WORKING TOGETHER TO SUPPORT MENTAL HEALTH IN ALBERTA SCHOOLS

Acknowledgments

• Acknowledgment of contributions from school authorities, community partners, and cross-ministry partners, including:

  • Calgary Board of Education

  • Calgary Catholic School District

  • Edmonton Catholic Schools

  • Edmonton Public Schools

  • Alberta Children’s Services

  • Alberta Health

  • Alberta Health Services

  • Alberta Justice and Solicitor General

  • Alberta Mentoring Partnership

  • Alberta Regional Professional Development Consortia

  • Canadian Mental Health Association-Alberta Division

  • Palix Foundation

• Special thanks to the Calgary Regional Consortium for developing the planning tool: "Key Conditions for Supporting Mental Health in Schools."

• Acknowledgment of contributions from Alberta regional and provincial agencies and prior publications informing this resource, specifically:

  • A Guide to Support Implementation: Essential Conditions (2010)

  • Planning for Sustainable Practices in School Mental Health and Well-Being (2016)

• Commitment to recognizing all contributors in developing resources that support mental health in schools.

Contents

• Introduction

• Goals of this resource

• Inclusive education and mental health

• Welcoming, caring, respectful and safe learning environments

• First Nations, Métis and Inuit education and mental health

• Developing a shared language

• Reducing stigma around mental health

• Using respectful and positive language

• Understanding mental health and brain development

• Moving toward a strength-based approach

• Building resiliency

• Enhancing social-emotional learning

• Supporting recovery

• Implementing a whole-school approach

• Designing a continuum of supports

• Identifying key roles for all partners

• Role of the Government of Alberta

• Alberta Education

• Alberta Children’s Services

• Alberta Community and Social Services

• Alberta Health

• Alberta Health Services

• Alberta Justice and Solicitor General

• Research and Post-Secondary Institutes

• Community partners and service providers

• School and school authority leaders

• Classroom teachers

• Collective impact and collaborative practices

• Parents/Guardians/Families

• Websites list

• Key Conditions for Supporting Mental Health in Schools: A planning and implementation tool

Introduction

• Highlights the importance of mental health in relation to learning and students’ social, emotional development.

  • Positive mental health leads to resilience, better learning, achievement, and healthy relationships.

• Schools play a pivotal role in nurturing students' mental health and well-being by leveraging inclusive education practices such as:

  • Welcoming and safe learning environments

  • High school redesign and Regional Collaborative Service Delivery (RCSD)

  • Comprehensive School Health

  • Mental Health Capacity Building projects

• This resource aims to refine and build upon existing efforts to better support students' mental health across Alberta.

Goals of this Resource

• This resource invites schools and partners to:

  • Reflect on current practices and initiatives

  • Embed mental health promotion in policies, practices, and services

• Educate on:

  • Developing a shared language for collaborative conversations

  • Understanding the connection between brain development and mental health

  • Shifting to a strength-based approach

  • Implementing a whole-school support strategy

  • Designing a continuum of supports and services to meet mental health needs

  • Understanding pathways to services and the roles of partners involved

• Offers a tool for planning and implementing mental health strategies and initiatives.

Inclusive Education and Mental Health

• The fundamental goal of Alberta’s education system is to inspire all students to achieve success and fulfillment, emphasizing equity and respect for all students.

• The Inclusive Education Policy reinforces access to meaningful learning experiences and instructional support for all learners.

• Mental health determinants addressed by inclusive education include:

  • Social inclusion

  • Freedom from discrimination and violence

  • Access to resources

• Inclusive education fosters acceptance, choice, and equal opportunities, accommodating the diverse strengths and needs of every student.

• A focus on positive mental health results in more accepting and supportive learning environments, continuously seeking ways to eliminate barriers and engage all students actively.

Welcoming, Caring, Respectful and Safe Learning Environments

• These environments significantly contribute to the mental health of students and staff.

• The amended School Act emphasizes that all students deserve such environments, which promote diversity and a sense of belonging.

• Characteristics of these environments include:

  • Cultivation of healthy relationships

  • Collaboration between staff and community partners

  • Clear, consistent academic and behavioral expectations

  • Integration of mental health promotion strategies in daily activities

  • Support for students affected by inappropriate behavior

First Nations, Métis and Inuit Education and Mental Health

• Mental health challenges for Indigenous communities stem from:

  • Historical and intergenerational trauma

  • Socio-economic inequalities

  • Discrimination

• Addressing these challenges can improve mental health outcomes for Indigenous students:

  • Providing welcoming and culturally responsive environments is critical.

  • School authorities must navigate jurisdictional disputes to ensure all students receive necessary support promptly.

Developing a Shared Language

• Importance of a common language for conversations surrounding mental health and mental illness.

