[0:08] Ohoy Minnotonka. [music] I'm Jackie [0:09] Getty, executive director of [0:11] communications for Minnetonka schools [0:12] and host of season 3 of our district [0:14] podcast, Ahoy Minnotonka. The holidays [0:17] are nearly upon us and for many that [0:19] means more time spent with friends and [0:20] family. It can also mean there's not as [0:22] much normaly in our daily routines. For [0:25] some, the holidays can be a busy and [0:27] stressful time, and that can take a toll [0:29] on one's mental health. Our school [0:30] district has a long history of strong [0:32] support in place for our students in the [0:34] areas of mental health and well-being, [0:35] with new supports provided as needs [0:37] evolve. To talk us through all of that [0:40] are our health services director, Annie [0:42] Lumbar Benson, and our executive [0:44] director of student support services, [0:45] Dr. Christine Breen. Thank you to each [0:47] of you for being here with us today. [0:49] First, we would just love to get to know [0:50] you a little bit. tell us a little bit [0:52] about yourself and the connection to the [0:54] school district. [0:54] >> Annie, I'll start with you. [0:56] >> Sure. I'm Annie Lumbarb Benson. I'm the [0:58] director of health services for the [0:59] Minnitaka Public Schools. Um, started in [1:02] July of 2019 and was actually a parent [1:05] before I became an employee. So, Jack is [1:08] an eighth grader. He's at MME. And then [1:10] Peter is a freshman at Babson College. [1:13] So, he is a proud graduate of the class [1:15] of 2025. [1:16] >> You came in 2019 as the health services [1:18] director just before COVID. That was an [1:21] interesting time to come to the [1:22] district. [1:23] >> Yes. If I would have known all that was [1:25] going to be u coming up, it would have [1:27] been a a totally uh different adventure. [1:29] [laughter] [1:30] >> Well, it's fantastic having you here. [1:32] Dr. Pin, thank you for being here. Tell [1:34] us a little bit about yourself and all [1:36] your connections to the district. [1:37] >> Yeah, so I'm Christine Breen. I'm the [1:39] executive director of student support [1:40] services. This is my 20th year in the [1:42] district. [1:44] >> 21, right? I know. [laughter] I started [1:46] um as a special education parah 20 years [1:48] ago here at the high school um and have [1:51] held different positions within the area [1:53] of special education and this is my [1:55] sixth year as the executive director of [1:56] student support services. Uh my husband [1:58] also works for the district, works for [2:00] the teaching and learning department [2:01] under Dr. Amy Leoo and we have two kids [2:03] in the district, one at MME and one at [2:06] the high school. [2:06] >> Annie, let's start with talking about [2:08] when did mental health and well-being [2:10] really emerge as an emphasis for our [2:12] school district and what did that look [2:13] like? I think you were here when we [2:14] started talking about it as a board [2:16] goal. [2:16] >> Well, it was interesting. I had to do a [2:17] little bit of digging and found out that [2:19] it really came to be in April of 2018 [2:21] that there was a presentation to the [2:23] board about that and it has been a focus [2:25] ever since and really um has been a [2:27] priority area. Obviously, CO impacted [2:30] quite a bit of that, but it was before [2:32] all of this happened that we really [2:35] identified it as a high priority area. [2:37] Um, we undertook a pretty comprehensive [2:40] review of the district with an outside [2:42] consultant that utilized interviews with [2:45] parents, teachers, staff, families to [2:48] just really kind of get a sense of [2:50] what's going well and what are some [2:51] areas that we could have as an [2:53] opportunity for growth. Um, there were a [2:55] number of different components as part [2:57] of that report that we really looked at [2:58] as a district to say, how can we move [3:01] ahead and support students in a [3:03] comprehensive way? [3:04] >> What were a couple of the big takeaways [3:06] from that? I I remember a resource fair [3:08] vaguely. This is five years ago now or [3:10] six. [3:11] >> Sure. Yeah. So, the first was a resource [3:13] fair of all of the different um [3:15] offerings that we have in the community, [3:16] the community providers that are there [3:20] to support kids and to support families. [3:22] So, that was one of those pieces. It was [3:23] very well attended and a great [3:25] opportunity for families and students to [3:27] to see what do we have in our community. [3:29] Another piece of that was the well-being [3:31] guide that was published uh that went [3:32] out to all Minnitonka families. And then [3:35] the beginning of the well-being website [3:37] that has just a number of consolidated [3:39] resources in one place. As part of that, [3:42] one of the recommendations too was to [3:44] have