What School Connectedness Can Teach Us About Mental Health and Behaviour Dr. Bob Carey Over the years, one of the things I have learned from working with children and adolescents who experience significant behavioural and mental health difficulties is that it is very easy to become focused on the behaviour itself. When a student is refusing school, becoming increasingly anxious, withdrawing from others, disrupting the classroom, or simply appearing to have lost interest in th

There is something about September that often makes parents and teachers suddenly notice things that may have been much less apparent during the summer. A child who seemed relatively happy and relaxed in July may begin complaining of stomach-aches as soon as school starts. A child who enjoyed spending time with friends may suddenly become reluctant to go to school, while homework becomes a source of conflict, mornings become increasingly difficult, and behaviours that seemed

by Dr. Bob Carey Across North America, teachers in early-grade classrooms are describing scenes that would have been almost unthinkable a decade ago: children bolting from rooms, dissolving into tears during minor transitions, screaming when routines shift unexpectedly, hiding beneath desks, throwing furniture, or shutting down entirely when overwhelmed. In a recent Washington Post article, one teacher described the experience as “walking on a tightrope every day,” while anot

For many parents, school meetings feel less like collaboration and more like combat. Whether it’s an IEP meeting, a behaviour review, or a “we need to talk about your child” phone call, the emotional stakes are high. Parents often arrive prepared to defend their child, while schools arrive prepared to manage behaviour. That mismatch can quickly turn conversations adversarial. In What if It’s Not Just the Behaviour?, I introduce the Positive Systems Approach (PSA) as a way to

Learning is not a single event—it is a dynamic, ongoing process shaped by relationships, routines, expectations, and emotional safety. While many schools focus on curriculum delivery and academic outcomes, research and practice increasingly show that how students experience learning environments is just as important as what they learn. One powerful way to strengthen learning environments is through the use of positive learning methods supported by aPositive Systems Framework.

Learning is a lifelong journey that shapes how we grow, adapt, and succeed. Whether in school, the workplace, or personal development, adopting effective learning methods can transform the experience and outcomes. One powerful way to enhance learning is by embracing positive learning strategies that focus on building strengths, fostering motivation, and creating supportive environments. This blog post explores how these strategies work, why they matter, and how you can apply

The recent case reported by 1130 NewsRadio in Vancouver, British Columia about the exclusion of eight-year-old Luca, an autistic and non-verbal student in Nanaimo B.C., shines a harsh light on systemic gaps in how we respond to complex behavioural challenges in schools. Luca has now been out of his Life Skills Program for more than 60 days, barred from returning due to what the school describes as "Level 3 Behaviours." His family, frustrated and distressed, has been navigati

In a previous blog post, I touched briefly on using PSA in a classroom environment, and in response to requests for more detail, this blog will cover all 7 Individual and 7 System factors in PSA in a classroom context. Challenging behaviour isn’t random, and it’s rarely about defiance. In most cases, it reflects unmet needs, communication struggles, or skill deficits. The Positive Systems Approach (PSA) offers a smarter, structured way for educators and support teams to unde

Introduction Behavioural challenges in children and adolescents can disrupt learning, strain relationships, and impede emotional development. This case study highlights how the Positive Systems Approach (PSA), as described by Dr. Bob Carey and Terry Kirkpatrick, was applied to support Liam. Liam was a vibrant 14-year-old boy with a love for animals, a fascination with animals and nature. He had an extraordinary ability to recall facts about his favorite topics. Diagnosed