The first slide should be fairly obvious to those who are familiar with the five Whole Child Tenets: healthy, safe, engaged, supported, and challenged. No need to go over them once more here, but this video offers a great explanation.

The second slide places the tenets into a structure or hierarchy (a la Maslow) highlighting how we cannot and should not focus on, for example, the challenged tenet without focusing prior on those tenets underneath. Again, for more information, read a great synopsis by ASCD's Molly McCloskey in her Best Questions column.

The third slide takes the first tenet (healthy) and breaks it down into its parts: socially, emotionally, mentally as well as physically healthy. It outlines that these elements are linked, are part of the same whole, and then does something different. It adds a line between physically and the rest.

This is the health iceberg. An iceberg, where you can see what is obvious and sticks out, but you don't see what lies underneath, is hidden, and is larger and potentially more destructive than what lies atop.

When we discuss health and only discuss the top of the iceberg—what we see—we suggest to ourselves that it is all that being healthy is and can be. We kid ourselves to believing that if we don't see it, it isn't there. And more and more evidence is coming out to show that social, emotional, and, in particular, mental health is key to children's well-being.

• More than 14 million children and adolescents in the U.S. have mental health issues.
• 1 in 5 (20 percent) of U.S. youth are affected by some type of mental disorder to an extent that they have difficulty functioning.
• However, 79 percent of children aged 6 to 17 with mental disorders do not get the help they need.
• According to the World Health Organization, major depressive disorder is the leading cause of disability among Americans age 15 to 44.
• In 2010, approximately 160,000 children missed school every day out of fear of being bullied.
• Approximately 2.7 million students are bullied each year with about 2.1 million students taking on the role of the bully.
• Fifteen percent of all students who don't show up for school report it as due to their fear of being bullied while at school.
• Approximately 71 percent of students report bullying as an on-going problem.
• Suicide continues to be one of the leading causes of death among children under the age of 14 in the U.S.
• Only half of high school students feel they are an important part of their school community.
• More than 20 percent of students say there is no adult at their school who cares about them and knows them well.

Mental health—along with social, emotional, and physical health—needs to be addressed.

The first step should be an understanding that what we see may not be all there is. While a focus on physical health (fitness and nutrition) is needed, warranted, and will have positive effects upon mental health, it cannot replace a focus on what lies under the surface.

Sources: U.S. Department of Health and Human Services, 1999; National Institute of Mental Health, 2010; Kataoka, S.H., Zhang, L., and Wells, K.B., 2002; www.bullyingstatistics.org; and Center for Evaluation and Education Policy, Indiana University School of Education.

Post submitted by whole child blogger Caroline Newton, a sophomore at Temple University. Newton is studying journalism and writes for Jump: The Philly Music Project magazine.

"You know what we're gonna lay down today?" Todd Whitaker of Indiana State University asked the audience. "A bunch of frog pictures."

As a child, Whitaker's favorite part of the encyclopedia was the frog section, where the frog's body was dissected so that he could see its entire anatomy. In his session "What Great Teachers Do Differently" at ASCD's recent Annual Conference in Philadelphia, Whitaker dissected the traits of great educators.

"How many of you know which teachers will send the most kids to the principal's office next year?" Whitaker asked. More than half the audience raised their hands. "And you don't even have the rosters made up yet!" he said. "It's not the students. The variable is the problem."

Crummy teachers treat everyone like they are up to no good; punishing all the students when only a few were being bad, Whitaker said. Take as an example the beginning-of-the-year assembly where the rules of the school are presented to the students.

"The good kids feel uncomfortable, and the bad kids are plotting," Whitaker said. "You know the reason why teachers sit behind their desk so much? Because they're scared of the students."

Great teachers don't show fear. They could be scared to death, but great educators will always call a belligerent parent anyway, Whitaker noted.

Whitaker said that you have to be on your happiest behavior 10 days out of 10. You could be on top of your game for 9 out of 10 days, but the person affected on that tenth day will always remember that incident. Whitaker didn't say that you have to like every student, but he did emphasize that every student deserves respect and dignity every day.

Whitaker highlighted three actions that help make up an excellent educator:

• Never argue. Teachers aren't supposed to reinforce argumentative strategies; they are supposed to teach new and appropriate ways to behave.
• Never yell. The students that you yell at have been yelled at their whole life and it simply won't help you or the student.
• Never use sarcasm. Sarcasm is the single most common technique in the United States, Whitaker said, but it will most likely humiliate the student, even if you are only kidding. Students may laugh along only because they don't want to be next on the chopping block.

One of the biggest factors that sets apart effective educators is their ability to know how they come across and know how they are being received. Whitaker presented some of the pieces that come together to make a great educator during his session, but he details the rest of the bones and muscles in his book What Great Teachers Do Differently.