a mental health advisory committee [3:46] which we undertook at that time. I um [3:49] oftentimes laugh and say that the first [3:51] meeting happened one month after the [3:53] world got shut down. So it was supposed [3:55] to start in April of 2019. So clearly uh [3:58] there were there were pivots and adjusts [4:01] that needed to be made but it uh that [4:03] was the very beginning of all of this. [4:05] >> What is the mental health advisory [4:06] committee's charge and what is it [4:08] currently? [4:09] >> Yeah. Yep. Absolutely. So you know it's [4:12] morphed a little bit in the time that we [4:13] had it. The the first couple of years we [4:16] really did a lot of digging in to that [4:18] report that we received and kind of [4:20] looked at you know again where are our [4:22] strengths as a district and how can we [4:23] move ahead. So now we really have the [4:26] luxury and opportunity of having [4:28] parents, some staff members, many of [4:30] them with a lens um out in the mental [4:32] health community. Many of them are [4:34] practitioners to be able to take and [4:36] look at data from our district. What are [4:38] we seeing? What are students reporting? [4:40] What are staff reporting? And then what [4:42] are they seeing out in the community? [4:44] And and what can we do to [4:45] comprehensively support students in [4:47] their mental health needs? [4:49] >> And wonderful to get parents. [4:51] >> Absolutely. Yes. Yes. Christine, how do [4:54] we even know what a student needs? Like [4:56] what how do we know what a student's [4:58] needs are? [4:59] >> Yeah, I would say, you know, first and [5:00] foremost, it starts with the [5:01] relationships that teachers and staff [5:03] make with students. That is kind of the [5:05] bread and butter, I think, of Minnotonka [5:06] public schools are our relationships. [5:08] So, it really does start there. Our [5:09] teachers really getting to know our [5:11] students. Beyond that, we have a social [5:13] and emotional screener that we use. It's [5:15] called Sabers. um students in grades [5:18] four through grade 11 take this screener [5:20] and it it looks at their social, [5:22] academic, emotional, and behavioral [5:24] well-being at that time. And so we look [5:27] at those results and identify um in in [5:30] conjunction with other data points, what [5:32] services and supports they might need [5:34] from our support staff. We have a lot of [5:36] support staff in this district who are [5:38] well trained to support students who are [5:40] exhibiting um a need for some attention [5:42] in a certain area whether it's social [5:44] and emotional learning, executive [5:45] functioning, coping, perspective taking, [5:47] mental health um a whole gamut of [5:49] things. But our social emotional [5:51] screener is Sabers that we use heavily [5:53] um and rely on as one data point in [5:55] conjunction with their academics, their [5:56] attendance, their discipline record um [5:59] to identify what their needs might be. [6:01] >> How do we look at all of that [6:02] information side by side? It feels like [6:04] that's a lot of different buckets. [6:06] You've got attendance and you've got [6:07] Yeah. So, how do you put them all [6:09] together and say there's there's a [6:11] challenge here and and we need to find a [6:13] way to support this student. [6:14] >> Yes. So luckily Minnitanka has adopted [6:17] um a database called edge a climber and [6:19] it's a data warehouse where we house all [6:21] of our data that can be looked at um [6:24] kind of um you know morphing all the [6:26] data into one um spot for all of our [6:28] support staff to look at. And so we can [6:30] build data walls with all of the data [6:32] pieces that we need to look at to cross [6:33] reference the students profile across [6:35] their day, across their week, across [6:36] their month and over time from a second [6:38] grader all the way through our system [6:40] track their progress through our system. [6:42] So, Edge Climber has been a huge help to [6:44] our to our district. Um, Dr. Amy Leoo [6:46] and her team as well as my team um work [6:49] hard at getting it ready over the last [6:51] two years, training staff on how to use [6:53] it. Minnotonka has a lot of data at our [6:55] fingertips, but analyzing the data in a [6:57] concise manner and then making decisions [6:59] on it has been our biggest challenge. [7:01] And with Edge Climber, it is really [7:03] starting to um open doors for staff to [7:06] see the data um and see that whole child [7:08] picture in one snapshot to be able to [7:10] more effectively respond to. So what [7:12] happens when you do see that a child [7:13] needs support? Um what's the process [7:15] with families? How do you help to [7:17] educate them on what you're hoping to [7:19] provide to this student? [7:20] >> Yeah, so we notify families that uh [7:22] their child will be taking the screener. [7:24] Uh