence or motivation levels of ELL students
- The needs of ELL students may extend beyond schooling they may have experienced
difficulty and trauma and experience feelings of separation and loss.
- Some ELL students have had no formal education, so they may not be socialized in a
school setting
- Incorporate visual representations and visual aids graphic organizers, flow charts,
wordless picture books
- Differentiation of instruction and assessment use a variety of strategies that will allow
the student to show their strengths
- Clear classroom routines and expectations

Links and/or
Sources

Slow down your speech and incorporate demonstrations and avoid using culture specific
expressions or sayings
Involve the students culture and family in school projects and events

Alberta Education. (2010). English Language Learners (ELL): http://education.alberta.ca/media/1234005/12_ch9%20esl.pdf

Alberta Education. (2007). English as a Second Language: Guide to Implementation Kindergarten to Grade 9.
http://education.alberta.ca/media/507659/eslkto9gi.pdf
Alberta Education. (2010). Alberta Initiative for School Improvement (AISI) Project Synopsis. Retrieved from
http://education.alberta.ca/aisi/cycle4pdfs/40180.pdf
Alberta Education. (2008). A Review of the Literature on English as a Second Language (ESL) Issues. Retrieved from
http://education.alberta.ca/media/903123/esl_litreview.pdf
Ontario Ministry of Education. (2009). Supporting English Language Learners with Limited Prior Schooling. Retrieved from
http://www.edu.gov.on.ca/eng/document/manyroots/ell_lps.pdf

Anxiety
Alberta
Education
Definition and
Code
Characteristics
and/or
Observable
Behaviours

Code 30 ECS
Code 53 Grades 1-12
- Anxiety disorders are characterized by an excessive and persistent sense of apprehension along
with physical symptoms, such as sweating, palpitations, stomach aches and feelings of stress.
- Anxiety disorders have biological and environmental causes, and are usually treated with therapy
and/or medication.
- Anxiety disorders can coexist with many other disorders and disabilities
- Student may experience Phobias such as a fear of an object, animal, or situation
- Panic attacks
- Social anxiety - easily embarrassed, shy, fearful of judgement and evaluation.
- Excessive worry, Negative thoughts, Feelings of self-doubt
- Sweaty palms, Upset stomach, Prolonged sense of tension
- Sleep deprivation, or over sleeping
- over/under arousal
- Students may have poor study habits and a difficult time retaining difficult information and
organizing it

Teaching
Strategies and
Resources

Links and/or
Sources

Students may freeze- and - forget when being tested, they may actually have learned the
material but are unable to show their learning
Students with anxiety may choose either extremely easy, or extremely hard tasks (have trouble
making wise choices)
- Allow for extra time with assignments and tests, and in-class for processing information and use
less stressful ways of summatively assessing the student
- Provide sensory tools or fidgets for the students and have a quiet corner or safe place in the
classroom that the students can go to re-charge
- Have clear classroom routines and expectations
- Take the time to develop positive relationships with all students in the class and build a culture of
support in the classroom and school
- Role play and assist the student with positive self-talk and distract the student from worry with
engaging positive tasks
Alberta Education Medical Disability Information for Classroom Teachers
http://www.learnalberta.ca/content/inmdict/html/anxiety_disorders.html
Supporting Behaviour and Social Participation for all Students:
http://www.learnalberta.ca/content/insp/html/managing_anxiety.html
Canadian Mental Health Association: http://www.cmha.ca/mental_health/understanding-anxietydisorders/#.VOpO_3ZZG0d

Deaf/ Hard of Hearing

Alberta
Education
Definition and
Code

Characteristics
and/or
Observable
Behaviours

Code 45 for Deaf students grades ECS- 12

Code 55 for Hearing Disability students grades 1-12
Code 30 for Hearing Disability students ECS
- Deafness can be defined as having little or no hearing and being dependant on visual rather than
auditory communication
- Hearing Disability can be mild or moderate, whereas deafness is defined as severe to profound
hearing loss
- Can be Culturally Deaf meaning they are born with no hearing, or Late-Deafened meaning that
hearing was lost later in life
- some students may have difficulty with speech, reading and writing skills.
- Some students may rely on lip-reading, others may use hearing aids or sound amplification
devices, or a combination of these tools
- Some students may communicate with American Sign Language, while other students may
communicate verbally or with speech impediments.
- Behaviours may include inattention, aggression, non-compliance, depression (manifestations of
frustration)

