Well Aware
Share important positive mental health information and strategies through powerful literature and nonfiction texts.
Mental health has become a vital concern in our schools and communities. We understand better than ever that positive mental health is foundational to academic achievement, effective life skills, and overall well-being. Positive mental health encompasses ALL students and supports the goals of prevention, inclusion, compassionate support, and healthy development. The Well Aware series is designed to help teachers meet these goals by integrating mental health literacy into their literacy program.
The Well Aware series offers
- engaging student books at a variety of reading levels and in a variety of text forms to elicit students’ interest and promote thoughtful conversation in a variety of settings.
- supportive Teacher’s Resources that include comprehensive teaching plans with a menu of ideas and strategies from which to choose so you can connect learning about mental health to a variety of curriculum areas.
- resources that allow you to integrate mental health literacy into your literacy program so there is no need to fit an extra program into your already packed schedule.
- digital access through the Spark Reading Digital Library. Sign up for a free 30 day trial today!
Spark Reading
Meet Spark Reading, a digital library designed for your K-6 Canadian classroom. With over 900 recognizable titles, Canadian and Indigenous content, and features to support your literacy goals, Spark will help you ignite a love of reading in your classroom.
About Well Aware
We see it every day: students who are repeatedly distracted, preoccupied, sad, angry, or disorganized, or who feel confused and hopeless. We realize that as educators we have the opportunity and the responsibility to help students thrive, flourish, feel hopeful, and become socially and emotionally responsive.
Addressing mental well-being in our classrooms can be a sensitive and even a controversial subject. That is why we hope Well Aware will help you to feel confident as you share important positive mental health information, strategies, and skills with your students through powerful literature and non-fiction texts.
The Well Aware series offers
- engaging student books at a variety of reading levels and in a variety of text forms to elicit students’ interest and promote thoughtful conversation in a variety of settings
- supportive Teacher’s Resources that include research related to positive mental health and current literacy approaches, plus comprehensive teaching plans with a menu of ideas and strategies from which to choose so you can connect learning about mental health to a variety of curriculum areas
- resources that allow you to integrate mental health literacy into your literacy program so there is no need to fit an extra program into your already packed schedule
Resource Overview
Student Resources
19 Things: A Book of Lists for Me
Alison Acheson
A child develops mindfulness by creating a variety of lists about favourite and non-favourite things. Lists include “Things I Can’t Control” and “What I Am Thankful For.”
(Non-fiction–Report)
Mental Health Focus
- Connecting emotions to actions
- Friendship
- Risk-taking
Three Plays
Deborah Ellis
Characters in these plays discuss and learn about dealing with their emotions and consider some coping strategies.
(Fiction–Plays)
Mental Health Focus
- Promoting self-esteem and confidence
- Understanding the signs of stress in ourselves and others
- Collaboration and cooperation
Get Real!
Robert Cutting
Grandpa teaches Jake how the teachings of their Kanienkeha’ka culture support emotional well-being.
(Informational Fiction–Indigenous)
Mental Health Focus
- Healthy, harmonious balance
- Respect and responsibility
Creepy Crawley
Steve Pitt
Joseph makes friends with Doug Crawley at his new school. But why does Doug start avoiding Joseph? This story features a family coping with the stigma of mental illness, and learning that it’s more helpful to talk about their difficulties than to hide them.
(Realistic Fiction)
Mental Health Focus
- Stereotyping and stigma
- Bullying
- Empathy
Student Resources
My Best Friend ... NOT!
Mahtab Narsimhan
Rina’s friendship with Trish is threatened by Trish’s threats and bullying. But Rina has no other friends at school. What can Rina do to survive with her self-esteem intact?
(Realistic Fiction)
Mental Health Focus
- Self-talk, self-regulation
- Recognizing and addressing stress
- Promoting positive relationships
Striking a Balance
Kevin Sylvester and Teddy Katz
Canadian athletes discuss how they deal with stress and competition in their chosen sport.
(Non-fiction–Profile)
Mental Health Focus
- Life balance
- Self-regulation
- Strengthening resiliency
- Creating positive change
Sink or Swim
Marty Chan
Swim-team member Katrien is obsessed with bettering her swim time. Katrien learns to deal with this stress in an effective manner after helpful discussions with her father and her friend Maya.