once we have that data point, our [7:26] support staff sit with building [7:27] principles, building administration and [7:29] analyze that data. We look at that data [7:31] point from Sabers in conjunction with [7:33] grades, attendance, discipline as I [7:35] mentioned. And if a student is what we [7:37] say flagged for additional support, we [7:39] notify that family. They would then [7:41] typically begin um in a small group [7:43] social emotional learning um group with [7:46] with the school school counselor, school [7:48] social worker, school psychologist, [7:50] >> the student. [7:51] >> The student. Yes. Um identifying what [7:54] area of need they want to most likely [7:56] work on and um we try and pull them for [7:58] those small groups. um in the area [8:00] that's least disruptive to their day [8:03] knowing that it is a priority priority [8:05] and they need support working on that. [8:07] >> Thank you. [8:07] >> And I would just add I think what uh my [8:09] Sabers does is it provides the [8:11] opportunity for students to to give [8:13] voice to if if they're having issues and [8:17] don't feel comfortable maybe sharing it [8:19] one-on-one with a teacher, they can do [8:21] the myabers screening and that will help [8:22] give us more information that you know [8:24] gosh they they might need some support [8:25] in some specific areas. So it's been a [8:27] great addition. [8:28] >> Yeah. And I would say, thank you Annie [8:29] for that. Um, one of the biggest [8:31] populations of students that we miss or [8:33] we misidentify are females. They're [8:36] typically under reporters or um teachers [8:39] don't see them um because they're [8:40] internalizing their behaviors. They're [8:42] quiet, they're anxious, they're [8:43] avoidant. And so the teacher sees them [8:45] as compliant and um kind of going with [8:47] the flow. And so um the Saber screening [8:50] tool has both a Savers teacher rating [8:52] and a MySabvers student rating grades [8:54] four through 11. And that is an [8:56] additional data point that we can look [8:57] at to see the difference of how a [8:58] teacher sees a kiddo versus how they see [9:00] themselves. And there sometimes is a [9:02] disconnect there. And so that female [9:04] group is is one that historically um [9:07] through society at this time is is who [9:09] we're missing. And so that is another [9:10] great data point to identify those kids. [9:12] >> How do we decide that something's [9:14] working? Like what are the measures of [9:15] success for something like my savers or [9:18] something like edge climber? [9:19] >> Yep. So we take data on the exact [9:21] intervention that is being done. Um [9:24] right now we use character strong which [9:26] is um a social and emotional learning [9:28] curricular resource um to cover all [9:30] sorts of things. Social emotional [9:32] learning is a big umbrella. It [9:33] encompasses a lot. And so um it might be [9:36] perspective taking, it might be social [9:37] skills, it might be friendships, it [9:39] might be um anxiety, depression. [9:42] >> And so we do take data, we progress [9:44] monitor on that individual um [9:45] intervention to see progress over time. [9:48] We also if social emotional learning is [9:49] done right and a sense of well-being and [9:51] belonging is is felt by a student we [9:53] should see an increase in grades [9:55] attendance a decline in discipline if [9:58] that is part of a student's profile but [10:00] those other data points show that it's [10:02] working um and also you know we use the [10:04] developmental relationship survey in [10:06] this district that's another data point [10:07] that tells us is what we're doing [10:09] working are we helping that child feel a [10:11] sense of belonging do they have [10:13] relationships and connections to staff [10:15] in our district so those are data points [10:16] we we look at to see if what we're doing [10:18] is actually working. [10:19] >> Thank you. Some of the key work that [10:21] you've focused on, Annie, over the past [10:23] year is establishing a very strong [10:24] threat assessment model. How does that [10:26] fit in with all of this? What is that? [10:28] >> Yeah. Well, and I think it's important [10:30] to note that when a student makes a [10:31] threat, whether that is to somebody [10:33] else, to the schools, to a staff member, [10:35] family, whatever, the student has run [10:37] out of options. They have they have run [10:39] out of solutions to solve their problem. [10:42] And so we have trained all of our [10:44] support staff in a model called the [10:46] seastag, the comprehensive school threat [10:48] assessment guidelines. And what that [10:49] does is it gives us a standardized [10:51] process to evaluate threats and to [10:54] respond to them really with the goal [10:56] being to figure out what supports is [10:58] missing for this kiddo that caused them [11:01] to run