For the purpose of these guidelines, the following terms have been defined:

A. Learning Resource is any text-based or nontext-based material used as a primary basis or

as a supplement to the teaching and learning process.

1. Text-based Learning Resources include print and non-print materials such as books,
workbooks, modules, Braille materials, general references, periodicals, curriculum guides,
teaching guide models, competency-based learning materials, or teacher support materials
such as lesson exemplars and other similar materials.

2. Non-text-based Learning Resources are tools, devices, equipment, and manipulatives

used as supplements to the teaching and learning process.

3. Electronic Learning Resource Materials are library materials such as video and sound
recordings, digital files of learning resources, movies and documentaries, and other
information sources that can be accessed electronically.

4. Supplementary Learning Resources are text-based and nontext-based learning resources

intended for library collection.

B. Learning Corner is an area, space, or corner inside the classroom where learners can use
educational materials or choose a book, sit, and read.

C. Librarian refers to an individual who is a bona fide holder of a Certificate of Registration

and Professional Identification Card issued by the Professional Regulatory Board for
Librarians and by the Professional Regulation Commission.

D. Library is a place, room, or area with an organized collection of reading and learning
resources made accessible to a defined community for reference or borrowing. It provides
physical or digital access to materials, and may be a physical building or room, or a virtual
space, or both. Libraries can range in size from a few shelves of books to several text-based
and non-text-based learning resources.

E. Library Collection pertains to the acquired learning resources that cover text and non-text
based and other educational materials as well as equipment maintained in the library.
F. Library Hub is a reservoir of supplementary reading materials managed by the Division
Office intended to promote and develop the love and habit of reading among learners.

G. Library In-Charge is a teacher assigned or designated by the school head to manage the
school library in the absence of a qualified professional librarian to ensure the continuous
operation of the school library.

H. Library Staff is a personnel assigned to assist the librarian in the management of the
school library.

I. Mobile Library is an innovation that provides a collection of print and non-print materials
like books, pamphlets, recordings, and films placed in a receptacle. It is located in target
areas to serve the literacy needs of prospective learners.

J. School Library is an information center, audio-visual center, and instructional material

center. (Source: DECS Order No. 6, s. 1998). It also refers to a library associated or connected
with a school whose main users are the students, teachers, and staff.

III. School Library Collections on Text-based Learning Resources for the

Call

The supplementary learning resources (SLRs) being considered for this Call include the
following:

1. General References

These learning resources provide a variety of information on topics of general interest.

These include encyclopedias, dictionaries, yearbooks, biographical dictionaries,
bibliographies, geographical sources, atlases, almanacs, serials and periodicals, and
directories.

2. Learning Area Books

These are references that support the different learning areas (but are not basic textbooks)
and provide information on selective topics which are useful to specific learning areas.

3. Fictional Materials
These are reading materials that include variety of literary works like novels,
collection/anthology of short stories, collection/anthology of poetries, tales, big books, and
storybooks that are to be utilized for remediation, reinforcement, or enrichment of skills in
reading.

4. Non-print Materials

These are text-based learning resources published in a format other than print on paper
including video recordings, audio recordings, movies, documentaries, and information in
digital formats such as machine-readable data files. Non-print materials require special
equipment or device for listening and/or viewing.

How can we incorporate mental health

education into schools? Consider the 5
T’s.
Authors : Yunsoo Park , Jennifer Nakamura

Mental health is a critical part of students’ overall

health and well-being.
Students today face a range of demands that can impact their mental health. From
meeting high academic expectations to navigating the world of social media to
maintaining relationships with their peers, students often have busy schedules that
result in a lack of sleep and self-care. Many students are also dealing with distress,
crises, and trauma in addition to typical life stressors. Mental health challenges can
negatively impact all areas of functioning in students, contributing to social,
emotional, behavioral, and academic problems.

Unfortunately, recent statistics indicate that student mental health is a prevalent and
serious concern. According to a national survey, about 50% of youth between the ages
of 13-18 experiences a mental health disorder at some point in their life. In
addition, suicide is currently the second-leading cause of death for people ages 10-
34 and during 1999-2016, suicide rates increased in nearly every state, including more
than 30% increases in 25 states.
Schools have a unique and critical role to play in supporting student mental health and
well-being in proactive, comprehensive, and collaborative ways. The just-
released Advancing Comprehensive School Mental Health Systems report provides
insight from national experts to help guide local, state, and national efforts in
advancing comprehensive school mental health systems. While many schools are
incorporating some aspect of mental health practices, currently only 3 states—Florida,
New York, and Virginia—mandate mental health education for students (for grades 6-
12 in Florida, K-12 in New York, and 9-10 in Virginia).