(Readers’ Theatre)
Mental Health Focus
- Self-regulation
- Competition vs. cooperation
- Life balance
- Friendship and humour
Welcome to the Circle
Larry Loyie with Constance Brissenden
For many Indigenous peoples, the circle is an important symbol, signifying the connection of all things. Within the circle, within our communities, we feel connected to others, and we know we have somewhere to turn when we need help.
(Non-fiction–Information; Indigenous)
Mental Health Focus
- Mindful listening
- Connecting to nature
- Celebrating community
Student Resources
The Blue Raven
Richard Van Camp and Steve Keewatin Sanderson
A stolen bicycle brings together two friends. Brody shows Trevor how Indigenous traditions and values can help him have respect and appreciation for what he has.
(Fiction–Graphic Novel; Indigenous)
Mental Health Focus
- Dealing with loss and grief
- Importance of friendship, family, and community
- Drawing support from culture and traditions
Art Works
Kevin Sylvester and Laura Carlin
Profiles of Canadian figures in the arts, outlining how art works for them in various media to find self-expression and balance in their lives.
(Non-fiction–Biographies)
Mental Health Focus
- Inspiration and positive role models
- Confidence and perseveranc
- Defying labels
- Creative expression
Minding Nana
Tanya Lloyd Kyi
A young girl struggles to respond to her grandmother, who is suffering from dementia. In the process, readers come to share the writer’s empathy for her grandmother and to appreciate the writer’s resilience in the face of seclusion.
(Non-fiction—Memoir)
Mental Health Focus
- Dementia and Alzheimer’s
- Managing emotions
- Coping with loss
Todd on the Edge
Deborah Ellis
Todd and his mother struggle to deal with some difficult changes in their lives. They leave their home because they are afraid of violence from a family member. Both gradually learn to cope with this stressful situation in their own way.
(Realistic Fiction)
Mental Health Focus
- Effects of uncontrolled anger
- Coping with change and stress
- Support systems
- Taking charge of our own happiness
Student Resources
Castaway Club
Jacqueline Guest
Changes in Kari’s life—a new school, strange city, and an unwell parent—are making her miserable. She makes a new friend, and the pair form a club to provide support for other new or lonely students at school.
(Realistic Fiction; Indigenous)
Mental Health Focus
- Coping strategies
- Building self-confidence
- Effecting positive change
Always Even
Don Aker
Teri is exhibiting symptoms of Obsessive Compulsive Disorder. Her father, who also has OCD, lets her know that her symptoms can be managed with professional help.
(Realistic Fiction)
Mental Health Focus
- Obsessive Compulsive Disorder
- Dealing with challenging situations
- The stigma of mental Illness
Not Guilty
Rukhsana Khan
A young Muslim immigrant to Canada explores his feeling of exclusion following a series of terrorist attacks reported on the news, and his sense of fulfillment when he realizes that his friends accept him as himself, and not as a stereotype.
(Free Verse Poetry)
Mental Health Focus
- Stereotypes and prejudice
- Coping with stress
- The power of creative expression
The Only One
Rosemary Sadlier
In this autobiography, Rosemary Sadlier describes her sense of isolation growing up as the only African Canadian child in her school, and distinguished by being “the only one” in several other ways.
(Non-fiction–Memoir)
Mental Health Focus
- Identity and Individuality
- Self-confidence
- Self-regulation
Student Resources
Whistle
Richard Van Camp
Darcy writes letters from a group home to the victim of his bullying. Through his writing, he comes to understand how he can break his cycle of destructive behaviour and bullying.
(Realistic Fiction; Indigenous)
Mental Health Focus
- The HALT Approach
- Exploring Anger
- Restorative Justice and Empathy
- Finding Value in Life and Good Choices
Villainous
Marty Chan
Tanner is in crisis. The son of a super villain, this criminal mastermind-in-training feels isolated at school, because he can’t reveal the family business nor can he talk to anyone about his crippling anxiety.
(Fiction–Satire)
Mental Health Focus
- Anxiety, Panic, and Stress
- Dealing with Others’ Expectations
Upside Down: A Family’s Journey Through Mental Illness
Clem Martini
Illustrations by Olivier Martini
Clem Martini recounts the diagnosis of his brother Olivier as schizophrenic, exploring the difficulties for the whole family, and the lessons learned as Olivier found treatment and support.