Post submitted by Jill Vialet, founder and CEO of whole child partner Playworks

A healthy, positive school environment transcends what goes on in the classroom. In fact, what happens at recess holds a crucial key to developing the whole child. A school that provides time and space for students to run, talk, and play helps ensure every child is healthy, safe, engaged, supported, and challenged. Experience and research tell us that active students learn better, and daily recess is proven to help students focus in the classroom.

Unfortunately, recess can also be a headache. Elementary school principals say they face the most behavior issues at recess. Recess supervision can be challenging, compounding the stresses on a staff already spread thin with other responsibilities. And the demands on the schoolyard really are greater than we remember, with students often relying more on adult support in solving conflicts and many children stepping onto the playground knowing fewer games than did previous generations.

Investing in recess can lessen playground headaches, and a recent study shows it can even contribute to the overall school climate. Playworks is a national nonprofit that works across the country leveraging recess and play to promote learning and physical activity. By providing both a direct service model and training, over the past 15 years we've seen recess become a tool of change. By placing just one trained adult on the school playground, we've changed the dynamic by teaching students rules to games, tools to solve conflicts, and a system to promote a positive play environment. And although teachers and principals report our impact every year, we now have the evidence-based research that substantiates their experience. A rigorous, randomized control study found that a safe, inclusive recess can reduce bullying, improve behavior, and nurture safer schools. Researchers from Mathematica Policy Research and Stanford University compared schools with Playworks to a control group with no interventions. This new research contributes to a growing body of evidence that a safe and healthy recess environment is a key driver of better behavior and learning—and can benefit the entire school day.

We're very excited about what this research says about how schools can support learning with a healthy recess. Here are some of the findings:

• Less bullying. Teachers in Playworks schools reported less bullying and exclusionary behavior during recess than teachers in control schools.
• Better recess behavior and readiness for class. Teachers at Playworks schools tended to report better student behavior at recess and readiness for class than teachers at control schools, and they were more likely to report that their students enjoyed adult-organized recess activities.
• More time for teaching. Teachers in Playworks schools reported having fewer difficulties and spending significantly less time transitioning to learning activities after recess than teachers in control schools. Playworks students were also more likely than control students to report better behavior and attention in class after sports, games, and play.
• Safer schools. Teachers in Playworks schools perceived that students felt safer and more included at recess compared to teachers in control schools.

The exciting thing is that these results do more than substantiate the Playworks program. They show that it is possible to create a recess that goes beyond the necessary outlet kids need during the school day. By investing in recess—and in properly training the adults to model healthy and inclusive play every day—we can create healthier, happier students and develop the whole child. Need support with recess? Check out Playworks Training.

How does your school invest in the power of recess?

Post submitted by Sandi Lauzon and Helen Erickson

My name is Sandi Lauzon and I am the vice principal at Byrne Creek Secondary School responsible for technology. I try to attend the Computer Using Educators of British Columbia (CUEBC) conference every year, as it is without a doubt the best way to connect with like-minded educators who ultimately leave you inspired by the techno-risks they have taken in their classrooms. Their stories of innovative practices always start with a passion to shift learning and teaching in a new direction, but more often than not they include bureaucratic hiccups; creative work-arounds; young heroic teachers willing to take risks; and students who adapt, engage, learn, and, ultimately, teach us all.

At the end of the conference, I like to mill about and catch up with colleagues from other districts. With my iPad in hand, I asked one of the board members how the iPad Inquiry project was going. CUEBC lends out 11 iPads to teachers to use in their classrooms for a month at a time, and I had been following the project online. As it turned out, the iPads did not have a home for the following six weeks and I left the conference with them and a lot to think about before Monday morning. In my role at Byrne Creek, I had already been looking at how the iPad could be used with our English language learners, and now we had the opportunity to justify a purchase of 20 iPads if this pilot project was successful. All we needed was a passionate teacher with the skills to move beyond the apps, who could embrace the iPad as a powerful tool for student learning and was not afraid to jump in and explore the potential of the iPad as means of engaging, creating, and communicating.

Helen Erickson, without dipping her toe in to test the water, accepted the challenge and jumped right in. Here is her story.

Since I started my teaching career at Byrne Creek six years ago, the word flexibility has been a part of my daily practice. I remember walking into my new classroom, pulling the plastic off my new chair, looking at the bare walls and bookcases, and imagining what teaching here would be like. I could not believe my good fortune! How many new teachers have the opportunity to begin teaching in a brand new space—a space where they can contribute to the building and development of a new school and community?

