COVID-19 served as a wakeup call about mental health and well-being. Three school boards—OCSB, CEPEO and CECCE—responded with programs that helped spread the importance of good mental health and well-being
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“I work with many boards,” says Dr. Richard Bolduc. “You can’t work in isolation. I make a point to go to both elementary and high schools and meet with parent associations and parent councils, so they get the information they need on prevention and intervention.”
He says the pandemic was a very difficult time and it exposed issues and problems in dealing with mental health and well-being that were already there. “The lack of ability to communicate with each other and talk about their emotions was really difficult, especially for older students,” says Bolduc. “The social isolation was hard on everyone.”
The province does have a system that features levels of communication through a tiered process with Tier Three addressing those most vulnerable and in need of ongoing support.
“At OCSB, we have specific mental health workers who work throughout the system,” says Bolduc. “And we’ve created a preventative model, focusing on prevention and intervention, that has really made a difference.”
Bolduc says that the high school students wanted a voice and through Youth Connects Ottawa, they have been able to create various initiatives as kindness groups. “They wanted mental health resources and to be engaged in their own mental health and wellness,” says Bolduc. “They had the full support of the staff as well. And that provided a sense of connection and belonging.” The board provides professional development for all staff, so everyone is tuned in to watching out for student mental health and well-being.
“Lessons are tailored to grade level,” says Bolduc. “So a Grade 3 class would be focusing on how to be kind to your classmate. For Grade 7 and 8, there are mandatory mental health classes that help them recognize what is good and what is not good mental health. And from a board perspective, we’re always looking for ways to keep our students mentally and physically healthy and with a good sense of well-being.”
The Conseil des écoles publiques de l’Est de l’Ontario (CEPEO), know that schools are the ideal place for mental health promotion, prevention, and early intervention. “In Ontario, we are privileged that school boards are supported by School Mental Health Ontario (SMH-ON), who work alongside the Ministry of Education,” says Chantal Wade, mental health leader with CEPEO. “A number of provincial education and health organizations to develop a systematic and comprehensive approach to school mental health.”
CEPEO uses a multi-tiered system of support that helps prioritize their mental health promotion and prevention.
Tier One ensures a welcoming and inclusive classroom environment. Students learn how to manage stress and stay optimistic and learn good mental health habits. Educators and other staff may become aware of even small changes. They can help students describe how they are feeling and if needed, connect them with appropriate support.
Tier Two focuses on prevention and early intervention with regulated mental health professionals, like a school social worker.
Tier Three involves intensive intervention and ongoing support for the student within a community or healthcare setting. School staff remain supportive by reinforcing skills and strategies that have been established for them. “We teach social-emotional skills starting in the early grades,” says Wade. For the older students, there are required health modules for Grades 7 and 8.
“We know this age of students are going through social and physical changes, so a good sense of well-being is important,” says Wade. “At the secondary level, we emphasize basic mental health knowledge and help-seeking skills.” Wade says older students learn how and where to access help, either for themselves or for a friend. “The COVID-19 pandemic has magnified existing disparities and disproportionalities related to mental health supports inside and outside of school, and across the country. In response, the multi-tiered system of mental health support in schools needs to be applied in an agile manner, centering the needs of those most marginalized and oppressed historically and presently.”
“We teach our students how to take care of their mental health the same way they care for their physical health,” says Ann-Michelle McNulty, director of student mental health and well-being at the Conseil des écoles catholiques du Centre-Est (CECCE). “Our school staff, including teachers, receive training through workshops and resources so they are equipped to promote positive mental health and well-being. And they learn how to recognize when a student might be struggling and how to get help.” McNulty emphasizes how much good physical health goes hand-in-hand with good mental health.
“Healthy food options are important in our cafeterias,” says McNulty. “And we partner with local health organizations and fitness centres to promote physical health as well.” She says that parents have access to webinars that deal with multiple topics—like stress management, motivation, and performance anxiety—all designed to help them understand and care about their child’s mental health and well-being.
Starting early with developing good social-emotional skills is key as well. “We do a lot of prevention work in the classroom,” says McNulty. “This year, we offered ‘Introduction to Mental Health’ workshops in every Grade 4 class of our 46 elementary schools. The focus was on managing emotions, coping with stress, and teaching students skills to take care of their own mental health.” For older students, high schools are putting together peer-to-peer programs. “We know teens talk more to each other than adults,” says McNulty. “The program is based on Ottawa Public Health’s Youth Connections Ottawa Program and promotes positive mental health and how to help a friend.”