out of options and and decide [11:04] that this is how I'm going to proceed. [11:05] This is my best option. So it um again [11:08] we ensured that everybody was trained in [11:09] it with support staff and it provides [11:12] that standardized process to really walk [11:14] through and evaluate when a threat is [11:16] made how we can respond as a district [11:19] and ensure that supports are in place [11:21] for the student. [11:22] >> Threats against others or threats [11:23] against themselves. [11:24] >> It could be both. Yep. Great question. [11:26] So the flip side of that is when it is a [11:28] threat to self and they're saying I have [11:30] thoughts of harming myself. All staff [11:32] the support staff have been trained in [11:34] the Columbia screener. So, it's a just a [11:36] real brief screener that walks through [11:38] the process. Um, and based on the [11:40] scoring, we'll identify low, medium, or [11:42] high risk. And so, then from there, we [11:44] can have those conversations with the [11:46] families to say, gosh, you know, your [11:48] your student is flagging as a high risk. [11:49] Here are some supports out there that [11:51] you might want to look into because we [11:52] have we're concerned. And usually, it's [11:55] a pretty comprehensive picture as Dr. [11:56] Breen said you very rarely and it does [12:00] happen but very rarely do you have [12:01] somebody that is really struggling that [12:04] is not showing up in some other capacity [12:05] as needing support or needing help. [12:08] Certainly can be the case where you know [12:09] all of a sudden gosh we we didn't know [12:11] that they were struggling but um usually [12:14] we we see those go hand in hand where if [12:16] somebody's struggling in one area of [12:18] their life it usually impacts other [12:19] areas too. [12:20] >> It feels like the job of educators and [12:22] support staff just continues to get more [12:24] complicated. How do we support our [12:26] support staff and our teachers in this [12:28] work? What is their role in it and how [12:31] do we support them? [12:32] >> Yeah, I would say, you know, luckily um [12:34] our school board and community has been [12:36] very receptive to our new professional [12:38] learning day format. Um what used to be [12:40] the early release and late starts to [12:42] train um teachers and educators in short [12:45] shots have now become full professional [12:47] learning days. And that has really [12:48] afforded us the opportunity to train [12:51] staff um in what Annie was just talking [12:53] about the CESAG, the Columbia screener, [12:55] um the social emotional learning [12:56] curriculum that we're now using. So that [12:59] is that is our opportunity to stand in [13:01] front of staff to to train them to [13:03] educate them and have them ask [13:05] questions, grapple with roleplay, um [13:07] fully understand the product in front of [13:10] them, the supports or situations in [13:12] front of them so that they can go back [13:13] into their classrooms and and utilize [13:15] them. [13:16] >> Is it evolving work? Do you constantly [13:18] train on this? Is it annual? How does [13:20] that work? [13:20] >> I, you know, we just rolled it out. So, [13:22] I think the that that's a great question [13:24] to be determined. I'm guessing that [13:25] we'll continue to have touch points to [13:27] ensure that people feel competent. Um, [13:29] the other piece, too, is that we've [13:31] ensured that all of the support staff [13:32] are trained in this. So, the beauty in [13:34] it is that you're not just functioning [13:36] in isolation. You have a team that you [13:38] can really go kind of grapple with some [13:40] of these questions and and say, gosh, [13:42] you know, here's what I'm seeing. What [13:44] are you seeing? How can we work together [13:45] to support this student? So, it's really [13:46] been a comprehensive approach to ensure [13:49] that nobody feels like that they that [13:50] they have to go it alone. [13:52] >> Christine, bullying prevention has long [13:54] been embedded in our district efforts. [13:56] We've seen an uptick in parent awareness [13:58] about our prevention efforts and [13:59] increased numbers of parents say that [14:01] they're helping their student to report [14:03] an incident. Sometimes that's because [14:05] they know that there is an opportunity [14:07] to report. So, not all of those upticks [14:09] are bad. Uh talk about our bullying [14:11] prevention efforts currently and where [14:13] we're at as a district. [14:14] >> Yeah. Um, our bullying prevention [14:16] efforts, as you know, um, have been part [14:18] of the schoolboard goals for a number of [14:19] years, focusing on the reduction of [14:22] bullying, um, understanding what it is [14:23] and what it isn't and how to report it. [14:25] And so, we have adopted a new social [14:27] emotional learning curricular resource [14:29] at the