Change has been an integral part of my development as an educator. I remember the day that my class changed from literacy development to numeracy development in the middle of a block. One moment I was teaching reading skills and the next moment new students were at my door ready to learn mathematics! I have learned to embrace change, be flexible, and take advantage of any opportunity to diversify or develop my skills as a teacher. I have realized that when you work in a special place with students who have diverse needs, skills, and backgrounds, you need as many tools in your toolbox as possible. When Sandi Lauzon offered me the opportunity to use 11 iPads in my Numeracy, English, and Composition class, I quickly agreed. I figured the best way to learn how to integrate this new type of technology was to do what I have done since I arrived at Byrne Creek: say yes, and then figure out what to do next!

iPads in Numeracy Development

The first class in which I decided to use the iPads was Numeracy Development. This is a course designed for students who have had an interrupted education and need to develop their foundational numeracy skills before integrating into the mainstream math courses. The composition of this class is incredibly diverse. Students are different ages (grades 8–12), speak a variety of languages, and have different levels of mathematical skills. Some of the students speak a little bit of English and have had some previous training in math. Others are more fluent in English, but have very little background knowledge of math. In this class, differentiated instruction is not a choice, it is absolutely necessary.

From the day the iPads first arrived in the class, it became apparent that students wanted to get their hands on them. Students were keen, curious, and excited to touch these devices, and it did not take long for them to begin experimenting and figuring out the workings of the iPad before I could. However, I recognized a potential problem right away: the students were excited to "play" with the iPads. I realized that these amazing pieces of technology were quickly becoming toys with which to play games, listen to music, or watch videos, but not tools to learn math. Students began asking for "free time" and the iPads were becoming a distraction.

At first, I began finding apps that were math-related. If the students were going to use the iPads, then I felt they should be using them to develop their math skills. There are many apps that are math-related and can help students develop their understanding of numbers and basic operations. However, I realized that when the students were playing games or completing drills, they were often using inefficient or incorrect strategies. Most of the time, they were just guessing the answers. They were actually reinforcing their misconceptions as they played the games. I realized that they needed to do more than play the games to learn.

In the past, I have struggled to help students realize the importance of mental math skills. They often complain that the math we are doing is too easy and they want to learn what the other students in the school are learning. They see their friends' math textbooks and want to know why we are not doing algebra or trigonometry. Their interest in the math games on the iPads provided a perfect opportunity to begin conversations about mental math strategies and to differentiate instruction. When the students realized they could achieve higher scores or complete the games they were playing at higher levels if they were able to solve problems faster and more accurately, they became interested in learning more efficient mental math strategies. The iPad gave me a way to differentiate instruction because students could choose which games to play and which skills they wanted to work on, such as number recognition, place value, addition, and subtraction.

We began class each day by looking at some of the questions they were asked to solve when playing their math games, and we started talking about different strategies they could use to solve these problems. For example, we discovered together that questions like 13 + 22 could be quickly solved by "rounding and borrowing": 13 became 10 and 22 became 25, and it was easier to add 10 and 25. We had conversations about mental math strategies for all the basic skills, and students began to spontaneously share their discoveries. They started to teach one another how to solve multiplication or division problems quickly and efficiently. The students monitored their progress and thrived as they received instant feedback in the form of higher scores or by "leveling up." They became teachers, were interested in learning from each other, were motivated to build their skills, and became increasingly confident in their mathematical abilities. As their scores continued to improve, they began to see themselves as capable in math.

iPads in Language Adapted English 10

Like Numeracy Development, Language Adapted English 10 presents its own unique challenge. The students are transitioning from the ESL program into the mainstream program. This means that they are making the crucial transition from learning the English language to learning through the English language. They are different ages (grades 10–12); speak a variety of languages; and are international students, refuges, and immigrants. They are united by the fact that they will all need to write the same English provincial exam that all grade 10 students will write, but they will only have one semester (five short months) to catch up with their peers who have completed English Language Arts 8 and 9. Language Adapted English 10 is like a merge lane on a highway. The students have been traveling on a parallel route to their peers during the English as a Second Language (ESL) courses and now they will need to merge into this faster stream. They will need to develop the skills they need to survive in classrooms where the speed of instruction is faster and they will be required to read, speak, and write more. They need to be prepared for classes with less-explicit language instruction.

I have learned over the years that to meet this unique challenge, I need to adopt a unique approach. Instead of dividing the course into the traditional literature units of drama, poetry, short stories, and novel study, I realized that I needed a more integrated approach so students could practice the skills of reading, viewing, speaking and listening, and writing and representing together. I decided to adopt what I call a collaborative, thematic inquiry-based approach to language arts. Each cycle of learning begins with an essential question such as "How do the major transitions in our lives affect our identities?" or a theme statement, such as "overcoming differences." Once we have discussed the question or theme, we begin reading a variety of texts to gather new information and ideas. The next stage of the cycle includes activities where students speak about the texts they are reading and the insights they are gaining. Finally, students participate in activities that require more writing to demonstrate their knowledge and learning. The iPads are a perfect tool to connect these processes and facilitate the social construction of knowledge.

