The Student Based Mental Health & Education Conference (Victoria, BC)
About this Event
*THIS EVENT HAS BOTH IN-PERSON AND VIRTUAL ATTENDANCE OPTIONS*
Welcome to The Student-Based Mental Health and Education Summit: Fostering Resilience Through Indigenous Perspectives for At-Risk, Highly Dysregulated, and Technology-Saturated Children and Youth.
On behalf of Jack Hirose & Associates, welcome and thank you for joining us in beautiful Victoria, British Columbia. We are delighted to bring together educators, counsellors, therapists, administrators, and helping professionals from across Canada for three days of practical, evidence-informed learning.
Our conference venue is conveniently located just minutes from Victoria’s picturesque Inner Harbour, marina, restaurants, shops, and many of the city’s most popular attractions. We encourage you to take advantage of your time here by exploring the waterfront, enjoying the local cuisine, and experiencing the unique charm and hospitality that Victoria has to offer.
Throughout the conference, you will explore practical strategies for supporting children and youth facing trauma, emotional dysregulation, mental health challenges, and the impacts of today’s digital world, while gaining valuable insights grounded in Indigenous perspectives and resilience-focused practices.
We hope you enjoy both the conference and your time in Victoria, and leave feeling inspired, connected, and equipped with new ideas to support the children and youth in your communities.
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Education and Clinical Professionals: All education and mental health or healthcare professionals who work with children or youth including, but not limited to K–12 Classroom Teachers, School Counsellors, Learning Assistance/Resource Teachers, School Administrators, School Paraprofessionals including Special Education Assistants, Classroom Assistants and Childcare Workers • All other professionals who support behavioural challenges and complex learning needs including but not limited to: Nurses, Social Workers, Psychologists, Clinical Counsellors, Family Therapists, Occupational Therapists, Speech Language Pathologists, Addiction Counsellors, Youth Workers, Mental Health Workers, Probation Officers and Community Police Officers.
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Day One – October 28, 2026
Digital Wellness in an AI Era: Practical Strategies for Educators and Clinicians
Presented by , DCP, CCC, CCS
8:30am - 4:00pm October 28, 2026
WORKSHOP DESCRIPTION
Children, adolescents, and adults are navigating a world increasingly shaped by social media, smartphones, artificial intelligence, and constant digital connectivity. These technologies are influencing how people learn, communicate, form relationships, seek support, and experience mental health challenges. Educators and clinicians are often left wondering how to respond effectively while supporting wellbeing in a rapidly changing environment.
This practical workshop provides evidence-informed strategies for promoting digital wellness in schools, counselling settings, healthcare environments, and community programs. Participants will explore the relationship between technology use and mental health, including concerns related to anxiety, depression, social comparison, sleep disruption, attention difficulties, cyberbullying, FoMO, emotional regulation, and social connection.
Drawing on current research and real-world examples, the workshop will examine how artificial intelligence and digital technologies are changing learning, help-seeking behaviours, and interpersonal relationships. Participants will learn practical approaches for supporting healthy technology habits, strengthening resilience, fostering critical thinking, and helping young people navigate online spaces safely and responsibly.
The workshop will also address emerging issues such as AI companionship, academic integrity in the age of generative AI, and the ethical considerations surrounding the use of AI in educational and clinical settings. Rather than focusing solely on restricting technology use, participants will explore ways to work with these tools constructively while maintaining the human connection that remains central to learning, development, and therapeutic change.
Through case studies, discussion, and practical applications, attendees will leave with concrete strategies that can be implemented immediately to support mental health, digital wellbeing, and healthy engagement with technology across a variety of educational and clinical contexts.
Day Two – October 29, 2026
When Students Feel Seen: Social-Emotional Learning as a Tool for Inclusion and Empowerment
Presented by , M.Ed., B.Ed., B.A
8:30am - 4:00pm October 29, 2026
WORKSHOP DESCRIPTION
Creating classrooms where every student feels seen, valued, and connected has never been more important. As Canadian classrooms become increasingly diverse, educators are challenged to support students with a wide range of cultural identities, lived experiences, learning needs, and social-emotional strengths. This engaging and interactive workshop explores how social-emotional learning (SEL) can move beyond teaching individual skills to become a powerful framework for fostering belonging, inclusion, and student empowerment.
