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The current study investigated the improvement and implementation of inclusive supports to reduce anxiety and improve mental well-being. Using a collaborative action research method, the researcher and a group of four participants from one suburban elementary school worked to identify gaps in their knowledge and skills and then to improve these gaps while also determining the barriers which affected implementation of useful practices. Data was collected through the use of an initial survey, four focus group meetings, and three questionnaires. The initial survey was used to understand current knowledge of anxiety symptoms and mental wellness or anxiety reducing practices, and the use of those practices. The four focus group meetings took place over three months, with the group completing three cycles of inquiry to identify current need, develop a plan to address the need, implement, then reflect upon the practices. The questionnaires were used at the end of each cycle to assess present learning and changes to practice. The survey was analysed using descriptive statistics. The meetings and questionnaires were coded and analyzed for themes. The study revealed the key findings of universality, flexibility, collaboration, and relationships, as well as illuminating some systemic challenges impacting the use of those principals in creating inclusive supports. The findings showed a wider implementation of flexible universal practices would support greater mental wellness for students and teachers. https://viurrspace.ca/bitstream/handle/10613/25836/Lawton.pdf?sequence=3&isAllowed=y |
