When systems fail to understand and accommodate neurodivergent individuals early on, theirs challenges often persist into adulthood, affecting quality of life and social inclusion. Amina Yousaf, from University of Guelph-Humber, expose how school can create better environment for neurodiverse children, starting with universal design for learning (UDL).
Schools are complex ecosystems that evolve alongside societal challenges, making well-being a shared responsibility. In this article, discover how Nancy Goyette, full professor, and Coralie Beaumont, master’s student in educational psychology at Université du Québec à Trois-Rivières, examine how the educational psychology of well-being and the PERMA+4 model can address difficult working conditions, support collective mental health, and guide meaningful cultural change in school communities.
In today’s digital age, where online content and cyberbullying can shape and sometimes distort students’ self-perception, self-confidence has never been more important. In this article, France Legault, Academic Advisor and Tutor at TÉLUQ, and Philippe Picard, Education Specialist and Coach at Murmuration-Conseil, present four practical strategies: understanding student behaviour, flexible pedagogy, meaningful feedback and metacognition to foster self-awareness and support well-being in schools.
Staff well-being is a vital strategic lever for boosting motivation, enhancing performance, reducing staff turnover, and fostering innovation. Carole Brouillard-Landry, Leader in Cultural Engagement at Le Centre franco, Johanne Ste-Croix, Director of Pedagogy at Le Centre franco, and Mélanie Courtemanche, Education Consultant, examine practical strategies for creating healthy and supportive work environments, outlining key considerations for enhancing engagement, sustaining performance, and fostering a positive and collaborative organizational culture.
What if emotions were seen not as distractions, but as the foundation for learning? In this article, Nicole Arsenault, from EngagED Learning, examines Dr. Marc Brackett’s insights on emotional intelligence, focusing on stressors in education, empathy, emotional regulation, and equity in emotional expression. She shares approaches to help educators strengthen well-being, enrich relationships, and create more inclusive school cultures.
In classrooms across Quebec, a quiet but profound shift is underway. Starting Fall 2025, the provincial government will implement a bell-to-bell ban on cellphones in all public schools. In this article, Chris Colley, Provincial Pedagogical Consultant at LEARN-RÉCIT, examines the research behind the ban, its expected benefits for wellbeing and learning, concerns from parents, and strategies schools can use to ensure a smooth and effective transition.
Statements like “Kids spend too much time in front of screens” are common. In this article, discover how Josée Gaudet, Mentor in Active and Inclusive Pedagogy at the District scolaire francophone Nord-Est in New Brunswick, encourages students to use technology actively, creatively, and mindfully. She addresses screen time management, digital learning tools, and wellness breaks to support healthy, meaningful use.
By Josée GaudetMentor in Active and Inclusive PedagogyDistrict scolaire francophone Nord-Est(DSFNE), New Brunswick 8 Tips to Stay Balanced with Tech 1. Use Digital Tools Actively Am I controlling my screen—or is it controlling me? Active use means creating, learning, and thinking. Passive use means scrolling aimlessly or watching too long without interaction. 2. Think About […]
With digital technology now embedded in everyday life, schools face the ongoing challenge of balancing its educational benefits with its potential distractions and risks. In this article, Chris Kennedy, Superintendent of the West Vancouver School District, presents Personal Digital Device Best Practice Guidelines to support K–12 classrooms, outlining key principles and approaches to guide purposeful technology use, support student well-being, and promote a positive, inclusive digital culture.
In classrooms today, digital tools are more than just add-ons—they are central to how students learn, connect, and express themselves. Yet questions persist about when screen use supports learning and creativity and when it becomes dependency. This article from EngagED Learning presents research by Si Chen, Omid Ebrahimi, and Cecilia Cheng that examines the intricate connections between emotions, behaviours, and digital habits, emphasizing that the quality of engagement is a key factor in shaping student digital well-being.
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