Grounded in current research and practical classroom experience, participants will examine the connections between social-emotional learning, equity, and student well-being while exploring the barriers that can prevent marginalized and underserved learners from experiencing a true sense of belonging. Through reflective activities, case studies, collaborative discussions, and practical classroom strategies, attendees will discover how relationship-centred, culturally responsive, and trauma-informed approaches can create learning environments where every student is supported to thrive.
Participants will also explore Transformative Social-Emotional Learning (tSEL), critically examine traditional SEL frameworks through an equity lens, and develop practical strategies that honour diverse identities, experiences, and ways of learning. Throughout the day, educators will leave with evidence-informed tools they can immediately apply to strengthen relationships, increase student engagement, and build more inclusive classroom communities.
Day Three – October 30, 2026
Supporting Defended and Disconnected Children and Youth: Reducing Alarm and Building Connection to Foster Resilience, Growth and Emotional Healing
Presented by Ph.D.
8:30am - 4:00pm October 30, 2026
WORKSHOP DESCRIPTION
Some children and youth seem impossible to reach. They resist help, reject relationship, avoid vulnerability, push adults away, or appear emotionally shut down altogether. Traditional behavioural approaches often fail to make headway because the issue is not simply behaviour — it is alarm, adaptation, defended attachment, and much more.
Many of our most vulnerable children have experienced too much separation, instability, stress, disconnection, or emotional pain. Others may have received care but struggle to trust, depend, or receive it. In these contexts, relationship itself can become defended against.
This presentation moves beyond surface-level behaviour management — and even beyond conventional trauma-informed approaches — to explore the developmental and relational roots of disconnection, alarm, and emotional defenses. Participants will gain insight into why some children resist closeness, why caring adults can feel shut out, and how alarm and attachment dynamics shape behaviour, learning, and emotional well-being.
Grounded in developmental science, attachment theory, and practical relational experience, this seminar will explore how educators, counsellors, youth workers, and helping professionals can make meaningful headway with hard-to-reach children and youth. Participants will learn how to reduce alarm, work with — rather than against — defenses, build trust and connection over time, and create the conditions where growth, learning, and emotional healing can unfold.
This highly practical workshop will integrate real-life examples, guided reflection, and case-based application to help participants translate developmental-relational understanding into meaningful action within their own settings and with the children and youth in their care.
Day One
🕑: 08:30 AM - 04:00 PM
Digital Wellness in an AI Era: Practical Strategies for Educators and Clinicia
Host: Lisa Porter, DCP, CCC, CCS
Info: Children, adolescents, and adults are navigating a world shaped by social media, smartphones, artificial intelligence, and constant digital connectivity. This practical workshop explores how technology is influencing mental health, learning, relationships, and communication.
Participants will examine concerns related to anxiety, depression, social comparison, sleep disruption, attention difficulties, cyberbullying, FoMO, emotional regulation, and social connection. Drawing on research and real-world examples, the workshop offers strategies for promoting healthy technology habits, strengthening resilience, critical thinking, and safe, responsible engagement online.
Emerging issues, including AI companionship, academic integrity, and the ethical use of AI in educational and clinical settings, will also be explored. Participants will leave with practical tools to support digital wellbeing while maintaining the human connection central to learning, development, and therapeutic change.
Agenda
Info: • Welcome, introductions, learning objectives, and an overview of the changing digital landscape.
• Explore how smartphones, social media, AI, and constant connectivity are reshaping learning, communication, relationships, and wellbeing.
• Examine current research on anxiety, depression, attention, sleep, emotional regulation, social comparison, FoMO, cyberbullying, and digital dependency.
• Identify risks, protective factors, and practical strategies for building resilience and promoting healthy technology habits.
• Explore digital citizenship, critical thinking, AI, online information, digital relationships, and responsible online behaviour.
• Apply evidence-informed approaches to online help-seeking, AI companionship, self-regulation, and technology-related concerns.
