1b:T46a,

An increasing number of students are struggling with mental health issues, and their behaviors—such as leaving class, disengaging from tasks, disrupting others, or quietly resisting—are often misunderstood. This can lead to significant frustration for school teams, and traditional behavior plans frequently fall short, failing to address the underlying causes of these behaviors. One key issue often overlooked is the impact of negative and inaccurate thinking, a hallmark of student anxiety, which can contribute to disengagement and dysregulated behavior. For instance, if a student is overwhelmed by negative thoughts about the difficulty of an assignment or their ability to complete it accurately, which hinders their engagement during a writing task, a typical intervention such as a graphic organizer may not be effective. This workshop will equip participants with strategies to reduce these negative and inaccurate thoughts, thereby preventing oppositional behavior and improving students' work engagement, initiation, persistence, and self-monitoring through practical, preventive approaches.

1c:T4e4,

Teaching is a vocation. When supported with resources and security, it is a constantly renewing source of excitement and richness. The last several years of disruption, uncertainty, and overburdened workloads have exhausted teachers and students alike. Monsters have reared their heads, and we have understandably shrunk from them. Teachers are burnt out—sacrificing their own mental health, phoning it in out of desperation, or leaving the profession entirely. Students are experiencing an epidemic of mental health problems, especially of anxiety. As instructors, we can support and encourage student mental health through pedagogies of care. A pedagogy of care involves high-touch practices like frequent communication, flexibility, inclusive teaching practices, learning new technologies and techniques, and being enthusiastic and passionate. All these practices involve both a h

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