Student learning related to the Living Skills expectations takes place in the context of learning related to the Active Living, Movement Competence, and Healthy Living strands, and should be assessed and evaluated within these contexts.
Many Ways to Wellness: Learning from Indigenous Perspectives on Mental Health
This lesson explores Indigenous perspectives on wellness, highlighting diverse supports—nature, laughter, relationships, creativity, animals, and personal reflection.
Please note that this lesson serves as a brief introduction to the topic of supporting someone who is struggling with their mental health. This lesson should be used in the context of additional lessons discussing warning signs, coping strategies, and help-seeking information.
Many Ways to Wellness: Learning from Indigenous Perspectives on Mental Health
Lesson Summary
Updated
This lesson introduces your students to diverse, culturally grounded approaches to mental health, inspired by Indigenous perspectives shared in the video. Your students will explore how wellness can be supported through connection to land, laughter, creativity, relationships, and animals alongside supports that are often more talked about in school or media. Through discussion, reflection, and creating a personal “Wellness Map,” they identify multiple strategies for coping with stress and maintaining mental well-being. The lesson emphasizes the importance of diversifying supports and respecting different cultural approaches to healing.
Note: This video makes reference to intergenerational trauma and anti-Indigenous racism. A content note has been provided, and we encourage educators to consider the needs of their students before delivering this content in their classroom.
In the slide deck, we have included Jack.org’s land acknowledgement. We encourage you to write your own, acknowledging the Nations, communities, territories and treaties upon which you live and work, and your calls to action for reconciliation / Self Pledge.
Play the video clip (2:47) or read aloud from the transcript.
Ask students to make note of…new/interesting/important…as they watch, and provide them with time after viewing to review the transcript for additional ideas.
Students should aim to highlight or jot down three ideas that stand out to them.
Brief whole-class discussion:
What stood out to you in the video?
What are some of the different kinds of mental health supports T'áncháy and Lindsay mention?
How do T'áncháy and Lindsay describe mental health challenges in Indigenous communities?
Discussion: A Deeper Look (25 – 30 minutes)
Step 1: Use Handout 2: Post Viewing Guide to help facilitate a guided conversation linking the video to bigger mental health literacy concepts listed below.
Choose the best discussion format that suits the needs of your students (e.g. full class talking circle. small group, partners).
Access to Help
What did T'áncháy and Lindsay say about the differences in getting mental health support in some Indigenous communities compared to cities?
Why might it be harder to get certain kinds of help in some places?
Connection to Nature
What examples did T'áncháy and Lindsay give about using the land, water, or trees to feel better?
How might being outside or in nature help with mental health?
Laughter and Joy
Why do T'áncháy and Lindsay call laughter “medicine”?
How can humour and having fun help you when you’re feeling stressed or sad?
Different Ways to Get Support
Besides talking to a counsellor, what other ways did T'áncháy and Lindsay mention for getting help?
Which of these ways are new to you? Which ones have you tried or heard of?
Not Relying on Just One Thing
Why do T'áncháy and Lindsay think it’s important to have more than one type of support?
What could happen if you only had one person or one way to help you when you’re struggling?
Step 2: Invite students to record their ideas on the board under 4 categories of wellness:
Nature-based (river, tree, land)
Social/Relational (friends, laughter)
Creative/Digital (books, videos)
Animal Companions (pets)
Activity: Personal Wellness Map (15 – 20 minutes)
Students create a Wellness Map showing at least 6 supports they could use for mental health.
Must include:
2 nature-based or sensory activities
2 social/community supports
2 creative or personal joy activities
They can illustrate or write them.
Optional: Include a "new to me" strategy learned from the transcript.
Note: Formative assessment of this activity can include
Observation of participation in discussions.
Review of Wellness Maps for variety of supports and evidence of understanding.
If you would like to use this activity as a larger assessment, we have included an expanded version (including detailed instructions, reflection questions, and suggested assessment criteria) under Extension Activities.
Part 3: Consolidation (8 –10 minutes)
Sharing & Wrap-Up
Invite volunteers to share 1–2 ideas from their map.
Summarize:
Mental health supports can be diverse, culturally grounded, and personal.
Indigenous perspectives remind us that healing can come from land, laughter, creativity, and community, not just formal counselling.
End the lesson with a circle check-out. Each student shares one word about how they feel or one new idea they’re leaving with.
Students may always choose to pass.
Responses can be shared with a gesture, drawing, or object instead of words.
Students can also write their response on paper and decide if they want to read it aloud.
Invite an Indigenous mental health advocate to speak to the class.
Encourage students to research Indigenous wellness models specific to the nations whose territory they are learning from (for example, the Medicine Wheel where it is culturally relevant), and compare these with Western approaches to mental health.
Create a “Laughter Wall” in class where students add jokes, comics, or uplifting moments.
Many Ways to Wellness: Learning from Indigenous Perspectives on Mental Health
Curriculum Connections
Updated
Ontario
Healthy Active Living, Grade 10 (PPL2O)
C1. demonstrate an understanding of factors that contribute to healthy development
Specific Expectations
C1.1 demonstrate an understanding of factors that enhance mental health and emotional and spiritual well-being
Contemporary First Nations, Métis, and Inuit Issues and Perspectives, Grade 11 (NDA3M) B3. Cultural Understanding and Cultural Leadership
Specific Expectations
B3.2 make inferences about the ways in which various forms of racism and cultural stereotyping have affected and continue to affect First Nations, Métis, and Inuit individuals and communities, drawing on political, social, and/or economic evidence to support their conclusions (e.g., intolerance of and prejudice against two-spirited Indigenous individuals; stereotypical depictions of Indigenous peoples in sports team names and insignia; racial profiling; barriers to employment and/or social services such as appropriate medical treatment and education; incarceration rates; political inattention to discrimination affecting Indigenous women)
Health for Life, Grade 11 (PPZ3C) B1.demonstrate an understanding of the concept of personal wellness, the factors that influence it, and ways of maintaining and enhancing it
Specific Expectations
B1.4 describe complementary and alternative health care services and therapies that can support personal wellness (e.g., treatment methods such as acupuncture, osteopathy, homeopathy, naturopathy, chiropractic, reflexology, massage therapy; stress management techniques such as yoga, meditation, deep breathing; traditional First Nation, Métis, and Inuit healing remedies)
This is not a site for personal disclosure of mental health distress, suicidal thoughts or behaviours. If you or someone you know is in crisis, please call a helpline, 9-1-1 or emergency services, or go to your nearest emergency department.
If someone’s thoughts or behaviours threaten the safety of themselves or others, then this is what’s called a mental health crisis. Call a helpline, 9-1-1 or emergency services. If someone has recently hurt themselves, but is no longer in danger, follow Be There’s Golden Rules and connect them to resources in their area.
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