• Examine privacy, digital safety, academic integrity, and ethical AI use.
• Develop strategies for maintaining human connection and create a practical action plan using evidence-based tools and resources.
Learning Objectives
Info: • Describe how artificial intelligence, social media, smartphones, and digital technologies are influencing learning, communication, relationships, and mental health.
• Examine current evidence regarding the relationship between digital technology use and wellbeing, including factors that may contribute to both risk and resilience.
• Apply practical strategies to promote healthy technology habits, digital citizenship, and digital wellness across educational and clinical settings.
• Evaluate emerging issues related to artificial intelligence, digital ethics, privacy, academic integrity, and online help-seeking behaviours.
• Develop practical approaches for supporting children, adolescents, and adults in engaging with digital technologies in healthy, balanced, and responsible ways.
Day Two
🕑: 08:30 AM - 04:00 PM
When Students Feel Seen: Social-Emotional Learning as a Tool for Inclusion
Host: Kelly Cleeve, M.Ed., B.Ed., B.A
Info: Creating classrooms where every student feels seen, valued, and connected has never been more important. This engaging workshop explores how social-emotional learning (SEL) can move beyond teaching individual skills to become a framework for fostering belonging, inclusion, and student empowerment.
Participants will examine the connections between SEL, equity, and student well-being while exploring barriers that may prevent marginalized and underserved learners from experiencing a true sense of belonging. Through reflection, case studies, discussion, and practical strategies, attendees will explore relationship-centred, culturally responsive, and trauma-informed approaches.
Participants will also examine Transformative Social-Emotional Learning and traditional SEL frameworks through an equity lens. Educators will leave with evidence-informed tools to strengthen relationships, increase student engagement, honour diverse identities and experiences, and build more inclusive classroom.
Agenda
Info: • Welcome, introductions, learning goals, and workshop overview.
• Explore the difference between inclusion and belonging and why belonging is essential for learning, engagement, and mental wellness.
• Examine barriers faced by marginalized and underserved students through research, reflection, and discussion.
• Learn the CASEL framework and explore how social-emotional learning (SEL) supports belonging, resilience, relationships, and student success.
• Participate in reflective activities that deepen self-awareness, build empathy, and strengthen classroom connections.
• Examine SEL through an equity lens, including cultural responsiveness and inclusive practices for diverse learners.
• Explore Transformative Social-Emotional Learning (tSEL) and its role in promoting equity, belonging, and empowerment.
• Apply tSEL through case studies, collaborative problem solving, and practical strategies for inclusive, relationship-centred learning environments.
• Reflect on key learning.
Learning Objectives
Info: • Describe connections between transformative social-emotional learning and fostering a sense of belonging amongst marginalized students in the classroom.
• Reflect upon their current professional practices and build additional strategies to support all students in their classrooms
Day Three
🕑: 08:30 AM - 04:00 PM
Supporting Defended and Disconnected Children and Youth
Host: Deborah MacNamara, Ph.D.
Info: Some children and youth can be difficult to reach. They may resist help, reject relationships, avoid vulnerability, push adults away, or appear emotionally shut down. Traditional behavioural approaches often fall short because the underlying issues may involve alarm, adaptation, attachment, and emotional defenses.
This workshop explores the developmental and relational roots of disconnection and why some children resist closeness, struggle to trust, or defend against care. Grounded in developmental science and attachment theory, participants will examine how alarm and attachment dynamics influence behaviour, learning, and emotional well-being.
Participants will learn practical strategies to reduce alarm, work with rather than against defenses, build trust and connection, and create conditions that support growth, learning, and emotional healing. Real-life examples, reflection, and case applications will help participants translate theory into meaningful practice.
Learning Objectives
Info: • Traumatized or marginalized youth.
• Oppositional or resistant behaviour.
• Emotional shutdown or detachment.
• Anxiety and alarm-based behaviours.
• Peer-oriented youth.
• High-risk or highly defended children.
• School refusal, disengagement, or chronic relational struggles.
Where is it happening?
Event Location & Nearby Stays:
CAD 257.48 to CAD 783.07