(Non-fiction–Memoir)
Mental Health Focus
- Schizophrenia and Other Illnesses
- Myths About Mental Illness
Red Carnation
Alicia Raimundo with Deborah Ellis
Alicia Raimundo is a mental health advocate, working mainly with young people. This story traces her experiences in a psychiatric ward after a suicide attempt, as she recovers physically and emotionally.
(Non-fiction–Memoir)
Mental Health Focus
- Reducing stigma
- Building resiliency and moving Forward
- Writing to understand your thoughts and feelings
Teacher's Resources (one per grade level to accompany the four texts)
The teacher’s resources tie current, relevant, and positive mental health strategies to your existing literacy curriculum with a range of practical options. Each teacher’s resource features ideas for supporting critical thinking, oral language, and other literacy strategies, with prompts and tips to help teachers feel comfortable facilitating conversations generated by the student materials. Each resource also includes information on how to establish an atmosphere of safety in which students feel comfortable discussing sensitive issues.
The goal is to provide
- Specific strategies to connect literacy skills to resiliency skills and help students thrive, both academically and emotionally
- Enhancements to what you are already teaching without giving you more to do
- Clear parameters on what we can and can’t do in relation to the mental health and well-being of our students
- Examples to help recognize signs for everyday stresses, such as worry and peer pressure
- Suggestions that support an inclusive experience for all learning styles and needs, literacy levels, and cultural norms
- Specific ideas on how to involve and support parents and the community
These comprehensive resources include
- Research related to positive mental health and current literacy approaches
- Comprehensive teaching plans, referred to as Invitations to Learning (see below)
- A glossary of terms
- Activity or information line masters available online
Invitations to Learning
The Invitations to Learning provide you with a menu of ideas and strategies from which to choose so you can connect the student texts to learning about mental health and a variety of curriculum areas.
We have endeavoured to appeal to the needs, interests, learning styles, and abilities of you and your students. However, it is not expected that all activities will be covered in all situations or with all students. You know your students and their strengths best, so you can determine which ideas to pursue and the amount of time you would like to devote to each.
Learn more about the Invitations to Learning
Authors
Student Book Authors
Alison Acheson
Laura Carlin
Deborah Ellis
Steven Keewatin Sanderson
Larry Loyie
Steve Pitt
Kevin Sylvester
Don Aker
Marty Chan
Jacqueline Guest
Rukhsana Khan
Clem Martini
Alicia Raimundo
Richard Van Camp
Constance Brissenden
Robert Cutting
Teddy Katz
Tanya Lloyd Kyi
Mahtab Narsimhan
Rosemary Sadlier
For more information on the Well Aware Student Book authors visit www.pearsoncanada.ca/wellawareauthors
Teacher’s Resource Authors
Linda Millar
Linda Millar is an educational consultant with over forty years’ experience whose areas of expertise include children’s mental health, media literacy, and the challenges of parenting in today’s world. She worked as a classroom and special assignment teacher with the Ottawa-Carleton District School Board for over 33 years. Linda has consulted and written guides for Health Canada, Crime Prevention Canada, and Indian and Northern Affairs, and has spoken at conferences internationally. For several years Linda also acted as an educational consultant for Concerned Children’s Advertisers (now Companies Committed to Kids), an organization dedicated to helping children become “media and lifewise.” In this role, she developed and delivered educator and parent program materials and keynotes for the organization in the areas of self-esteem, media literacy, bullying, and children’s well-being.
Dr. Linda M. Cameron
Dr. Linda Cameron, Professor Emerita, University of Toronto, has special expertise in literacy, children’s literature, educational psychology, parenting, gender issues, and play theory. She has taught at every level, served as a literacy consultant, co-authored a K–8 Language Arts series, and consulted across North America. Linda is also an internationally recognized specialist in education. She has published many book chapters, refereed academic papers, and served as Associate Editor of the academic journal Education 3-13. Over the years Linda has contributed significantly through the media, from being part of educational TV programs for parents and kids to being the “expert guest” on many Canadian network TV shows. She has also maintained a private practice specializing in learning assessment, play therapy, learning problems, and child management for over 30 years.