elementary. It's called [14:30] purposeful people under the umbrella of [14:32] Character Strong. And within that um [14:35] throughout the 36 week scope of a school [14:37] year, there are embedded um very [14:39] targeted lessons around bullying [14:41] prevention, how to advocate for [14:43] yourself, how to address, um what we [14:45] call friendship friction. It's also very [14:48] important to help students and families [14:50] understand that there is a difference [14:51] between bullying and typical friendship [14:54] um discord, friendship friction like we [14:56] call it. Um so helping them understand [14:58] the difference between that and and then [15:00] the difference with bullying. So, it has [15:02] become an embedded part of our social [15:04] emotional learning curriculum at K5 as [15:06] well as 68. It's embedded in their [15:08] social emotional um morning meeting time [15:10] at K5 and in our crew academy um [15:14] curricular resources at the middle [15:16] school. So, very intentional work. [15:17] Parents are also receiving a monthly [15:19] newsletter from their building principal [15:21] um in the K5 system around what are we [15:23] doing with purposeful people? How are we [15:25] educating our students and how can they [15:27] um continue to educate at home? Um, [15:29] there's resources, Q&As's, reach out to [15:32] your principal with any questions as it [15:33] relates to bullying prevention and [15:34] social emotional learning as a whole. [15:36] >> I would add too, I think the the one [15:38] benefit of this is we're ensuring that [15:40] all kids, regardless of what school they [15:41] go to, are receiving the same [15:43] instructions and the same lessons. So, [15:45] that's really been um just a a real gift [15:48] in that, you know, despite what school [15:51] you're going to, you're getting the same [15:52] information and we're we're having those [15:54] same curricular resources being used [15:56] throughout the district. [15:57] Annie, we've been involved for a long [15:59] time in supporting students mental [16:00] health and over the last couple of [16:02] years, we've been involved with the Jed [16:04] Foundation. Yes. Talk a little bit about [16:06] that. Sure. I think it was on another [16:07] podcast that I that I launched uh when [16:09] we first started with them. So, the Jed [16:11] Foundation is a nonprofit organization [16:13] out of New York that started because of [16:15] a loss to their son of suicide. And so, [16:18] they really looked at how can we embed [16:20] supports into schools better? And so [16:22] they started what they called Jed high [16:24] schools that had integrated suicide [16:27] prevention supports in the district. And [16:29] so then they said, you know what, we can [16:31] expand. We can we want to take this [16:33] nationwide. We want to take our show on [16:34] the road. So we were one of 15 uh cohort [16:37] districts that were chosen as a launch [16:39] project. And it has been just a great [16:42] learning curve for us to look at and [16:45] meet with other districts from across [16:47] the nation including Alaska to see how [16:51] are how are other places doing it and [16:52] what are some areas of growth for us. Um [16:55] it has really been redemptive to find [16:57] that we are really ahead of the curve in [16:59] a lot of ways. Um there's so much that [17:01] we're doing that other districts haven't [17:03] even scratched the surface of. So in [17:05] that way it's it's been very redemptive. [17:07] We've had a a mental health specialist [17:09] that supported us on this journey. Um, [17:11] and it's just it's been a mix of kind of [17:14] some some strategic work and doing some [17:17] comprehensive planning, surveying [17:19] student staff to see what are the needs [17:22] and then really walking through again [17:24] that strategic plan similar to to the [17:27] report that kind of launched all of the [17:29] mental health way back in the day, but [17:31] really looking at where where are our [17:33] strengths and what are some [17:34] opportunities for growth. Um, one of the [17:37] things that we learned is that, and [17:38] that's led to some of the work that [17:40] we've been doing, is really ensuring [17:41] that we have those standardized systems [17:43] and processes across the district so [17:45] that support staff at the elementary [17:48] schools are all doing the threat [17:49] assessment the same way. Middle school, [17:52] same thing. So, just ensuring that staff [17:53] are trained and are feeling competent [17:56] and confident in ensuring that we can [17:58] respond to any need that a student [18:00] presents with. [18:01] >> We've talked a lot about students and [18:02] student well-being and mental health [18:04] support. What resources do we have in [18:05] place for our staff? [18:07] >> Sure. And I think, you know, as as Dr. [18:09] Breen said, the more that people feel [18:11] like they belong or and are connected [18:13] and are part of a greater community, the [18:15] better sense of wellness that anybody [18:17] will have. So, you know, again, I think [18:19] it goes back to that very core work that [18:20] we do of trying to ensure that those are [18:23] the pieces in place with everything that [18:24] we do. But at the same time, you know [18:26] what? If it's not enough, we have an [18:28] employee assistance program that HR [18:30] continue or human resources continues to [18:33] promote and share with staff. And it's [18:35] really it's it's they provide so many [18:38] things. It could be support for a a [18:40] staff member that's caring for an [18:42] elderly parent. It might be, you know, [18:44] they are having medical concerns and [18:47] they don't know who to turn to. So, it's [18:49] just a really nice comprehensive [18:50] program. provides some some free [18:52] counseling sessions and helps get [18:53] employees connected to the right people [18:55] to ensure that their needs are met. Um I [18:58] I certainly think as as buildings and [19:01] departments, we really try to focus on [19:03] creating opportunities for staff to [19:05] connect with each other, whether that is [19:08] inside of work or outside of work. You [19:09] know, you it's always fun when you go to [19:11] the elementary schools and you see their [19:13] theme days. Uh the other day I had the [19:15] opportunity to be at Scenic Heights and [19:16] it was plaid and pajamas. So, I got to [19:19] see all the cute little kids coming in [19:21] and then just really, you know, [19:22] promoting those activities that that [19:24] foster a sense of belonging. I know for [19:27] the district, we did a district kickball [19:29] game in June. So, those opportunities [19:32] where we're really ensuring that staff [19:35] are doing fun activities, that they feel [19:37] connected to their other co-workers, and [19:40] that when it's not enough that we have [19:41] resources in place that they can get [19:43] support. I'll also add um you know we [19:46] have the the great luxury of David Law, [19:48] our superintendent, being the president [19:49] of AASA and that connection has afforded [19:52] us the opportunity to connect with other [19:54] districts around the country and um and [19:57] nationally around how are they meeting [19:59] the needs of teachers and we're excited [20:01] in May um Minnotonka will be hosting a [20:04] mental health summit um that other [20:06] districts can sign up and come and learn [20:08] from us to share all the amazing things [20:10] we're doing and we really really want to [20:12] hear how other districts [20:14] um are supporting the mental health [20:16] needs and well-being needs of their [20:17] teachers and support staff. So, we feel [20:19] like we're doing a really great job. Um [20:21] and I think we can admit we haven't [20:23] cracked the code on ensuring our [20:25] teachers feel, you know, valued and [20:27] supported every single day because [20:29] education is hard. It is really hard and [20:32] they are in the trenches every single [20:33] day. And, you know, we give the support [20:36] that Annie talked about. try and do the [20:38] fun things and we want to make sure um [20:40] we have some more answers for them as as [20:42] they're continuing to tell us. Um it's [20:44] hard, our students are hard, their needs [20:46] are hard. It's an amazing job that we [20:48] all come to come to work every single [20:50] day. Um but we're excited to have that [20:52] that opportunity. Yep. Yep. Uh Annie, I [20:55] mentioned the holidays are nearly here [20:56] and they can present an especially [20:58] challenging time for some people when it [20:59] comes to managing stress, managing [21:01] mental health. Why is that? And what are [21:04] some maybe your top tips for tips and [21:07] combat stress around the holidays? [21:08] >> Yep. [21:09] >> Well, you know, and it and it's [21:10] interesting because I think people [21:11] associate holidays and and all being [21:14] with family and and happiness and good [21:16] times and for for many people that is [21:18] the case and for others they're [21:20] challenging because routines are [21:22] disrupted or you might be with people [21:24] that are family but you have some [21:26] friction, [laughter] friendship friction [21:28] and so it they can be positive and they [21:31] can be challenging. So, you know, some [21:33] of the tips that that really are um top [21:36] of mind are just really that taking care [21:38] of yourself first that if it needs to be [21:41] that you need to go take a break, take a [21:42] walk, make some time for yourself, do a [21:44] puzzle, have that cup of coffee, do it. [21:47] Um trying to nurture those connections. [21:49] Where do you find joy outside um outside [21:52] of your work? If that is in nature or [21:55] with friends or with like-minded