Using the iPads gave the students a reason to interact with each process and produce work that could be published or shared. Instead of their work ending up in the recycling bin, they posted their work online for other students to see. Instead of completing comprehension questions based on their reading, students used the Puppet Pals app to re-enact scenes from the articles, novels, poems, and plays that they were reading. Apps like Explain Everything helped the students create and participate in academic conversations. They recorded their conversations and took turns listening to one another and providing feedback. They used the iPads to create multimedia presentations to help show their learning about the essential question or theme. When students struggled to find the words to communicate their ideas, they used the iPads to show their understanding in alternative ways. They created drawings, found images, and recorded their singing. They played musical instruments or created dances. They even used their skills in different sports to represent their knowledge. I have often realized the students who are learning English as a second language frequently know and understand more than they can communicate with words. The iPads became versatile and powerful tools for creative expression in the hands of the students.

iPads in Language Adapted Composition 11

Once again, Language Adapted Composition 11 is a one-of-a-kind course. This course is designed for students who have learned English as a second language and want to improve their academic writing skills. Many of the students who take this course are frustrated by their performance in Senior content courses such as social studies, history, and English because of the strong emphasis placed on academic writing. As students are often required to demonstrate or show their knowledge through their writing, these students struggle because their writing skills are not strong enough to provide an accurate representation of their understanding.

Teaching this course presents its own unique challenges. While the students are often highly motivated, it is difficult to encourage them to develop a body of written work. They will often complete a piece of writing, submit it for assessment, and begin the next assignment. I frequently see them read my comments or feedback, think about it for a moment or two, and then move on. I have struggled to find a way to motivate students to go back and make revisions or corrections to their work, especially if their work is a hand-written essay or composition. Using the iPads in class helped the students do more than produce one draft of a written text.

In the past, students showed little interest or desire in crafting the texts that they were creating. If they did go back and revise or edit their work, they did it reluctantly. When using the iPads, students can do so much more than create a written text. Now they are creating visual and verbal essays, videos, and podcasts. As they work on these projects, I have witnessed them paying much more attention to their language and carefully considering the effect they want to have on their readers and viewers. They choose their words carefully, reorganize their sentences, and, amazingly, use feedback from me or their peers to revise their work. The iPads also provide opportunities for individualized and differentiated instruction. Many of the students have identified grammatical skills they need to work on, such as sentence structure or subject-verb agreement, and then they use the apps and games on the iPads to practice these skills. I believe that this attention to detail is motivated by the students' ability to create something meaningful that they can publish and share with a wider audience. Once again, I have seen how the iPad has become a tool that enhances students' learning.

My A-Ha Moment

When I first began working with iPads in the classroom, I feel I made the classic error of trying to find apps to teach with. For example, when students were learning about geometry in my numeracy class, I looked for geometry-related apps. What I realize now is that there may not be an app that matches what I want to teach, but there is mostly likely an app that students can use to process their learning of new concepts or express their understanding. I know now the secret to using any piece of technology in the classroom is to begin with clear learning goals and intentions that are based on "big understandings." Once students know what they need to learn, they will often find a way to express their ideas. Providing tools such as iPads for students enables them to use the items and skills they use outside of the classroom to communicate their knowledge. Furthermore, they are building the skills and learning how to use the tools that they may be required to use in the workplace.

There may not be an app that will teach what you want students to learn, but there is most likely an app that will support and enhance students' learning. Since the pilot project we have purchased our own set of 20 iPads and are using them in both learning support classes and ESL classes. We are working to create a model for using the iPads through our library and have also purchased a set of thematic Kindles in an effort to attract new readers to our library. Everything is an evolution that hinges on innovative teachers who jump in, adapt their practice and find creative ways to engage each learner, meet students where they are, and guide them to where they need to be. At Byrne Creek, this philosophy is at the foundation of everything the teachers do, and it is what makes this place so special.

Sandi Lauzon is the vice principal at Byrne Creek Secondary responsible for instructional technology. She holds a master's degree in educational leadership and has taught physical education, English, and art. She is grateful for the role that athletics and fine arts has played in her life and is dedicated to providing opportunities for students to excel in their own way. Lauzon is an advocate for arts education, healthy schools, and tech-literacy, and she continues to be inspired by the teachers, students, and families she works with at Byrne Creek Secondary.

Helen Erickson is an experienced intermediate and secondary school teacher. She is currently a teacher at Byrne Creek Secondary School, a school she has taught at since its opening in 2005. She teaches a wide variety of courses, including English as a Second Language, English, and Numeracy Development. Her other roles in the school include supporting English language learners in content-area classes such as math and science and assisting students who are completing independent directed studies. In addition to teaching in Burnaby, Erickson also has experience teaching in China and Trinidad and Tobago. She completed her Master's of Education in Language and Literacy at The University of British Columbia and is a strong believer of professional development. She is constantly working with her colleagues to develop innovative teaching methods.