Teaching
Strategies and
Resources

Links and/or
Sources

Set up the classroom with attention to acoustics, ambient noise, light and sight lines ensure that
the student is placed in an area where these distractors are minimal and also so that the student is
not left out of classroom discussions perhaps using a semi-circle seating arrangement
- Provide assistive technology support such as close-captioning, using programs to allow the student
to see questions that other students have asked, and having the student sit on a swivel-chair so
they can rotate to see the teacher at all times
- Use strategies to assist the student in accessing information in class, such as providing notes
and/or a buddy system.
- Check with the student to determine the need for rest breaks after long periods of speech reading
or instruction in sign language.
Johns Hopkins University Student Disability Services
http://web.jhu.edu/disabilities/faculty/types_of_disabilities/deafness.html
Instructional Strategies for students who are Deaf, University of California, San Francisco:
http://sds.ucsf.edu/sites/sds.ucsf.edu/files/PDF/hearing.pdf
Medical Disability Information for Classroom Teachers:
http://www.learnalberta.ca/content/inmdict/html/hearing_loss.html
AlbertaEducation.EssentialComponentsofEducationalProgramming(ForStudentsWhoAreDeaforHardofHearing).
http://education.alberta.ca/media/511693/ecep_deaf_or_hard_of_hearing.pdf
British Columbia Ministry of Education. Hard of Hearing and Deaf Students: A Resource Guide to Support
Classroom Teachers. http://www.bced.gov.bc.ca/specialed/hearimpair/toc.htm

Talented/ Gifted Students

Alberta
Education
Definition and
Code
Characteristics
and/or
Observable
Behaviours

Code 80
- Gifted or talented exceptionalities are difficult to define because they are expressed in a variety of
ways. Essentially, a child diagnosed as gifted or talented displays advanced achievement beyond
their years in one or several areas.
- Gifted students do not always have strengths in every area; some may have learning disabilities in
addition to their area of giftedness: these students are known as twice-exceptional.
- Rapid learning and putting thoughts together quickly; can learn basic skills quickly with little
practice
- Excellent memory, unusually large vocabulary with complex sentence structure, advanced
comprehension of abstract ideas
- Complex, logical and insightful thinking, and asking probing questions
- Highly developed curiosity and interest in experimenting and doing things differently.

Teaching
Strategies and
Resources

Links and/or
Sources

students may experience social and emotional problems, particularly during their adolescent
years. Regardless, their needs are just as immediate and real as other exceptional learners.
- Childrenwhoaregiftedmayfaceavarietyofchallenges,includingunderachievement,perfectionism,heightened
sensitivity,depressionandfrustration
- disinterestinthecurriculumtopicsandrelatedlearningactivities
- Flexible pacing to allow the students to move through the curriculum at a different rate
- Alternative learning environments providing specialized attention, resources and curriculum that is
challenging and productive and tailored to the individual
- Tiered assignments with increasing complexity, abstractedness, open-endedness or pace allowing
gifted students to take basic information to a deeper level through activities
- incorporate the students interests and strengths with activities in the classroom
- identify appropriate ways to enrich the students learning and demonstrate knowledge without
increasing work load
- avoid setting standards that are too high or too low for the student
Alberta Education: Planning for Students who are Gifted:
https://education.alberta.ca/media/525558/ipp92.pdf
Alberta Education: Supporting Every Student:
http://education.alberta.ca/admin/supportingstudent.aspx
The Journey: A Handbook for Parents of Children Who are Gifted and Talented:
http://education.alberta.ca/admin/supportingstudent/engagingparents/journey.aspx
National Association for Gifted Children: http://www.nagc.org/resources-publications/resources/my-childgifted/common-characteristics-gifted-individuals
National Society for the Gifted and Talented: http://www.nsgt.org/giftedness-defined/#3

Anxiety with Selective Mutism

Alberta
Education
Definition
and Code
Characteristi
cs and/or

Code 53
-

Selective mutism is often linked to an underlying anxiety disorder. Children with selective mutism can speak
normally in certain situations, such as at home or when alone with their parents. However, they may be unable to
speak in other social situations, such as at school or at places outside their home. Other symptoms associated
with selective mutism can include excessive shyness, withdrawal, dependency upon parents and oppositional
behaviour. Most incidents of selective mutism are not the result of a single traumatic event, but rather are the
manifestation of a chronic pattern of anxiety. Selective mutism may be treated through various approaches,
including behavioural, group and family therapy and speech-language therapy
Many children with selective mutism also have social phobia or social anxiety and a fear of speaking and social
interractions, even though they may use normal speech and language at home
May stand motionless for long periods of time and appear expressionless and unemotional