Companion Content
Companion Content
Grade 4
- All Line Masters (PDF) (WORD)
- Line Masters: Generic (Front Matter)
- All Generic (Front Matter) Line Masters (PDF) (WORD)
- LM 1: Observations for Assessment (PDF) (WORD)
- LM 2: Classroom Tips for Fostering Self-Regulation (PDF)(WORD)
- LM 3: Home Connection Letter—Introducing Well Aware (PDF) (WORD)
- LM 4: Home Connection Letter—Learning About Active Listening (PDF) (WORD)
- Line Masters: Invitation to Learning—Three Plays
- Line Masters: Invitation to Learning—19 Things
- Line Masters: Invitation to Learning—Get Real!
- Line Masters: Invitation to Learning—Creepy Crawley
- Online Teacher Resources (PDF)
Grade 5
- All Line Masters (PDF) (WORD)
- Line Masters: Generic (Front Matter)
- All Generic (Front Matter) Line Masters (PDF) (WORD)
- LM 1: Observations for Assessment (PDF) (WORD)
- LM 2: Classroom Tips for Fostering Self-Regulation (PDF) (WORD)
- LM 3: Home Connection Letter—Introducing Well Aware (PDF) (WORD)
- LM 4: Home Connection Letter—Learning About Active Listening (PDF) (WORD)
- Line Masters: Invitation to Learning—My Best Friend … NOT!
- Line Masters: Invitation to Learning—Striking a Balance
- Invitation-specific Line Masters (PDF) (WORD)
- LM 5: Sources of Stress (PDF) (WORD)
- LM 8: Striking a Balance Tracking Sheet (PDF) (WORD)
- LM 9: Just the Right Balance (PDF) (WORD)
- LM 10: Stepping Stones to Success (PDF) (WORD)
- LM 11: Resiliency Situations (PDF) (WORD)
- LM 12: Partner Profile (PDF) (WORD)
- Line Masters: Invitation to Learning—Sink or Swim
- Line Masters: Invitation to Learning—Welcome to the Circle
- Online Teacher Resources (PDF)
Grade 6
- All Line Masters (PDF) (WORD)
- Line Masters: Generic (Front Matter)
- All Generic (Front Matter) Line Masters (PDF) (WORD)
- LM 1: Observations for Assessment (PDF) (WORD)
- LM 2: Classroom Tips for Fostering Self-Regulation (PDF) (WORD)
- LM 3: Home Connection Letter—Introducing Well Aware (PDF) (WORD)
- LM 4: Home Connection Letter—Learning About Active Listening (PDF) (WORD)
- Line Masters: Invitation to Learning—Blue Raven
- Line Masters: Invitation to Learning—Todd on the Edge
- Line Masters: Invitation to Learning—Minding Nana
- Line Masters: Invitation to Learning—Art Works
- Online Teacher Resources (PDF)
Grade 7
- All Line Masters (PDF) (WORD)
- Line Masters: Generic (Front Matter)
- All Generic (Front Matter) Line Masters (PDF) (WORD)
- LM 1: Observations for Assessment (PDF) (WORD)
- LM 2: Classroom Tips for Fostering Self-Regulation (PDF) (WORD)
- LM 3: Home Connection Letter—Introducing Well Aware (PDF) (WORD)
- LM 4: Home Connection Letter—Learning About Active Listening (PDF) (WORD)
- Line Masters: Invitation to Learning—Castaway Club
- Line Masters: Invitation to Learning—Always Even
- Line Masters: Invitation to Learning—The Only One
- Line Masters: Invitation to Learning—Not Guilty
- Online Teacher Resources (PDF)
Grade 8
- All Line Masters (PDF) (WORD)
- Line Masters: Generic (Front Matter)
- All Generic (Front Matter) Line Masters (PDF) (WORD)
- LM 1: Observations for Assessment (PDF) (WORD)
- LM 2: Classroom Tips for Fostering Self-Regulation (PDF) (WORD)
- LM 3: Home Connection Letter—Introducing Well Aware (PDF) (WORD)
- LM 4: Home Connection Letter—Learning About Active Listening (PDF) (WORD)
- Line Masters: Invitation to Learning—Whistle
- Line Masters: Invitation to Learning—Red Carnation
- Line Masters: Invitation to Learning—Villainous
- Line Masters: Invitation to Learning—Upside Down
- Online Teacher Resources (PDF)
Videos
See Well Aware in action! Watch the videos.