What does it take for children to be mentally healthy? Being mentally healthy is not just about emotional and behavioral difficulties. It's also about being mentally strong and resilient and having the skills and supports to deal with stressful issues when they arise. Today is National Children's Mental Health Awareness Day, established and promoted by the Substance Abuse and Mental Health Services Administration (SAMHSA). The Awareness Day national event complements activities occurring across the country, such as community events, youth rallies, social media campaigns, and activities with children that promote communication between adults and children following traumatic experiences.

We know that

• Abuse and neglect can disrupt attachment and stem the development of important relational capacities. Nearly 35 percent of children and youth who are reported for maltreatment demonstrate significant deficits in social skills.
• In a nationally representative survey of 12- to 17-year-olds and their trauma experiences, 39 percent reported witnessing violence, 17 percent reported physical assault, and 8 percent reported a lifetime prevalence of sexual assault.
• Young people who are homeless or runaway, and lesbian, gay, bisexual, transgender, or questioning are more likely to report victimization on the streets, versus heterosexual runaway youth (58.7 percent versus 33.4 percent).
• Among a sample of youth in juvenile detention, 93 percent of males and 84 percent of females reported exposure to a traumatic experience. Eleven percent of males and 15 percent of females met the criteria for post-traumatic stress disorder (PTSD). PTSD and other mental health challenges can impair a youth's capacity to reach age-appropriate developmental goals.
• Children and youth who experience trauma display increases in stress hormones comparable to those displayed in combat veterans. Researchers point to multiple potential outcomes for children exposed to trauma, including attachment, mood regulation, dissociation, self-concept challenges, and behavioral, cognition, and biological changes, all of which can have a negative effect on school attendance, learning, and academic achievement.
• When exposed to a traumatic event, children as young as 18 months can have serious emotional and behavioral problems later in childhood and in adulthood. More than 35 percent of children exposed to a single traumatic event will develop serious mental health problems.
• In 2009, researchers found that more than 60 percent of youth age 17 and younger have been exposed to crime, violence, and abuse either directly or indirectly, including witnessing a violent act, assault with a weapon, sexual victimization, child maltreatment, and dating violence. Nearly 10 percent were injured during the exposure to violence, 10 percent were exposed to maltreatment by caretaker, and 6 percent were a victim of sexual assault.
• As the number of traumatic events experienced during childhood increases, the risk for the following problems in adulthood increases: depression; alcoholism; drug abuse; suicide attempts; heart and liver disease; pregnancy problems; high stress; uncontrollable anger; and family, financial, and job problems.
• Studies on the brain show that physical, emotional, or sexual abuse in childhood can cause permanent damage to the brain, reduce the size of parts of the brain, and affect the way a child’s brain copes. This can result in enduring problems such as depression, anxiety, aggression, impulsiveness, delinquency, hyperactivity, and substance abuse.
• Young children exposed to five or more significant adversities in the first three years of childhood face a 76 percent likelihood of having one or more delays in their cognitive, language, or emotional development.

Research has shown that caregivers can buffer the effect of trauma and promote better outcomes for children even under stressful times when the following Strengthening Families Protective Factors are present:

• Parental resilience
• Social connections
• Knowledge of parenting and child development
• Concrete support in times of need
• Social and emotional competence of children

Join SAMHSA tonight at 7:00 p.m. eastern time for the live webcast of the annual National Children's Mental Health Awareness Day event featuring youth who have overcome trauma and their "Heroes of Hope," Honorary Chairperson Cyndi Lauper, U.S. Department of Health and Human Services Secretary Kathleen Sebelius, and other dignitaries. Tomorrow, May 10, at 2:00 p.m., the National Institute of Mental Health (part of the National Institutes of Health) is sponsoring a videocast panel of children's mental health researchers. Panelists will discuss neuroscience research findings related to teen brain development, cognition and emotional and behavioral growth, and treatment for teens.

Post submitted by Lily Zhang and Angela Fu. The LEO Club at Byrne Creek Secondary School in Burnaby, British Columbia, Canada is one of more than 40 clubs at the school.

Hello, my name is Lily Zhang. I am our LEO Club’s outgoing president, and my friend Angela Fu will start her term as president next year. We are going to tell you a little bit about what makes Byrne Creek, and in particular the LEO club at Byrne, special.

First of all, we love being students at Byrne Creek! Everyone in our school feels welcomed and included. Byrne Creek is a small school with approximately 1,250 students. Even though Byrne Creek is small, our programs are well-developed and encompassing. The many diverse programs include Dance Company (in which Angela takes part), Theatre Company, Choir (Lily is a member), Jazz Bands, Leadership, and many IDS (Independent Directed Studies) courses, where students can design their own courses to take. Our school also offers Electronics, Metalwork, Ceramics, Photography, and Sculpture. Our Work Experience program encourages students to experience working in different environments and decide which future career they might be interested in. We believe our school is well-rounded; not only do we have amazing academic courses taught to us by exceptional teachers who make it fun to learn advanced placement material, but we also have many clubs that capture every student's interests, such as the LEO Club.

