支持和促进卡尔加里教育委员会学生和员工的心理健康是学习的重要方面。在5月6日至12日的精神健康周期间，我们邀请所有CBE的员工、学生和社区成员考虑我们可以为学校的心理健康做的许多事情。

对于监管的话题，以及其与大脑发育和心理健康的关系，越来越多的人表现出兴趣。员工和学生正在寻找有效的方法来理解和管理有时会影响学习的思维、情绪和行为。

大脑发育和自我调节

我们对个体自我调节能力及其对学习的影响的理解是基于对大脑发育的理解。

• 要了解更多早期大脑发展的信息，请查看How Brains are Built: Core Story of Brain Development视频。
• 要了解更多关于青少年脑发育的信息，可以阅读最近发布的文章：解密青少年大脑
• 我们的自我调节能力也与执行功能密切相关。要了解更多关于这些相互关联的概念，请访问哈佛大学发展儿童中心。

理解自我调节：宽容度窗口

一个有用的框架来理解需要进行不同类型的调节，包括上调节和下调节，是宽容度窗口。

• 请观看Beacon House的动画以了解更多信息。

调节与威胁反应

处于威胁反应（战斗、逃跑和冻结）中的人可能需要不同的安全和调节需求。如果我们能帮助学生调节并走出生存模式，他们就能更好地参与学习。更多信息可查阅：

• 小学生存模式
• 中学生存模式
• 创伤知情教学的如何和为什么

精神健康周为我们提供了一个机会来考虑我们可以通过哪些方式来促进和支持学校的心理健康。我们希望许多人能够抓住这个机会，探索和发展新的创意方式，以便我们能够共同努力为我们学校的学生取得更大的成功。

Supporting and promoting the mental health of students and staff in the CBE is an essential aspect of learning. During Mental Health Week May 6-12, we would like to invite all CBE staff, students and community members to consider the many things we can do to support mental health in schools.

There is growing interest in the topic of regulation, and its connections to brain development and mental health. Staff and students are looking for effective ways to understand and manage thoughts, feelings and behaviors that can sometimes impact learning.

Brain Development and Regulation

Our understanding of individuals’ capacity to regulate and its impact on learning is grounded in an understanding of brain development.

• To learn more about early brain development, view How Brains are Built: Core Story of Brain Development.
• To learn more about adolescent brain development, see the recently published article: Decoding the Teenage Brain.
• Our capacity for regulation is also closely linked to executive function. To learn more about these inter-related concepts, and more, visit the Harvard Centre on the Developing Child.

Understanding Regulation: The Window of Tolerance

A useful framework for understanding the need to engage in different types of regulation, including up regulation and down regulation, is the window of tolerance.

• See this animation from Beacon House to learn more.

Regulation and the Threat Response

A person in a threat response (fight, flight and freeze) may have different safety and regulation needs. If we can help students to regulate and step out of survival mode, they will be better able to engage in learning. For more information, you might like to explore

• What Survival Looks Like at Primary School
• What Survival Looks Like in Secondary School
• The How and Why of Trauma-Informed Teaching.

Mental Health Week provides us all with an opportunity to consider the many ways we can work to promote and support mental health in schools. It is our hope that many will take this opportunity to explore and develop new and creative ways we can attend to this so that we can all work toward greater success for students in our schools.