Ensouling Our Schools: A Universally Designed Framework for Mental Health, Well-Being, and Reconciliation. (Teaching to Diversity)

In the Preface to Ensouling Our Schools, Jennifer Katz offers a brief overview of the various roles she has enacted during a long, diverse, and distinguished career in education. Currently an Assistant Professor of Inclusive Education at the University of British Columbia, her work as a researcher, author, and professional development presenter has involved her with government ministries, curriculum designers, school-district leaders, parent councils, school trustees, school-based administrators and educators. She believes in, and cares deeply about, inclusive education and inclusive societies.

Katz has a strong sense of mission, the result of the influence of, and mentorship by, family members (her aunt and father were both psychiatrists whose practices focused on children and adolescents), and the past nine years of her work amongst Indigenous peoples and their communities. This book, written with contributions from Kevin Lamoreux, the National Education Lead for the National Centre for Truth and Reconciliation, and the Associate Vice-President of Indigenous Affairs at the University of Winnipeg, affirms her commitment to her late aunt’s call to make the world a better place.

The 260-page book is divided into two parts: “Part I: Ensouled Learning Communities: Finding Meaning and Purpose in Schools and Schooling” and “Part II: How to Build Flourishing Communities”. Part I is the more theoretical of the two; it explores the concept of ensouled schools and inclusive education, with a strong focus on the mental health, emotional and social well-being of children and adolescents. Part II focuses on how the concept is brought to fruition, through strategies, lesson plans and programming for students, as well as a chapter devoted to building a school staff culture which is supportive of inclusion.

In the book’s “Preface”, Katz offered the raison d’être for its writing; in the “Introduction”, she examines the raison d’être for school and schooling. We live in a post-industrial society, yet school and pedagogy, as many have experienced it, has become a necessity in order to succeed in the industrialized work world, and the economic value of education still holds considerable sway amongst parents, teachers, and students. However, the 21st century world of work also demands social and emotional skills sets, and traditional schooling often works against the development of those competencies.

As an alternative, Katz proposes a vision of schooling through “the Three-Block Model of Universal Design for Learning (the TBM of UDL), the basic theories and values of inclusive education, social and emotional learning (SEL), and health-promoting schools”. (p. 7) The concept of inclusive education is not a new one, having been stated in a framework resulting from a United Nations sponsored meeting in Salamanca, Spain, in 1994. Similarly, the World Health Organization promotes a movement known as “Health Promoting Schools” (HPS), which is about more than the dimensions of physical health. The TBM brings together effective practice for inclusive education and also fits with the intention behind the Truth and Reconciliation Commission’s (TRC) Calls to Action, especially those Calls which focus on education.

Part I of the book then proceeds to discuss four key issues: Spirit and Soul in Education; Neurology, Trauma, Well-being and Mental Health in Our Schools; the TRC and Indigenous Worldviews of Education for Well-Being, and Leadership for Inclusion and UDL, and in the Part I’s final Chapter, these four “threads” are woven together in preparation for Part II in which curricular strategies and examples of UDL programming are presented.

In her discussion of “Spirit and Soul in Education”, Katz makes it clear that soul/spirit are not necessarily religious concepts and can be taught in a secular context. She states that “soulful education is about self-actualization – discovering who we are, where our passions lie, and what gives our lives meaning and purpose.” (p. 13) Historical and theoretical frameworks are examined, with “communities of care” being both a means and goal of education; the concept of care goes back to Aristotle and is central to modern feminist perspectives on education, such as those outlined in Nel Noddings’ Caring: A Feminine Approach to Ethics and Moral Education.

Students who don’t feel cared for within an educational environment are likely to become alienated from school and learning, leading to behaviours ranging from boredom to defiant and oppositional conduct. Social and emotional learning (SEL) benefits both teachers and students; teachers’ senses of well-being lead to lowered levels of stress while students demonstrate greater involvement with the learning process, less conflicted behaviours, and positive academic outcomes. Finally, Katz states that a recognition that “we are all connected gives rise to the understanding of equal rights” (p. 19), and positive attitudes towards inclusion.