Sometimes we think that students are reluctant or uncomfortable talking about mental well-being. That’s rarely true. Watch these videos and see real classrooms and students using the Well Aware series. You will be inspired by how literature can be a vehicle for discussing important mental health issues and resiliency skills.
Introduction: What is Well Aware?
Video 1: What is positive mental health and why do I have to address it?
Video 2: What are the components of Well Aware?
Video 3: How do I handle sensitive issues and what are my responsibilities?
Video 4: Well Aware in the classroom: Minding Nana
Video 5: Well Aware in the classroom: Art Works
Video 6: Well Aware in the classroom: Striking a Balance
Sample Downloads
Grade 4
19 Things: A Book of Lists for Me
Alison Acheson
A child develops mindfulness by creating a variety of lists about favourite and non-favourite things. Lists include “Things I Can’t Control” and “What I Am Thankful For.”
(Non-fiction–Report)
Mental Health Focus
- Connecting emotions to actions
- Friendship
- Risk-taking
Grade 5
Welcome to the Circle
Larry Loyie with Constance Brissenden
For many Indigenous peoples, the circle is an important symbol, signifying the connection of all things. Within the circle, within our communities, we feel connected to others, and we know we have somewhere to turn when we need help.
(Non-fiction–Information; Indigenous)
Mental Health Focus
- Mindful listening
- Connecting to nature
- Celebrating community
Grade 6
Art Works
Kevin Sylvester and Laura Carlin
Profiles of Canadian figures in the arts, outlining how art works for them in various media to find self-expression and balance in their lives.
(Non-fiction–Biographies)
Mental Health Focus
- Inspiration and positive role models
- Confidence and perseveranc
- Defying labels
- Creative expression
Grade 7
Always Even
Don Aker
Teri is exhibiting symptoms of Obsessive Compulsive Disorder. Her father, who also has OCD, lets her know that her symptoms can be managed with professional help.
(Realistic Fiction)
Mental Health Focus
- Obsessive Compulsive Disorder
- Dealing with challenging situations
- The stigma of mental Illness
Grade 8
Red Carnation
Alicia Raimundo with Deborah Ellis
Alicia Raimundo is a mental health advocate, working mainly with young people. This story traces her experiences in a psychiatric ward after a suicide attempt, as she recovers physically and emotionally.
(Non-fiction–Memoir)
Mental Health Focus
- Reducing stigma
- Building resiliency and moving Forward
- Writing to understand your thoughts and feelings
Success Story
Well Aware SUCCESS STORY
Lethbridge Public School District raises Mental Health Awareness with Well Aware program.
Background
District survey results and educator experiences indicated that Lethbridge Public School District students greatly needed mental health education and support.
Goals
The district wanted a program to help better prepare students to deal with mental health issues both at school and home.
Implementation
In 2016, after a successful pilot program, LethSD 51 implemented Pearson’s Well Aware program districtwide.
“It’s just so well laid out and so easy to use. I feel confident that even without that training day, could our teachers have simply stepped in and read through it and begun to teach it – absolutely.”
— Cayley King, Counselling Coordinator, Lethbridge Public School District No. 51
Overview
In Canada, only 1 out of 5 children who need mental health services receives them1 —a statistic the staff at Lethbridge Public School District No. 51 hope to change for local students with the help of Pearson’s Well Aware program.
Challenge
In 2014, district survey results and educator experiences indicated that LethSD 51 students greatly needed mental health education and support.
Lethbridge also has the highest rate of child poverty in the province of Alberta—with one in five children affected by child poverty2. The situation made it clear to educators that mental health was a key priority for the district to work on.
“The whole community was aware that we have been in crisis and that we needed to do something,” explains Cayley King, Counselling Coordinator for the district. “And that something was developing a unified response to mental health issues where everyone is committed to prevention and promoting support.”
King says the district has several programs with mental health components but felt they were still missing something.