LEO stands for Leadership, Experience, and Opportunity. We strive to provide all of these tenets for each of our LEOs. Our LEO Club is sponsored by the Burnaby Edmonds Lions, a local committee of adults who also organize volunteering events. Our teacher sponsor inside the school is Ms. Fujiki. Ms. Fujiki guides us, giving us advice on how to organize a successful event and always supporting us in our goals. In our club, we have more than 160 members who provide service in not only our school, but also in the community. Our mission is to help one another develop our leadership and teamwork skills while giving back to the community.

One thing that is so special about our club is that there are so many teachers that who supportive. Every time that we have an event, the teachers help us so warmly! Ms. Amy, Ms. Erickson, Ms. McLeod, Ms. Siverson, Ms. Pederson, Mrs. MacDonald, and Mr. Loveday—just to name a few—are the teachers at Byrne Creek who are willing to help support all our programs at the drop of a hat! As well, anytime that we propose a new project, our administration is supportive and encouraging! We are able to do all of the things that we do because of all the adult support that we receive!

Not only do we help our local community, but we also fundraise for third-world countries. This past school year we have especially focused on fundraising for Ethiopia. We have many projects, including the Midnight Vigil and 30 Hour Famine, that pledge for clean water sanitization and sustainable agriculture. We also have many events for various causes, such as the recent Tree-Planting Project at the Byrne Creek Ravine as part of Lions' International President's mission and Tea for Seniors, which was held at our school last spring. Whenever someone contacts us, whether it be the drama department at our school or Frontier College, elementary schools or community centers, we are always welcoming the opportunities to help out wherever and whenever we can.

We believe that what makes us so special is that our Leo Club is primarily student-run. That is, we lead our own meetings and propose our own events. Our executive team meets every Friday after school, and in that time we discuss our past and future events. We talk about how we can grow as a club and contribute at the same time. Our general members meet every Tuesday at lunch. There we present new events that are available for volunteers and inform our Leos of the many amazing experiences they will encounter.

Many kids in high schools need a place where they can be comfortable with themselves and an outlet for their positive energy. Our LEO Club gives this to our students, welcoming them at all times of the year. When they join our team they become a part of our family and, through volunteering, new friendships and a sense of team spirit are formed. All our members are given the opportunity to gain new skills and to become leaders, organizers, and givers. By being in the Leo Club, we become more confident in ourselves and are proud to be able to give back to our community. We are proud to be one of Byrne Creek's major clubs and to be able to impact so many people. To be able to achieve greater things than we could ever have imagined doing just by ourselves, we wholeheartedly feel that being a part of the LEO Club is truly a life-changing experience.

Lily Zhang is a grade 12 student at Byrne Creek Secondary School. You can find her running around the school on various errands for various clubs. Being the copresident of the Leo Club has been a life-changing experience for Zhang, and she hopes everyone who reads this and learns about all the amazing things the Leo Club does will be just as inspired as she is.

Angela Fu is in grade 11 this year at Byrne Creek. She was born in Taiwan and immigrated to Canada about four years ago. Fu really enjoys learning at Byrne Creek, not only because of the numerous courses, programs, and clubs that are available, but also because of the clean environment and enthusiastic teachers. She feels welcomed in the school all the time and it is one of the few places where she feels like she can really be herself.

Twenty four sessions. Seven days. Six school-site presentations. Two panels of experts from Australia, Singapore, Finland, and France. Free.

Welcome to the 2012 ASCD Whole Child Virtual Conference!

As we've said many times across this blog and in our newsletters and podcasts, we believe that a whole child approach to education is the only approach that prepares young people for long-term educational, civic, and work-life success. We believe that most educators know that to be true, but sometimes act in ways quite contrary to their beliefs. We believe a whole child approach is a relatively simple concept that is quite complex to put in place.

For those reasons and more, we invite you to participate in our 2012 ASCD Whole Child Virtual Conference. We hope that across our 24 sessions you will find the mix you need of experts and real-life school stories. We hope that you will take advantage of both the opportunity to participate in live sessions and in the availability of archived files for inclusion in your professional learning community activities. We hope that the scope of sessions we present engages you in the full breadth and depth of a whole child approach across curriculum and instruction, school climate and culture, family and community engagement, assessment, and leadership. We hope that you learn something you can use immediately in your classroom, school, and community. We hope that the cost (free!) and the timing (whenever you want!) meet your needs in this era of budgetary crisis and complex schedules for all committed to improving their practice.

Please register. Participate with us in an online learning event open to all who believe each child, in each school, and in each community deserves to be healthy, safe, engaged, supported, and challenged.

