Mental health-Informed teaching Strategies for LINC Classrooms

This session focuses on small ways LINC instructors can respond when students’ mental health challenges show up in class. Adult immigrant learners juggle work, parenting, settlement, health, and language stress, so mood, focus, or safety concerns often appear as absences, lateness, irritability, or disengagement. Using short LINC-based scenarios, we will explore how teachers can notice signs of distress, respond with empathy, and make appropriate referrals without becoming counsellors. The session highlights indirect regulation strategies (emotional check-ins, predictable routines, brain breaks) and clarifies boundaries, including when concerns feel heavy or unsafe and how to loop in settlement workers, counsellors, or admin. By the end of the session, the audience will be able to more confidently notice and respond when mental health concerns show up in your LINC classroom. Firstly, they will be able to recognize common signs that a learner may be struggling with their mental health and understand the difference between noticing/responding and diagnosing. Secondly, they will be able to apply small, indirect strategies to support learner regulation and engagement. Finally, they will be able to use simple phrases to set boundaries and refer students to appropriate supports when concerns go beyond their role or raise safety issues.