Depression

Implications for Planning and Awareness

• Meet with the student and parents early in the school year to discuss how the school can support this student's needs related to depression. This could include finding out about:
  • the student's strengths, interests and areas of need
  • specific symptoms that may affect the student at school
  • any other associated disorders that need to be considered at school
  • successful strategies used at home or in the community that also could be used at school.
    
• If the student is taking medication during the school day, discuss with the parents possible side effects. Follow school and/or jurisdictional policies and protocols in storing and administrating medicine.
  
• Be aware that some students may feel uncomfortable discussing or taking their medications at school. Discuss this with the student and family and determine how best to support the student.
  
• Develop a system for sharing information with relevant staff members about the student's condition and successful strategies.
  
• Collaborate with the school and/or jurisdictional team to identify and coordinate any needed consultation and services.

Implications for Instruction

• Recognize that depression can affect learning in several ways, including:
  • poor concentration
  • lack of focus and motivation
  • giving up easily due to lack of confidence
  • forgetfulness and indecision
  • diminished ability to think clearly and analyze problems.
    
• Be aware that test scores of students with depression (both achievement and intelligence) may not reflect the student's true ability.
  
• Structure the environment to ensure lots of success through small, attainable goals. Help the student to self-monitor progress.
• Encourage the student to be proactive and take more control over the environment (e.g., initiate contact with other students, ask for help when needed, speak up in class).

Implications for Social and Emotional Well-being

• Provide a safe, predictable classroom, with clear rules and routines.
  
• Teach the entire class about identifying and interpreting emotions; how to handle or react to fear, anger or disappointment; and what to do if they are worried about a classmate or friend.
  
• Incorporate music, art and relaxation techniques into classroom routines to help reduce symptoms of depression.
  
• Teach assertiveness as an alternative to passivity or anger.
  
• Teach social skills through modelling and rehearsal.
  
• Teach for and encourage positive self-talk (e.g., "This work is hard but I have learned difficult things before when I tried hard.").

As you consider the implications for this disability, think about the following questions:

1.	Do I need further conversations with the parents to better understand this student's medical needs?		Yes		No
2.	Do I need targeted professional learning? If yes, what specific topics and strategies would I explore?		Yes		No
3.	Is consultation with jurisdictional staff required? If yes, what issues and questions would we explore?		Yes		No
4.	Is consultation with external service providers required (e.g., Student Health Partnership, Alberta Children's Hospital, Glenrose Hospital)? If yes, what issues and questions would we explore?		Yes		No