As students learn about mental health, they will inevitably build on their previous experiences to make sense of what they're thinking and feeling (Gross & Gross, 2016). It is therefore essential for teachers to acknowledge the unique interpretations of these experiences and understand the varying needs of our students. Teaching to the SOUL therefore must cultivate opportunities for students to explore their inner self and identify what they need (Miller, 2000, p. 25).
​
​
Teaching the soul acknowledges and captures the spiritual part of the student. This means looking beyond concrete facts and physical being of the student; rather, this perspective of learning ventures into the deep parts of the student that opens the doors to self discovery. This type of learning can only be fully initiated by the student; however, the teacher can initiate and facilitate opportunities for students to engage in self discovery learning experiences (Miller, 2000, p. 73). Giving students the opportunity to look at themselves intra-personally, and begin to learn new parts about who they are, where they come from, and what they need, is essential (Miller, 2000, p. 50). Through an open-minded approach and in a non-judgmental space, students can explore themselves and begin to consciously discover their authentic identity.