Observable
Behaviours

Teaching
Strategies
and
Resources

Links and/or
Sources

Some characteristics include separation anxiety, tantrums, moodiness, inflexibility, extreme shyness, irritability
and stubbornness
Some students with selective mutism may also have Sensory Processing Disorder that affects sensory
communication and interaction (lights, smells, taste, touch)
May also be characterized by a speech impediment
- May exhibit physical symptoms of anxiety including stomach aches, nausea, vomiting, joint pains, headaches,
chest pain, shortness of breath and diarrhea
Include literature about anxiety in the classroom library. Some books are: Shy Charles by Rosemary Wells, Shy
Guy by Giles Tibo, and Understanding Katie by Dr. Elisa Shipon Blum. this allows for open discussion with all
students without drawing attention to the student with the issues, and allows peers to develop empathy towards
students who may appear to be different
Give the student non-verbal strategies for participating in groups, such as pointers, whiteboards, or indicators
(thumbs up for yes, thumbs down for no) give multiple students these tools so that the student does not feel
singled out.
Positively reinforce attempts to communicate such as making eye contact, following directions and non-verbal
participation in group activities; acknowledge the students bravery without drawing attention and causing further
anxiety
Gradually phase out your response to non-verbal overtures and become more attentive to attempts at verbal
communication
Maintain predictable schedules and clear classroom structure and routines
Include verbal and written instructions for students so the student is confident with expectations
Use selective grouping so the student may be comfortable working with peers
Be patient, empathetic and understanding avoid coaxing the student to speak
Learn Alberta Medical/Disability Information for Classroom Teachers:
http://www.learnalberta.ca/content/inmdict/html/selective_mutism.html
Learning Challenges: Selective Mutism: Suggestions for Teachers (Association of Chief Psychologists with Ontario School
Boards): http://www.acposb.on.ca/LearnChall/MUTISM.html
Selective Mutism Organization: Classroom Strategies for Teachers of Selectively Mute Children Gail Kervatt
http://www.selectivemutism.org/resources/library/School%20Issues/Classroom%20Strategies%20for%20Teachers%20of
%20SM%20Children.pdf
What you need to know about helping children and youth with Selective Mutism: Information for Parents and Caregivers
http://www.cheo.on.ca/uploads/Selective%20Mutism/Selective%20Mutism%20ENG.pdf

Autism Spectrum Disorders (ASD)

Alberta
Education
Definition
and Code

Code 44 Severe Medical or Physical Disability

- Autism or autism spectrum disorders (ASD) are complex, lifelong neurological disorders that affect the
functioning of the brain. Individuals with ASD have developmental disabilities that can impact how they
understand what they see, hear and otherwise sense, which in turn can result in difficulties with
communication, behaviour and relationships with other people. ASD can range from mild to severe and may be

Characterist
ics and/or
Observable
Behaviours
Teaching
Strategies
and
Resources

Links and/or
Sources

accompanied by other disorders, such as learning disabilities, anxiety, attention difficulties or unusual
responses to sensory stimuli.
- Difficulties in social interaction, verbal & nonverbal communication & repetitive behaviours
- ASD can be associated with intellectual disability, difficulties in motor coordination & attention &
physical health issues such as sleep. Some persons with ASD excel in visual skills, music, math and art.
- Preoccupation with one specific interest or object, so has difficulty changing topics.
- May rely on behavior to communicate; Severe autistic persons may be unable to communicate verbally
- May not read social cues
- providing visual supports with supplementation like pictures and concrete objects to assist students in
understanding schedules, routines, and expectations
- keep to schedules and routines as much as possible to reduce anxiety and surprises write lists for
daily activities that can be checked off by the student on completion
- ensure that instruction and activities are differentiated and diverse, taking the students strengths into
account
- remove distractors and stimuli to redirect student attention to the task at hand
- explicitly teach social skills and proper behavior with social stories
- positive reinforcement and encouragement
- discuss with parents what works for the student, so that there is consistency between home and school
environments
- have a home-school communication book for daily updates on student progress or issues
- provide breaks and time for preferred activities
Learn Alberta Medical/Disability Information for Classroom Teachers:

http://www.learnalberta.ca/content/inmdict/html/autism.html
Organization for Autism Research. Life Journey through Autism: An Educator's Guide.
http://www.researchautism.org/resources/OAR_EducatorsGuide.pdf
Carlys Caf: Experience Autism through Carlys Eyes (A YouTube video from the perspective of an autistic girl)
https://www.youtube.com/watch?v=KmDGvquzn2k
Autism Speaks Canada: http://www.autismspeaks.ca/about-autism/what-is-autism/
Effective Educational Practices for Students with Autism Spectrum Disorders: Resource Guide (Ontario)
http://www.edu.gov.on.ca/eng/general/elemsec/speced/asdfirst.pdf

