GETCA 2025

Working with children and teens who demonstrate challenging behaviours can be difficult, stressful and complex. Collaborative Problem Solving® (CPS) is a compassionate, evidence-based, trauma-informed approach that provides a philosophy and tools to address challenging behaviour. CPS is used in schools and programs across North America and has been demonstrated to build skills and relationships with students while reducing challenging behaviour. This is an introduction to CPS. This session helps educators reflect on their understanding of challenging behaviour and interventions to support students with challenging behaviour. Participants will learn about how the Collaborative Problem Solving (CPS) approach describes why people demonstrate challenging behaviour and how CPS can address these behaviours. This session will help educators decide if CPS would be an effective approach to include in their practice and provide the information and resources to learn more. If you would like more information about CPS prior to the session, please visit https://thinkkids.org/.

kiyokewin is visiting in Michif. kiyokewin is a traditional way in which Métis people connect and shape community and relationships with each other, the land, water, plants, cosmos, and animals. In this session you will learn how kiyokewin can educators, students and community connect more deeply. Rupertsland Institute will share how many initiatives, resources and programs are created through kiyokewin.

Land Based Learning is central to Métis ways of knowing and being. When we create relationships to the land, we have a responsibility to live in reciprocity by protecting and caring for the land and all that lives on it. Join Rupertsland Centre for Teaching and Learning in exploring what Land-Based Learning could look like in schools, what it is and resources to support this learning.

Inclusion does not have to be difficult! This engaging session will provide teachers with a smorgasbord of instructional tips and tools designed to engage struggling and reluctant learners. You will also be introduced to some universal teaching strategies that work well for all students. Come learn practical tactics and effective approaches that work with struggling learners. While many of these strategies come from the field of inclusive education, they will benefit all students!

When I was a child in elementary school there wasn't such a thing as ADHD, but I definitely struggled with it. I was officially diagnosed in my fifties. I always thought I was dumb until I ended up in education. As a teacher for over 30 years, and a University Instructor of pre-service teachers for 6 years, I have learned how to navigate the ups and downs of a neurodiverse brain. If you, or someone close to you, struggles with ADHD then this is session for you. I promise that you will not be bored!

Are you hoping to reignite your students’ curiosity and empower them to take ownership of their own learning journey? In this session, we'll dive into strategies to move beyond ineffective, traditional motivators like guilt-driven pressures and external rewards. Instead, we’ll equip you with fun and practical ways to spark authentic engagement and enthusiasm for learning through creative, hands-on activities and dynamic classroom experiences.

Teaching while navigating a mental or physical health condition can often feel isolating, exhausting, and at times, overwhelming. This one-hour session is designed to validate your experiences, providing a supportive environment for educators facing similar challenges to connect and share. We will explore practical strategies for managing your well-being and sustaining your passion for education. Christine, who manages an autoimmune disease, and Sara, who navigates living with a severe mental illness, will draw from their personal journeys to equip you with tools to prioritize your health without diminishing your impact in the classroom. They will also share research and insights into imposter syndrome and how we can come together to reduce the stigma of living with an ongoing health condition. You are more than your condition, and this session will assist you in reclaiming control of both your personal and professional life.

Introduction: Educators say Canada's teacher shortage is at a crisis level, and that sustainable solutions are desperately needed. Despite being on the frontline of student support, the effects of secondary trauma on teachers are under-researched. Background: Since the 1990s, the concepts of vicarious trauma vicarious trauma and secondary traumatic stress have been recognized in various helping professions, including journalism, clergy, counseling, police officers, firefighters and healthcare. These conditions arise from indirect exposure to trauma through helping or wanting to help a traumatized person. However, teachers are often the first point of contact for students outside of their homes, and despite this reality, public educators have only recently been acknowledged as susceptible to these forms of trauma. Impact on Teachers: With the increasing prevalence of bullying, community-based violence, and abuse affecting students, teachers frequently encounter traumatic narratives. If we accept that trauma directly affects students' lives and their abilities in the classroom, we can anticipate that it will have some effect on teachers as well. Proposed Session Content: Detailed Explanation of vicarious trauma and secondary traumatic stress: Define and distinguish between vicarious trauma and secondary traumatic stress, providing context and relevance to the teaching profession. Impact on Educators: Discuss research findings, including those from my graduate-level thesis, on how vicarious trauma and secondary traumatic stress manifest in teachers. Preventive and Mitigative Strategies: Explore evidence-based approaches to prevent or ameliorate the symptoms of vicarious trauma and secondary traumatic stress among educators. Resource Sharing: Provide participants with practical resources to help them manage and mitigate vicarious trauma and secondary traumatic stress in their professional practice. Learning Outcomes: Learners will: Build knowledge of vicarious trauma and secondary traumatic stress and how they impact teaching Acquire evidence-based strategies to prevent and mitigate vicarious trauma and secondary traumatic stress. Access practical resources for managing secondary trauma in their daily practice. Conclusion: By recognizing and addressing the impacts of vicarious trauma and secondary traumatic stress, we can better support the mental health of teachers, ultimately fostering a healthier educational environment for both educators and students. Every profession has inherent risks; however, we cannot put protection in place for a risk that we do not acknowledge. Join us to learn how you can safeguard your well-being and continue to provide exceptional support to your students.