The chapter on “Neurology, Trauma, Well-Being and Mental Health in Our Schools” begins with Katz’s citing some compelling current statistics about the mental health of children and adolescents. The costs of mental illness are staggering, to those who suffer, to their families, and to society as a whole. Katz advocates for a recognition that mental illness cannot be separated from physical illness (the brain is a body organ) and for awareness that there should be no shame or stigma for treatment of mental illness, whether it is through talk therapy or medication. This section of the book also explores Indigenous concepts of health which are much more holistic than Western perspectives. Indigenous concepts of mental health see it as a collective need for healing, rather than an individual one. Many educators know of Abraham Maslow’s hierarchy of needs; new to many readers will be learning that his model resulted from time he spent with the Kainai of Alberta while undertaking research there. Students and teachers know that school can be a serious source of stress; those students who are struggling with any number of cognitive, physical, social and emotional challenges are more likely to exhibit negative attitudes and behaviours. As the title of this chapter indicates, there is considerable discussion of the role of trauma – be it individual or intergenerational – and epigenetics, “the heredity of experience – how one’s life experiences affect children through the transmission of genes and their expression.” (p. 33) Epigenetics has particular relevance for Indigenous students, many of whom are the descendants of those who have undergone the trauma of residential schools.

For those unfamiliar with the work of the TRC, Chapter 3 provides a clear overview of the history of Treaties, the Indian Act, the abuses of the residential school system, and the establishment of the Truth and Reconcilation Commission (TRC) Often-quoted is the statement, “Education played a huge role in getting us into this mess, and education must play a huge role in helping us get out of it.” (p. 50) The TRC’s Calls to Action 62 and 63 charge educators with an important role, whether as developers of appropriate curriculum or in its implementation. Katz recognizes that curricular development is not a task for which all teachers have the knowledge or skills; however, she does encourage teachers to use the many resources now available, and she provides an Appendix with a comprehensive Resource List of such materials.

Of course, inclusive education cannot happen without staff commitment to the concept. Concepts such as Universal Design for Learning (UDL) may be new (and as a consequence, somewhat intimidating) to those involved in the joint enterprise which is education. UDL is an extension of the architectural concept of Universal Design: the design of buildings which are accessible both to those people who have disabilities and those who don’t. Katz’s Three-Block Model of UDL has four pillars which are the theoretical basis of the model: self-worth, belonging, cognitive challenge and social (interactive) learning. “Educators [must] make decisions about designing environments, programing, and interactions based on belonging, provide cognitive challenge, and create opportunities for students to learn in interaction with each other.” (p. 54) Also underpinning the TBM of UDL are four visions of what will be seen in a classroom: academic inclusion, social inclusion, meaningful interaction, meaningful participation.

Katz considers the entire school community as being included in the process: administrators, teachers, support staff, and parents. All must feel that they have something worthwhile to contribute to that community and that their contribution is valued. Being charged with providing the leadership to implement inclusion is a major challenge; administrators, consultants, and resource teachers have to find ways to support staff, without exacerbating the stress which is inevitable with change. The author provides some excellent graphic depictions of the patterns which are displayed in the process of implementing change: the Adoption/Innovation curve depicts the attitudes and behaviours which come with change, the Participation curve details the stages experienced by individuals who adopt change, and the Kubler-Ross Curve depicts a very realistic sequence of the attitudes of those who are resistant to change. Many schools have implemented Professional Learning Communities (PLCs) as a way for teachers to work collaboratively and productively at the implementation of curricular change or instructional practice. Katz sees PLCs as integral to inclusive education because of the supportive environment they provide to teachers. Implementation of inclusive education is not easy: it “requires significant professional development, and the guidance of a transformational leader.” (p. 64)

The final chapter of Part I of the book focuses on the importance of an understanding of the value of relationships, the role of neurology in mediating all aspects of health, and the connection of the values of UDL with reconciliation. Katz presents two diagrams which offer a graphic presentation of unsafe environments and ensouled schools/classrooms; the former leads to inattention, negative behaviours, and languishing physical/mental health while the latter leads to low levels of stress, positive social and emotional behaviours, and flourishing mental/physical health. Additionally, she offers a diagram of the role of trauma in affecting students, both as learners and as social/emotional beings. Nevertheless, neuroplasticity (the ability of the brain to continue to grow, change and heal) offers hope to those who have been traumatized. Katz is not foolishly idealistic; she admits that “no one teacher can change the world” (p. 68), but she also sees schools as instrumental in developing the world’s next generation, and so, change is possible.