Fetal Alcohol Spectrum Disorder

Alberta
Education

Code 42 (More Severe)

Code 44 (Less Severe)

Definition and
Code

Characteristic
s and/or
Observable
Behaviours

Teaching
Strategies
and
Resources

Links and/or
Sources

Fetal alcohol spectrum disorder (FASD) is a pattern of birth defects, learning and behavioural
problems affecting individuals whose mothers consumed alcohol during pregnancy. Other physical
and psychological disorders are common with FASD, including seizures, hearing or vision problems,
attention deficit disorder, anxiety and depression.
FASD is a variety of physical changes, and neurological and/or psychometric patterns of brain damage associated with fetal
exposure to alcohol during pregnancy. This brain damage can result in a range of structural, physiological, learning and
behaviour disabilities in individuals
FASD is a low incidence disability, which means that it is less common than the presence of other disabilities, however it may
be more common than is documented, as the only way to positively determine FASD is if the mother admits to consuming
alcohol during pregnancy.
FASD causes a variety of symptoms, including extreme impulsivity, poor judgment, poor memory,
difficulty learning basic skills, organizational difficulties, language and speech delays, and gross and
fine motor delays.
Physiologically some individuals with FASD may have distinct facial characteristics (small eye slit openings
(palpebral fissures), flattened vertical columns of the upper lip (philtrum) and a thin upper lip). They may also have a high
threshold for pain, an inability to feel hunger or thirst, difficulty perceiving different temperatures, and difficulty balancing.
FASD can lead to the diagnosis of other learning disabilities such as ADHD
Can struggle with differentiating between right and wrong, and have difficulties processing cause and
effect
May have difficulties in social situations and building relationships with peers as they may appear
immature and participate in risky behaviours
Can have low self-esteem
Difficulty with coordination and special judgment
Incorporate strategies that focus on tactile/kinesthetic learning activities allowing the student to
expend extra energy and maintain focus (skits and tableaus, brain breaks, fidgets, pacing strips at
the back of the classroom)
Establish clear routines and expectations, giving advance warning to avoid surprises visual agendas
and checklists
Give immediate positive feedback and specific praise using clear and concrete language
Slow down instruction to give the student ample time to process what is being said
Break down tasks into small, manageable steps

Learn Alberta Medical/Disability Information for Classroom Teachers:

http://www.learnalberta.ca/content/inmdict/html/fasd.html

AlbertaEducation.Re:DefiningSuccess:ATeamApproachtoSupportingStudentswithFASD:
http://education.alberta.ca/media/932737/redefining_final.pdf

British Columbia Ministry of Education. "Provincial Outreach Program for Fetal Alcohol Spectrum Disorder."
https://www.fasdoutreach.ca/

British Columbia Ministry of Education Special Education Services, A Manual of Policies, Procedures and
Guidelines http://www.bced.gov.bc.ca/specialed/fas/whatfas.htm

Learning Disabled (LD)

Alberta
Education
Definition and
Code
Characteristic
s and/or
Observable
Behaviours