A child's mental health is influenced by her biology, social and physical environment, and behavior, as well as the availability of services. Good emotional and behavioral health enhances a child's sense of well-being, supports satisfying social relationships at home and with peers, and facilitates achievement of full academic potential. Research shows that one of five children and adolescents aged 9 to 17 experience symptoms of mental health problems that cause some level of impairment in a given year. However, fewer than 20 percent who need mental health service receive them.

But, being mentally healthy is not just about emotional and behavioral difficulties. It's also about being mentally strong and resilient and having the skills and supports to deal with stressful issues when they arise. In a nationally representative survey of 12- to 17-year-old youths and their trauma experiences, 39 percent reported witnessing violence, 17 percent reported physical assault, and 8 percent reported a lifetime prevalence of sexual assault.

Just as one can be physically healthy or unhealthy, one can also be mentally healthy or unhealthy. In this episode of the Whole Child Podcast, we discuss the importance of each child, in each school and in each community, being socially, emotionally, and mentally healthy. You'll hear from

• Erica Ahmed, director of public education for Mental Health America, formerly the National Mental Health Association.
• Jo Mason, acting national business manager and national professional product development manager for whole child partner Principals Australia Institute and MindMatters, Australia.
• Philip C. Rodkin, associate professor of child development in the Departments of Educational Psychology and Psychology at the University of Illinois at Urbana–Champaign.

How does your school and community promote good mental health, build resiliency, and facilitate wellness for your children?

Post submitted by Cathy DelVento and Joe Davis

There's a massive Viking longhouse under construction in Winthrop, Mass., and its youngest architects are only 14 years old. Each afternoon—after school—students in the town of Winthrop expand their math skills as they draw plans and measure wood, social studies skills in recreating Viking food and clothing, computer skills as they plot the museum's layout, and language and leadership skills as they make Viking culture come alive for visitors.

Across the country, high-quality after-school programs are helping accelerate student achievement. And, because the programs are community-driven and tap into local expertise, resources and talent, no two programs are exactly alike. In Winthrop, for example, Viking scholars are treated to visits by area architects and engineers. At other after-school programs, participants are just as likely to have music executives or computer programmers as their guides and colleagues.

Any student can benefit from after-school programs—and students of all backgrounds can participate—but it's the students who need the most help that usually realize the biggest gains. One such student, Bobby, credits Winthrop's afterschool programs with helping him grow from an eight-year-old who was constantly getting into trouble into a middle school honor roll student who helps run the after-school program and wants to be a teacher. Bobby remembers that before becoming involved in the after-school program, he used to have nowhere to go when the last bell rang. Sadly, many children return to empty homes to watch television. Others just roam unsupervised.

Over the past two decades, increasing numbers of educators, parents, and community leaders have realized how crucial the hours beyond school are to a child's development. Today, more than 1 million children participate in after-school and summer learning activities funded through the 21st Century Community Learning Centers federal program. For communities, this implies affordable and sustainable approaches to expanding the benefits of education. For students, when a 21st Century program is done right, it is often the best thing in their life.

Having seen firsthand how dramatically children's lives and outlook can be improved both inside and outside the classroom, it is gratifying that new research confirms the tremendous value of after-school programs. A new report (PDF) from Joseph A. Durlak of Loyola University Chicago and Roger P. Weissberg of the University of Illinois at Chicago ties high quality after-school programs to a 12 percent decrease in problem behaviors and a 7 percent decrease in drug use (infographic PDF). It also ties the programs to a 6 percent increase in attendance, an 8 percent increase in standardized test scores, and a 9 percent increase in grades. This research is more extensive than any previously released, and it draws on an in-depth analysis of more than 60 previous studies.

We became supporters of the Expanded Learning and Afterschool Project because we believe in giving communities in every state the tools, research, and technical support they need to help their children and youth succeed. High-quality after-school programs succeed because they are fun, engaging, and memorable. Take the students in the Viking Longship Project. They are far too busy playing Viking to realize that they're expanding their academic, social, and life skills. And, more important, such programs succeed because their activities are intentionally designed to relate to academic principles. If students in Florida build robots, they do so with the goal of solving tasks and practicing engineering concepts. If they have an opportunity to work with animals, they should identify biological principles. Obviously it takes time to create high-quality daily lesson plans in an after-school program, but these are exactly the programs that students embrace and that accelerate their achievement.

Imagine for a moment that children could not get enough of vegetables—the very thing that greatly helps their development. That is why the unveiling of conclusive research showing how high-quality after-school programs accelerate student achievement is so exciting—because the activities children love also improve their attendance, behavior, grades, and test scores.