Part II of the book begins with Chapter 6, “Classroom-Based Programming for Social-Emotional Learning”, containing a review of three educational frameworks that work in concert to enact inclusive education. UDL and SEL have already been described in Part I. In this chapter, Katz introduces another framework: RTI, Response to Intervention, a three-tiered “framework for designing learning environments, instruction, and systems that are inclusive of diverse learners with diverse needs. RTI is based on three tiers of intervention that provide services –evidence-based instructional strategies of increasing intensity – to help ensure the academic growth and achievement of all students.” (p. 75)

The word “services” usually suggests that students will be pulled out for some type of alternative program delivery or for the creation of an individualized education program. However, Katz sees all students as beginning with Tier 1 instruction, an assumption that all students will benefit from a particular instructional strategy, with Tiers 2 and 3 offering additional supports as student needs might demand. SEL is an important aspect of Katz’s TBM, and the rest of Chapter 6 offers a specific strategy (Respecting Diversity), followed by nine lessons utilizing the concept of multiple intelligences so that students develop social and emotional intelligence which is respectful of diversity. She also provides two other strategies designed to build connections and community amongst students and student groups: Spirit Buddies (a beginning of the day activity for students to meet, greet, and share) and Democratic Classroom Environments (in which students are actively involved in sharing decisions as to what will make their classroom a positive place for learning and being.)

“Addressing Mental-Health Needs with All Students” is the focus of Chapter 7, and it provides programming frameworks for Intrapersonal, Interpersonal, and Spiritual/Existential growth and health promotion within the classroom. In Katz’s perspective, Mental-Health Literacy is to be taught directly so that students learn why they behave and respond as they do, as well as developing a more compassionate understanding of mental illness. This chapter on student mental health is one of the longest in the book, with lessons about the physiology of the brain and neural system, about mental illness, about maintaining physical health through proper nutrition and exercise, and, finally, lessons and activities to teach students how to manage life challenges, disappointments and losses. Teachers will always have students who act out, who disengage, or who behave in truly frightening ways. The last few pages of this chapter provide teachers with some tools for assessment of student well-being, as well as indicators of when students are in need of immediate support and how to engage it. Many teachers have first-aid training for physical injury; Katz closes the chapter by urging teachers to “look into courses in mental-health first aid. . . . offered across Canada.” (p. 163)

Compared to other chapters in Part II., Chapter 8 “Programming for Reconciliation and Education for Reconciliation” is comparatively short, perhaps because, by definition, “reconciliation” implies inclusion, and because the theoretical frameworks and various strategies and lessons detailed in previous chapters all focus on the development of “a culture of mutual respect”(p. 165). Resources for teachers are available as a result of hard work undertaken by provincial and territorial organizations, with units on treaties, residential schools, Indigenous culture and so on. Katz acknowledges that some resources are excellent, but others, in worksheet format, need re-working in order to fit the UDL model of content delivery. She provides several lesson examples, aimed at three different age/grade levels, in which some fairly complex concepts about treaties are taught through activities which are both age-appropriate and engaging but lead students into divergent thinking which draws upon their own social and emotional experiences.

