Robert George believes supporting students starts with relationships. As a school psychologist in the Louis Riel School Division, he works alongside teachers and families to help students succeed academically, socially and emotionally.<\/p>\n\n\n\n
\u201cWhat drew me to the work is the chance to support real change at such an important point in students\u2019 lives,\u201d George said. \u201cYou\u2019re not just stepping in briefly, you\u2019re working alongside students and families over time.\u201d<\/p>\n\n\n\n
George\u2019s role is split between supporting the division\u2019s school classroom support team that consists of clinicians and specialists such as speech-language pathologists, social workers and occupational therapists, and working directly in schools.<\/p>\n\n\n\n
\u201cWhat we do is support different needs in schools and what those look like,\u201d he said.<\/p>\n\n\n\n
With more than two decades of experience as a bilingual school psychologist in public and private school systems, George said no two days look the same.<\/p>\n\n\n\n
\u201cThe typical day for me is that it\u2019s atypical,\u201d he said. \u201cThere isn\u2019t really a day that\u2019s like the other, but what is common is that I\u2019m working alongside teachers and students to support them in the best way possible along their educational journey.\u201d<\/p>\n\n\n\n
George said student mental health challenges have become increasingly complex in recent years.<\/p>\n\n\n\n
\u201cResearch indicates increased anxiety, especially around performance and social situations, alongside disengagement and reduced coping capacity,\u201d he said. \u201cThere\u2019s also more impact from identity-related stress and ongoing issues like cyberbullying. It\u2019s not just more students struggling, it\u2019s that the challenges themselves have become more layered.\u201d<\/p>\n\n\n\n
He encourages teachers to pay attention to changes in student behaviour and well-being.<\/p>\n\n\n\n
\u201cThere are three main areas teachers can look for: emotional distress, behavioural change and functional decline,\u201d George said. \u201cThat might look like increased anxiety, withdrawal or changes in learning or attendance. What\u2019s most important is noticing a shift from a student\u2019s usual pattern, especially when those areas overlap.\u201d<\/p>\n\n\n\n
George said small, consistent actions can make a significant difference in the classroom.<\/p>\n\n\n\n
\u201cThree things teachers can do are connect, normalize and support,\u201d he said. \u201cConnect through consistent low-pressure relationships, normalize mental health to reduce stigma, and support with simple strategies like check-ins and regulation tools.\u201d<\/p>\n\n\n\n
He added that mental health should be viewed the same way as physical health.<\/p>\n\n\n\n
\u201cIt\u2019s something you maintain every day,\u201d George said. \u201cMental health isn\u2019t separate from learning. It supports it.\u201d<\/p>\n\n\n\n
Collaboration is another key part of George\u2019s work.<\/p>\n\n\n\n
\u201cTeachers know their students so well and care deeply about supporting them,\u201d he said. \u201cBeing able to work together, share insights and problem-solve as a team makes a real difference.\u201d<\/p>\n\n\n\n
In 2023, George received the Manitoba Association of School Psychologists Award of Excellence for his work reducing barriers and improving outcomes for students. He said much of that work focused on advocating for learning disability screening and supporting inclusive practices through technology.<\/p>\n\n\n\n
\u201cI\u2019m always looking for innovative, collaborative and data-driven ways to reduce barriers, promote inclusion and support students to fulfil their potential,\u201d he said.<\/p>\n\n\n\n
Despite the demands of a high caseload, George remains motivated by the impact of the work.<\/p>\n\n\n\n
\u201cYou\u2019re always going to be in constant motion trying to respond to needs,\u201d he said. \u201cBut that opportunity to support real change in students\u2019 lives – that\u2019s the lasting impact.\u201d<\/p>\n\n\n\n
The Manitoba Teachers\u2019 Society represents more than 400 school clinicians across the province.<\/em><\/p>\n\n\n\n