AISC 2024 dark

We live, and perpetuate, a world of neurotypical standards. Being a part of the minority of working Autistic adults, I constantly fight this battle. However, my AuDHD (Autism & ADHD) is what makes me a strong leader and teacher. Although it comes with it's own set of challenges and boundaries. My voice is loud in my direct relationships to give space for neurodivergence within my classroom and team, however, administration still looks at teacher well-being on a neurotypical scale. It’s time to make some noise and disrupt the space where leaders come to learn by taking the time to understand my story.

Expected Outcomes:
By the end of the presentation, participants will have a deeper understanding of the prevalence and implications of undiagnosed neurodivergence among teachers. They will also leave with practical strategies and tools to support the wellness and success of all educators, ultimately leading to a more inclusive and enriched learning environment for students.

This interactive 90-minute workshop introduces the LIFE approach, a practical framework for supporting student mental health and suicide prevention in schools. The session is designed to introduce educators to tools and strategies to proactively:
● Listen with Care and Compassion
● Identify Pain and Suffering
● Foster Hope and Meaning
● Explore Safe Solutions
Through a blend of engaging activities, collaborative discussions, and reflective practice, participants will learn how to create safer, more supportive environments that foster resilience and emotional well-being. While this session serves as an introduction to the full-day LIFE approach, participants will leave with practical tools to address student mental health concerns and promote a culture of care within their schools.

Expected Outcomes:
● Gain an introductory understanding of the LIFE framework, with tools ready for immediate application in the classroom or school environment.
● Learnthe LIFE approach to develop safe and compassionate conversations with students experiencing psychological distress.
● Collaborate with fellow educators to exchange ideas and insights to further support your practice.

For an ecosystem to thrive, healthy soil is vital. Soil stores water, supplies nutrients, provides a hospitable place for plant life to take root and grow. Similarly, in schools, educator well-being is the soil that sustains the entire educational ecosystem. While we often focus on creating a supportive environment for students, the well-being of educators is equally crucial. In this workshop, participants will learn about the core practices to nurture the soil of educator well-being, from developing the portrait of an effective educator, to increasing educator motivation, to assessing one's well-being and recalibrating accordingly. This practical, hands-on learning experience will equip participants with the skills and capacities to increase and sustain well-being at their sites and organizations.

Expected Outcomes:
Participants will
- Create a portrait of an effective educator that includes competencies, skills, and actions that promote well-being and professional practice
- Explore research-informed strategies that influence educator motivation and identify leverage points for these strategies
- Gain tools to assess one's own well-being and develop a sustainable plan to maintain and improve well-being over time
- Generate a "nurture the soil" action plan to transfer and apply learning to one's context

Through our work over an academic year, we have designed projects that foster collaboration between our Makerspace and Li Ren (Wellbeing and Inclusion Centre). We focus on projects that encourage student collaboration, ownership, and autonomy. Using digital fabrication equipment, students have spent the year working in teams to design and create products to solve real design challenges in the Li Ren (Wellbeing and Inclusion Centre).

Our team will discuss our work so far, both successes and failures, as well as facilitate discussion around how this model might be expanded to other schools. Our findings include how much time it takes to facilitate design/build projects as well as the impact on student perception and understanding of Li Ren (Wellbeing and Inclusion Centre). We believe the best way to reduce stigma around counselling and wellbeing work is to truly integrate it into all parts of the school.

Expected Outcomes:
Participants will engage in a workshop where they can produce a product which emulates our work in both the Makerspace and Li Ren (Wellbeing and Inclusion Centre). Participants will be able to find out more about the collaborative model in our school and how we integrate the Makerspace with well-being and vice versa to support the personal growth of our students. We will discuss our best practices and look for feedback and ideas moving forward in this collaborative work.