Mandated mental health curricula is one significant systematic step to address and
improve student mental health and well-being at school, but what this actually looks
like can vary greatly. We’ve identified 5 “T” strategies for states, districts, and
schools to consider as their educators join the movement to promote and support
student mental health:
T Strategy Why is this important? Helpful resour

 One-pager guides o
1) TALKING about mental Students need open and ongoing
and start conversa
health conversations to help decrease the stigma
a friend (Source:
surrounding mental health. The earlier these
Illness, NAMI)
conversations start the better, since around
 Tips for parents, ca
50% of all mental health illness begins
with and help chil
before the age of 14, and many cases go
traumatic event (S
undetected and untreated. School-wide
Department of He
strategies to increase awareness, such as
 Videos, activities, a
providing mental health and well-being tips
conversations wit
in the morning announcements or
difficult topics (S
assemblies, can go a long way in promoting
Communities)
productive conversations.

 Ending the Silence 

2) Providing Educators need training to appropriately
students, staff, an
appropriate TRAINING for identify and respond to signs of mental
health and necess
teachers and staff health issues. Teachers are often the first
need (Source: The
adults that students turn to in times of
Illness, NAMI)
distress or crisis, but many report feeling
 School Mental Hea
unprepared to support students directly or
Guide provides ed
refer out for additional services. Schools
most common me
need resources to provide in-depth training
key questions tha
and on-site mental health support services to
how to address sp
comprehensively and effectively address
Mental Health.or
student needs.
 Mental Health Firs
teaches the skills
of mental illness a

 Strategies and activ

3) Incorporating mental Mental health education can be integrated
mental health-frie
health into TEACHING into academics and classwork in a way that
Classroom Menta
doesn’t overly burden teachers. For
University of Mic
example, a Social Studies lesson may
partnership with t
identify and discuss mental health topics
(e.g., trauma, stigma) in books that students
  Social-emotional le
are reading. Younger students may learn
coping and resilie
about how to identify, describe, and manage
posts on how to in
emotions, while older students may learn
academic instruct
about and discuss social implications of
standalone SEL p
different mental health issues.
focus on SEL.

 Introducing Mindfu
4) Providing helpful TOOLS School counselors play a central role in
introduce mindful
for students providing direct services to students in need.
and schools (Sour
However, the average student-to-school-
 Mental health poste
counselor ratio is 482:1, nearly double the
their feelings crea
250:1 ratio recommended by the American
free here)
School Counselor Association. Without
 Teaching tools incl
easy access to a counselor, educators might
support children’s
consider other mental-health building tools
(Source: Center fo
that can be incorporated into the school day,
Health Consultati
such as:

 Mindfulness
 Relaxation techniques
 Physical exercise
 Art (visual arts, theater, music)
 “Break” or “Time Out” space
allowing students a quiet area to
manage their emotions or de-
escalate

 Teacher Stress and

5) TAKING CARE of In addition to addressing students’ mental
causes of teacher
teachers health needs, schools also need to make sure
school, and studen
to support educators’ mental health needs.
teachers (Source:
Teachers experience high levels of daily
Foundation)
stress, which also has a negative impact on
 Self-care tip sheet f
students’ social adjustment and academic
National Child Tr
performance. Various organizational and/or
NCTSN)
individual-level programs, including
 Check out our blog
workplace wellness programs, teacher
reduce symptoms
mentoring, and practices like mindfulness
 can help.

School is the ideal place for all types of learning to occur, including mental health
education that aims to destigmatize mental health issues. Helping students and staff
identify warning signs, having supportive conversations, and providing a range of
tools and supports that promote overall health and well-being are all important
strategies. Want to learn even more about ways to support student mental health?
Check out the resources below!

Other Relevant Resources

 Advancing Comprehensive School Mental Health Systems report: Guidance
from the Field provides insight from national experts to help guide local, state,
and national efforts to strengthen school mental health efforts and to start to
understand and bring consensus to the quality domains of school mental
health. (Source: National Center for School Mental Health, NCSMH)
 A Guide to Campus Mental Health Action Planning  provides mental health and
suicide prevention strategies for teens and resources for student help-seeking
behaviors. (Source: The Jed Foundation, TJF, and the Education Development
Center, Inc, EDC)
 Toolkit for Mental Health Promotion and Suicide Prevention  provides
information for K-12 schools to promote student emotional and mental health
and prevent suicide. It also discusses promotion of mental health and wellness,
intervention in a suicidal crisis, and postvention response to a suicidal
death. (Source: Heard Alliance)
 The Executive Summary of Aspen Institute’s Report,   From a Nation at Risk to
a Nation at Hope includes recommendations from the National Commission on
Social, Emotional, & Academic Development on how to promote children’s
social, emotional, and cognitive development in schools and
communities. (Source: The Aspen Institute)
 Substance Use Prevention: A Resource Guide for School Staff  provides
teachers, principals, and other school staff with a comprehensive approach to
identifying, addressing, and reducing student drug use. (Source: The Office of
National Drug Control Policy, ONDCP)

Topics: Externalizing behaviors Internalizing behaviors Mental health Social-

emotional learning
Tags: Mental Health Awareness Mental Health Education