Introduction: Teacher burnout and attrition have long been concerns in education, but an often-overlooked factor is the impact of student-reported trauma on educators. Educational leaders play a crucial role in recognizing and addressing the effects of vicarious trauma and secondary traumatic stress on their staff. This session aims to equip educational leaders with the knowledge and tools to support their teachers' well-being effectively. Background: Since the 1990s, vicarious trauma and secondary traumatic stress have been recognized in various helping professions, such as journalism, clergy, counseling, law enforcement, and healthcare. These conditions result from indirect exposure to trauma through assisting or wanting to help traumatized individuals. Despite teachers being a primary point of contact for students outside their homes, the susceptibility of public educators to vicarious trauma and secondary traumatic stress has only recently been acknowledged. Impact on Teachers: With increasing incidents of bullying, community-based violence, and abuse affecting students, teachers frequently encounter traumatic narratives. If trauma significantly impacts students' lives and classroom performance, it logically follows that it would similarly affect teachers exposed to these stories. Proposed Session Content: What is Vicarious Trauma and Secondary Traumatic Stress? Developing an Understanding: Define and distinguish between vicarious trauma vicarious trauma and secondary traumatic stress, providing context and relevance to the educational environment. Manifestation in Educators: Discuss how vicarious trauma and secondary traumatic stress manifest in teachers. How to Prevent Vicarious Trauma and Secondary Traumatic Stress? Preventive Strategies: Explore evidence-based approaches and best practices to prevent vicarious trauma and secondary traumatic stress among educators. Organizational Support: Highlight the role of school leadership in creating a supportive environment that mitigates the risks of vicarious trauma and secondary traumatic stress. How to be Vicarious Trauma and Secondary Traumatic Stress Aware? Awareness and Recognition: Provide guidelines for educational leaders to recognize signs of vicarious trauma and secondary traumatic stress in their staff. Ongoing Support: Discuss strategies for ongoing support and professional development to foster resilience and well-being among educators. Learning Outcomes: Learners will: Build knowledge of vicarious trauma and secondary traumatic stress and how they impact teaching Recognize signs of vicarious trauma and secondary traumatic stress in their staff. Acquire evidence-based strategies to prevent and mitigate vicarious trauma and secondary traumatic stress. Create a organizational culture that reduces the impact of student-reported trauma. Conclusion: By understanding and addressing the impacts of vicarious trauma and secondary traumatic stress, educational leaders can better support their teachers' mental health, fostering a healthier and more productive educational environment. Every profession has inherent risks, but without acknowledgment and proactive measures, effective protections cannot be implemented. Join us to learn how you can lead with resilience and support your educators in providing exceptional support to their students.

When approaching the concept of Truth and Reconciliation in the classroom, it can feel overwhelming, especially if one is concerned with avoiding tokenism and cultural appropriation. This session is about the journey taken, as an ally teacher, to provide authentic opportunities for both teachers and students, as we honour the traditions and wisdom of the many who have come before us on this land. Julie Arsenault will share important learnings that have been passed to her through members of the Indigenous Community, including how to approach Elders and Knowledge Keepers about sharing their traditions, and ways that she has incorporated Indigenous ways of knowing and being into her classroom.