“We didn’t have a program that specifically addressed mental health and the stigma around mental illness. And we really felt we needed that missing piece.”
“Well Aware was the best fit for our district, providing the most learning material and meaningful material for us to work with,” says King.
Solution
After a successful pilot program, LethSD 51 implemented Pearson’s Well Aware program districtwide in 2016.
Through a series of short books for Grades 4–8 written by acclaimed Canadian children’s authors, the program provides an awareness of mental health issues and fosters discussion on a wide variety of topics related to emotional well-being.
Teachers incorporate the texts and activities into their existing literacy and health programs, making it easy to add to the curriculum and get students talking about mental health in a comfortable setting.
Ashelyn Redman, a grade 4/5 teacher at Fleetwood Bawden Elementary School says the program is just what students needed.
“Well Aware really breaks mental health apart and looks at knowledge and strategies that kids can use every day in every family,” explains Redman. “It doesn’t matter what type of family background you come from, you’re going to use the information yourself or you’re going to have kids around you that need you to understand them.”
Both King and Redman say the quality of the program materials helped make it successful in the district.
“For the kids, the Well Aware program has been fantastic because the materials are so awesome. The stories we read are so well done, interesting, meaningful and timely,” explains King.
“That’s the magic of the Well Aware program—kids are eating these stories up and then read them a number of times over. Once we hook their attention and engagement with the books and then we deliver the lessons, it just flows naturally. It’s made a huge impact, frankly.” Redman agrees that the activities are exceptionally engaging. “This isn’t superficial literacy or just fill in the blanks. You actually engage the learner and help them think critically.”
She also says the sheer amount of resources and activities available not only saves teachers time but allows them to tailor lessons to suit students’ learning styles and needs.
Results
King explains that early reports from teachers indicate students are learning coping strategies, becoming more accepting of students with mental health issues and are better prepared to deal with mental health issues both at school and home. Not only that, but teachers say the program is easy to implement, makes it easier to discuss difficult topics and includes effective and engaging texts and activities.
Safe discussions
“I can’t emphasize enough how positive it’s been to have that decrease in the secrecy or just the level of what we don’t talk about in our community,” says King. “Historically we’ve had struggles in our community and there are certain issues that we just don’t talk about. And I see this as an action change. We are talking about it and we’re making it OK to talk about it and we’re seeing the results.”
Redman says some of her students were reluctant to participate in discussions when she first introduced the Well Aware program but that changed quickly. “We read such a variety of ideas, there was quickly a collective knowledge that made it safe for kids to share. I found by the time we were reading the second book we had more and more students sharing.”
Student growth
Redman says her students learned to recognized emotions and understand what an emotion is. She uses anger as an example, “They understand that anger is ok, it’s how you choose to deal with it that is important.”
She’s seen this play out in everything from classroom dynamics to school sports. “Take dodgeball for example, in September, there was often pouting on the sidelines and frustration, but now students are high fiving at the end of a round and congratulating each other – even their opponents.”
King has seen similar growth. She says students are more aware of the types of self-regulation strategies that work for them and aware of when they need to employ these strategies. She cites one classroom where students have learned to find a quiet space to pace or use an exercise band to avoid an outburst. Strategies the teacher says has helped reduced the instances where students struggle to control their emotions.
A hopeful future
King says implementation is ongoing with some schools most of the way through the Well Aware units, some just beginning the program and others set to start in January 2017. But she looks forward to seeing the lasting effects the Well Aware program has on students.
“It really provides us with a lot of hope for what things are going to be like over the next five years as those kids move into high school and move towards graduation. I think the potential for impact is huge.”
“Well Aware really breaks mental health apart and looks at knowledge and strategies that kids can use every day in every family.”
– Ashelyn Redman, Grade 4/5 Teacher, Fleetwood Bawden Elementary School
“The program has great activities. This isn’t superficial literacy or just fill in the blanks. You actually engage the learner and help them think critically.”
– Ashelyn Redman, Grade 4/5 Teacher, Fleetwood Bawden Elementary School
“For the kids, the Well Aware program has been fantastic because the materials are so awesome. The stories we read are so well done, interesting, meaningful and timely.”
– Cayley King, Counselling Coordinator, Lethbridge Public School District No. 51