• Definitions:

  • Mental Health: World Health Organization defines it as a state of well-being in which individuals realize their potential, cope with life's stresses, work productively, and contribute to their communities.

  • Mental Illness: Refers to alterations in thinking or behavior accompanied by significant distress impacting one’s functioning in areas like school or social interactions.

• Mental health and mental illness are distinct but interrelated concepts.

Reducing Stigma Around Mental Health

• Stigma can complicate experiences and situations for those with mental health challenges.

• Consequences of stigma include:

  • Discrimination and social exclusion

  • Stereotyping that diminishes self-worth

• Strategies to combat stigma:

  • Increase understanding of mental health issues

  • Foster communication opportunities

  • Educate about the biological basis of mental illness

Using Respectful and Positive Language

• The importance of language in shaping perceptions around mental health.

• "People-first language" is crucial; focus on the individual rather than the diagnosis.

• Avoid language that generates stereotypes or evokes pity.

• Incorporating everyday language rather than medical jargon is recommended.

Understanding Mental Health and Brain Development

• Brain development is significantly influenced by early experiences and relationships.

• Healthy interactions promote positive brain development, while adverse experiences can result in negative outcomes.

• Toxic stress during childhood can lead to long-term health issues without protective relationships.

Moving Toward a Strength-Based Approach

• A strength-based approach focuses on leveraging existing strengths and resources for child and youth development rather than solely preventing problems.

• Emphasis is placed on:

  • Building resilience

  • Enhancing social-emotional learning

  • Supporting recovery

Building Resiliency

• Resilient individuals cope successfully with stress and adversity.

• Skills and attitudes are essential to buffer against negative experiences.

Enhancing Social-Emotional Learning

• Social-emotional learning includes competencies such as:

  • Self-awareness

  • Self-management

  • Social awareness

  • Relationship skills

  • Responsible decision-making

• Teachers can integrate social-emotional skills across the curriculum to promote resilience.

Supporting Recovery

• Recovery in mental health entails living fulfilling lives despite ongoing challenges.

• A recovery-oriented approach recognizes diversity and individual paths to well-being.

Implementing a Whole-School Approach

• A whole-school approach integrates efforts across the entire school community to support mental health.

• Key characteristics include:

  • Evidence-informed strategies

  • Inclusivity for all students

  • Data-driven decision-making

Designing a Continuum of Supports

• Utilization of a pyramid model to address student needs across three levels:

  • Universal supports for all (80-85% of students)

  • Targeted supports for some (5-15% of students)

  • Specialized supports for a few (2-7% of students)

Understanding Pathways to Services

• A pathway to service facilitates accessibility to mental health supports and care providers.

• Integrated pathways support promotion, identification, intervention, and specialized services.

Identifying Key Roles for All Partners

• Establishing a collective vision and collaboration among government, community partners, and families enhances support for student mental health.

Role of Government of Alberta

• The Government plays a critical role through:

  • Legislation and policy development

  • Resource allocation for mental health initiatives

  • Collaborating across ministries to enhance service integration.

Role of Alberta Education and Other Agencies

• Alberta Education is dedicated to creating inclusive educational environments and providing ongoing support to enhance student mental health.

• Various agencies contribute to children's services, social supports, and health services crucial for overall well-being.

Research and Post-Secondary Institutes

• Ongoing collaboration with research institutions aids in crafting informed policies and practices to support mental health strategies.

Community Partners and Service Providers

• Local partners contribute by providing information, support, and education to schools, facilitating mental health promotion and early intervention strategies.

School and School Authority Leaders

• Leaders must promote inclusive, safe, and collaborative environments to enhance students’ mental health.

Classroom Teachers

• Teachers are responsible for fostering social-emotional skills and providing appropriate supports for all students in their care.

Parents/Guardians/Families

• Parents play a crucial role in supporting their child's mental health and collaborating with schools and service providers.

Collective Impact and Collaborative Practices

• Emphasizing a collaborative strategy among various sectors fosters a supportive learning environment.

• Strategies involve ensuring timely, responsive, and culturally sensitive services.

Key Conditions for Supporting Mental Health in Schools: A Planning and Implementation Tool

• The planning tool targets actionable steps focused on key conditions for mental health support in educational settings:

  • Vision, Leadership and Commitment

  • Shared Language and Communication

  • Data, Evidence and Research

  • Roles, Responsibilities and Processes

  • Community, Collaboration and Engagement

  • Systematic Professional Learning

Conclusion

• The document encourages a unified approach to support mental health in Alberta schools through collaboration, understanding, and active engagement among all stakeholders.

References

• A list of educational and health resource websites for further information on supporting mental health initiatives in Alberta schools.