people, [21:58] find those communities and do that. And [22:00] then just really, you know, honoring [22:01] your routines. We we know that [22:03] especially with kids and as parents of [22:05] middle schoolers, those those breaks [22:07] come and they want to sleep all day [22:09] long, but you know, sticking to [22:11] regularly scheduled bedtimes, waking up [22:13] at the same time, eating on a regular [22:15] basis. Those are all important things. [22:17] And, you know, we've done as uh as a [22:20] district a lot of things around [22:21] embracing gratitude, find the good in [22:23] situations. And if if every day you [22:25] could just identify three things that [22:27] you're grateful for, you start rewiring [22:29] your brain into looking for those [22:31] positives rather than focusing on the [22:33] negatives. As we come into the holidays, [22:35] and I asked Superintendent Law this too [22:37] when I spoke to him on our last podcast, [22:40] what are some fun traditions that you [22:42] and your family have around the [22:43] holidays? [22:46] >> Well, I hockey, hockey, hockey. Our kids [22:49] play hockey that. [22:50] >> Yep. Um we'll be at the ice rink a lot [22:52] of it. Um, but in terms of traditions, [22:54] you know, our family, we make popcorn [22:55] balls. Um, we I'm from Wisconsin. We we [22:58] go home. [22:59] >> They're not cheese balls. [23:00] >> Nope. They're [laughter] not made of [23:01] cheese. Um, we make popcorn balls and we [23:03] do it as a family. And it is just a [23:05] family tradition um that we have had in [23:08] our in our family for going back to when [23:10] my mom was young. So, we do that [23:12] something my kids and I and my husband [23:13] look forward to every single year. [23:15] >> Oh, fun. [23:16] >> Annie, [23:16] >> uh, for ours, I grew up in a very [23:18] traditional German house. Uh both my [23:21] parents were German heritage and so St. [23:23] Nicholas visits us every single year at [23:25] the beginning of December and so we have [23:28] continued that tradition. [23:29] >> He puts stuff in your shoes. [23:30] >> He puts stuff in your shoes. Yes. And [23:32] and St. Nicholas at our house always [23:34] brings a new set of slippers and it's [23:36] amazing how every year they get a little [23:38] wilder, a little crazier, a little more [23:42] fun. So Yep. And then St. Nicholas [23:44] brings new slippers and and leaves all [23:46] kinds of goodies for them. So that's the [23:48] night of December 5th into the morning [23:49] of December 6th. [23:50] >> How fun. So that's our tradition. Is [23:52] there anything else that you'd like to [23:54] share on the topic of well-being or [23:56] mental health or anything else? [23:58] >> I would just say that, you know, again, [24:00] as as Dr. Breen has said, we we are [24:03] ahead in many ways and yet we still have [24:05] work to do. Um, and I think it's [24:08] important to remember that we can't [24:09] isolate a child's mental health from the [24:13] rest of their being. And and really [24:14] looking at that child as a comprehensive [24:17] being, a social, emotional, physical, [24:20] all of those pieces together is we [24:23] really need to focus on that because if [24:25] we're just addressing one area, all [24:26] those others, it it's it's not going to [24:28] make a difference unless we really focus [24:30] comprehensively on supporting the whole [24:32] child. [24:32] >> Yeah. And I'll just go back to what I [24:34] said at the start of this. Um, you know, [24:36] obviously I I love Minnetonka. I'm part, [24:38] you know, partial to Minnotonka and [24:40] relationships are why we do what we do. [24:43] And if you as a parent or or your child [24:46] don't feel a sense of connection, reach [24:47] out. [24:48] >> Your teachers care about and love your [24:50] child. Um, sometimes in the hustle and [24:52] bustle of teaching, we don't communicate [24:54] all the amazing things that are [24:56] happening at school. And so, if you need [24:58] a touch point or your child needs a [24:59] touch point, reach out. Use use pick up [25:02] that thing called a phone. um call your [25:04] teacher, send an email, send send a note [25:06] of gratitude or a question. Your [25:08] teachers are there to respond and [25:10] support your child. So if if you're not [25:11] feeling that sense of connection, it's [25:13] there. Um sometimes you just have to [25:15] reach out to to ask for it. Um but our [25:17] teachers are here to to give that to you [25:19] and your child. As we close, I want to [25:21] thank each of you and your teams for all [25:23] the work that you do to support our [25:24] students and families. And to our [25:26] listeners, thank you for joining us. We [25:28] wish you the very best for the upcoming [25:29] holiday season and we look forward to [25:31] seeing you back here in January with our [25:33] next [music] episode of Ohoy Minnotonka. [25:41] >> [music]