For many students (and yes, for their teachers), even those who are capable players of the game of school, learning is neither a fun nor a joy-filled experience. It can be argued, “That’s the way life is, and school is where you learn this.” But, joy can enhance the learning process; not only is it associated with “well-being, it is associated with attention, memory, language processing, and critical thinking!” (p. 177) “Moving Towards Joy” is the subject of Chapter 9, and it discusses the ways in which positive learning experiences engender joy and empower students (and their teachers) to be innovative and creative. Education should be purposeful and meaningful, leading to a purposeful, meaningful life. Katz states that “joy results in innovation” (p. 182), acknowledging that innovation need not necessarily be large-scale or revolutionary. Sometimes, even small changes can result in a “wow” moment that is enriching for both students and teachers. The remainder of this chapter consists of ideas for implementation through which teachers can be innovative by making connections, using lessons, ideas, and concepts presented in earlier chapters of the book. The sample unit offered is designed to connect mathematics and well-being, using a grade 9 unit on linear algebra to show how social issues connect with the concept of functions and relations. While Katz provides diagrams which show how to enact mental-health programming in math, as well as activities for an integrated math and social studies unit, I found them to be “exemplars” rather than “how-tos”. Similarly, the diagram depicting “One Teacher’s Implementation Timeline for SEL and Mental Health Programming” (pp. 188-89) is not a “take-away”. Schools and teachers would need to do considerable thought as to how they would actually plan and undertake activities planned.

Any teacher who is truly innovative and wants to convey joy and excitement to his or her students must be prepared to take risks and has to feel that doing things differently will be valued by the school culture in which he or she works. So often, teachers who want to try something new feel unsupported, and fear of failure or peer disdain keeps them from doing so. The book’s final chapter, “School Culture and Staff Well-Being”, explores this issue. Katz has spent years working in the professional development world, and she is acutely conscious that “teachers need to know the why of change. Too often in our schools new mandates come down with little explanation and even less training.” (p. 196)

Several pages are devoted to detailing strategies and offering examples of goal-setting to assist teachers in finding the connections between new programs and the needs of both students and teachers. Earlier in the book, Katz has discussed the role of Professional Learning Communities. In this section, she offers suggestions for how to create increased connection and collaboration (within the entire school, including support staff), and advocates for a true democratization of leadership and power within a school. And, just as students have different learning speeds and styles, so it is with teachers. For many, professional development is a one or two-day experience, but research suggests that a sustained, continued program of professional development is likely to garner better results than the one-shot model. (p. 206)

Kevin Lamoreux authors the “Conclusion” of this work. This book is undeniably a statement of hope for the power of inclusive education, and Lamoreux sees education as a source of hope. He does not deny that Canada is a country “where there still is not equity or genuine fairness for all Canadians, where there remains a desperate need for reconciliation.” (p. 209) Yes, the social problems are numerous, but they are not necessarily insoluble. It is in the building of relationships and connections that hope for reconciliation resides. Education offers a way to “contribute to reconciliation in inclusive classrooms where all students see themselves as transformative, of having the tools and compassion they need to help our nation heal and reclaims its identity as a Treaty nation.” (p. 211)

This is one of the longest reviews I have ever written, and it is because this book is so dense, so filled with theory, practice, deep thought, compassion, and hope I read it several times in preparation for the writing of this review, and readers will find that this is not a book that you can just pick up and dip into. You have to be committed to its reading, to its understanding, and, if you are an educator, to the implementation of the concepts presented. In addition to the two Parts comprising its main content, there are also 11 Appendices: “Resource Lists” (programs/resource kits, books on mental health for elementary and YA audiences, books about the TRC presented with grade level audiences, and books dealing with diversity, the environment, and social justice; “Multiple Intelligence Surveys” for early and middle years students and adolescents/adults ; information about the “Brain and the Senses”; a “Brain Unit Rubric”; “The Neuron”; “Emotional and Mental Health Words”;” Mental Illnesses”; “Warning Signs of a Mental Illness”; “Mental-Health Scenarios”; and “Rubrics for Treaty Education”. A comprehensive “Reference List” offers a source of the research articles which inform the writing of this book, and the “Index” makes for ready cross-reference to ideas and individuals whose work is presented. The book uses many diagrams, schematics and photos to illustrate a variety of frameworks, concepts, theories, and classroom outcomes.

Ensouling our Schools is recommended for the professional teaching resource collections of school libraries and school board resource libraries. It also has application as a post-secondary text on inclusive and Indigenous education. Reading this book demands personal commitment, and enacting its principles, even more so. Not every teacher, every school, or every school district is willing or able to make the commitment that this book asks. Still, Ensouling our Schools offers much food for thought about the way schooling is currently enacted and how it might be changed, and for those willing to persevere with its reading and understanding, it offers possibility.