In difficult financial times, after-school programs are praised for being affordable and sustainable, and surely a much less expensive option than the juvenile justice system. But for children like Bobby, these programs represent much more than a way to stay out of trouble or to catch up academically. When Bobby was initially recruited by the after-school program, he was still adjusting to a foster home and was spending most of his time during the day trying to get thrown out of school. The after-school program won Bobby over by working hard to give him a place where he actually felt needed. Every child deserves such a place.

Joe Davis is the chief operating officer of the Florida Afterschool Network. Cathy DelVento is the program coordinator of the 21st Center Community Learning Center Program. Both serve as spokespeople for the Expanded Learning and Afterschool Project. The name of the student in the article was changed.

Post submitted by Laida Falsetto and Mirella Gargiulo

Byrne Creek Secondary School has been and continues to be creative and flexible in designing varying programs to meet the needs of our current population. Over 60 percent of our student population does not speak English as their first language. As a result, we have worked innovatively to develop programs and activities that pave a way for individual success and celebrate diversity. But what is success? What makes someone successful? How do you know if you or your students have achieved success? These questions help guide our program development and are the building blocks that we use to create our classroom community each year.

One unique program at Byrne Creek that demonstrates this is our English language learner work program Paving A Way for Success (PAWS). This program was designed and implemented to meet the needs of new immigrants, especially refugees, who arrive at our school between the ages of 16 and 19. These students have arrived in Canada in their later teen years, making it rather difficult to acquire enough language to graduate on-time with their peer group. Some of the goals of the PAWS program are to facilitate a smoother transition into Canadian culture, help them adapt to a new education system, and help them better prepare for work in Canada as adults.

The PAWS program focuses on the development of reading, writing, numeracy, and essential workplace skills. Students selected for this program go through a process to determine their career interests and goals. In the first part of the course, students concentrate on achieving their personal success by uncovering their strengths and personal skills, goal setting objectives, communication skills, and work skills through various activities. The students gain transferable essential skills that are the foundation and building blocks among work, life, and learning. The program focuses on developing these skills because they have been shown to be needed in almost every job. They are the skills that employers and employees have identified as the most important for personal success in the Canadian workforce.

Once students have acquired enough skills and are ready for work, they expand their learning through community work experience placements. The work placement provides students with an opportunity to practice English in a meaningful context, learn about Canadian culture, and acquire work skills while improving job-related English language. Students are also encouraged to participate in community activities to improve their language skills. The program uses targeted workplace learning opportunities and community connections to help students achieve success. Students are also assisted with transitioning into adult education programs to pursue their adult diploma.

In the PAWS program, we care for our students' needs from multiple perspectives and collaborate with many individuals to help better support them on their journey. PAWS students work with two classroom teachers daily in a small-group setting. Laida Falsetto brings forth her expertise in leadership and Mirella Gargiulo brings forth her English language development skill set and collaboratively they help this diverse group of students work toward success. The program also involves a youth and family worker, Ana Alarcon, whose role is to assist and support vulnerable immigrant youth to help them connect to community resources and work sites. She interacts with students, parents, staff, and community partners to facilitate sustainable solutions to the unique educational, social, and career development and needs of this vulnerable student group. In addition, our program works closely with a representative from MOSAIC, an organization that addresses issues that affect immigrants and refugees in the course of their settlement and integration into Canadian society. To help better support the whole child, settlement workers help us communicate with the families so they can be involved in understanding their child's progress. In addition, the students participate in the Becoming a Confident Worker: Understanding and Taming Worries that Are Obstacles to Success project that is conducted by a registered psychologist in close collaboration with the youth worker and classroom teachers. The psychologist helps students develop self-awareness of stressors and past trauma, identify and practice new coping strategies, and understand the interaction between the self and the world of work in Canada. All of these people work together to create a positive experience for our PAWS students.

This program has been in place at Byrne Creek since 2008. Its success is founded on understanding, acknowledging, and respecting the personal journeys of all our students. By recognizing that each student's definition of success is unique, our efforts are directed at assisting students in meeting their personal goals for life in Canada. We hope to continue to help them pursue their dreams in Canada and look forward to the journey continuing.

Laida Falsetto is one of the founding teachers of the PAWS program at Byrne Creek Secondary School. She recently completed her master's degree in education with a focus on the importance of positive self-esteem in adolescents. In her teaching practice, the PAWS program provides a sense of fulfillment and richness that is distinctive and unparalleled. Falsetto continues to be inspired by her students and enjoys learning about the unique experiences that shape their identity.

Mirella Gargiulo is an English language learner (ELL) teacher/coordinator at Byrne Creek Secondary School. She holds a bachelor's degree in education and is a certified early childhood educator who previously worked as a primary elementary school teacher. Since coming to Byrne in 2006, her focus has been to ensure that ELL students feel supported on their journey. She works with many ELL students in a variety of settings to help them achieve success. Gargiulo's passion is in implementing and supporting literacy interventions in her classroom and the school. Currently, she is working toward her master's degree in education.