Teaching
Strategies
and
Resources

Links and/or
Sources

Code 54
Learning disabilities include various disorders that may effect the acquisition, organization, retention,
understanding, or use of verbal or non-verbal information.
Learning Disabilities range in severity and interfere with the acquisition and use of oral language (listening,
speaking and understanding), reading(decoding and comprehension), written language (spelling, written
expression) and/or mathematics (computation and problem solving).
Each student with LD has a unique profile.
LD often encompasses co-occurring conditions that can include problems in listening, concentrating, speaking,
reading, writing, reasoning, math, or social interaction.
LD students can be distractable and have difficulty focusing anything out.
Learning disabilities are due to genetic, other congenital and/or acquired neuro-biological factors and can also
appear in association with such medical conditions as sensory impairments, or other disabilities such as
communication disorders and emotional behavioural disorders
They very rarely volunteer to answer questions because they do not like surprises
LD individuals have a hard time processing language, first they must process the question, and then their
response
Dyslexia is a severe impairment of the ability to read and spell; Dysgraphia is characterized by difficulties in
handwriting, spelling, or composition; Dyscalculia is an impairment of the ability to pick appropriate strategies for
mathematics.
Students with learning disabilities can also experience difficulties retrieving academic and everyday information.
Learning disabilities may also cause difficulties with organizational skills, social perception, and social interaction.
It is common that LD students will get in trouble and have no idea that they have done anything wrong
Make a deal with students to only call on them when you are standing in front of their desk
Prompt students on information or answers before hand to build confidence and give them time to process
Direct instruction
Ask questions during group discussion that you know the student can answer
Avoid exacerbating anxiety and tension which can effect performance by ensuring the student is comfortable and
has a good relationship with the teacher
Slow down and give students time to process what is being said
Teach the students self-advocacy
See: How Difficult Can This Be? The F.A.T. City Workshop Rick Lavoie
National Centre for Learning Disabilities: http://www.getreadytoread.org/
Learning Disabilities Association of America. "For Teachers.": http://ldaamerica.org/educators/
Learning Disabilities Association of Ontario: http://www.ldao.ca/
Learn Alberta Medical/Disability Information for Classroom
Teachers:http://www.learnalberta.ca/content/inmdict/html/learning_disabilities.html

Depression
Alberta
Education
Definition and
Code

Characteristic
s and/or
Observable
Behaviours

Teaching
Strategies
and
Resources

Links and/or

Code 53
Depression is characterized by symptoms such as persistent feelings of sadness, hopelessness, dejection and
guilt; withdrawal from activities and people; poor concentration; lack of energy; inability to sleep; weight loss or
gain; anxiety, irritability or agitation; and/or thoughts of death or suicide. Depression may be caused by a loss,
by genetic or biochemical factors, or by past or ongoing trauma. Students with disabilities are as vulnerable to
depression as the general population.
depression is an imbalance of serotonin- a feel-good chemical in the brains signaling system
depression effects people at any age, and there are a number of factors that contribute to maintained feelings of
depression
depression can be linked to genetics, and can often be shared by siblings and family members
represented by feelings of sadness, loneliness, despair, low self-esteem, and withdrawal from personal contact
with others
Depression does not always show itself in the same ways. Some individuals will withdraw, some despair, while
others rage. Some signs of depression to look out for include: changes in eating and sleeping habits (either too
much or too little), withdrawal, loss of interest in activities, frequent absences from school, agitation, lethargy,
procrastination, selfbullying, anxiety, tearfulness, hopelessness, pessimism, difficulty
concentrating/remembering details/making decisions, restlessness, and agitation
Symptoms found more commonly in teens than in adults include: vague aches and pains, irritability and anger,
extreme sensitivity to criticism, and withdrawal although not as severe. Teens usually keep at least a few friends
and withdraw more from parents. They may also begin hanging around with a new crowd.
Warning signs of suicide include: a switch from sadness to calmness, talking about death, worsening clinical
depression, risk taking, losing interest in things once cared about and calling or visiting loved ones
establish good relationships with the students and their family
provide positive formative feedback to promote confidence and protect the students sensitive state
set small, manageable goals for the student and help the student monitor self-progress increasing confidence
and giving the student a sense of achievement
create a safe and predictable classroom with clear expectations and routines to alleviate feelings of anxiety
create a chill corner in one area of your classroom to allow students a safe place to go when they are feeling
overwhelmed. You may incorporate calming sensory materials such as essential oils, soft pillows, calming music,
coloring activities, copies of Grip Magazine, and access to the Kids Help Phone
teach the class as a whole coping strategies, how to deal with difficult emotions, and what to do if they are
worried about a friend
incorporate music and art into every-day activities
Learn Alberta: Medical/Disability Information for Classroom Teachers:

Sources

http://www.learnalberta.ca/content/inmdict/html/depression.html
Mind Your Mind: http://www.mindyourmind.c a/illnesses/depression
British Columbia, Ministry of Education: Teaching Students with Mental Disorders, Resoureces for Teachers, Volume 2
Depression: http://www.bced.gov.bc.ca/ specialed/docs/depression _resource.pdf
Depression: Helping Students in the Classroom http://www.nasponline.org/ communications/spawaren
ess/depressclass_ho.pdf