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Up to 1 in 5 Canadian kids are affected by a mental wellness issue

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In this 6-part infographic series, we provide key statistics on children's mental wellness with corresponding strategies and tips to support your child's mental well-being. This is infographic 1 of 6. Produced by Companies Committed to Kids (CCK), a unique not-for-profit that supports the overall wellness of our Canadian children from a social, emotional and physical standpoint.

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Lesson Plans and Activities: http://www.mentalhealth4kids.ca/healthlibrary_docs/BounceBackBooklet2014.pdf
https://atmybest.ca/en/teachers
http://www.camh.ca/en/education/teachers_school_programs/resources_for_teachers_and_schools/growing_up_resilient_ways_to_build_resilience_in_children_and_youth/Pages/growing_up_resilient_ways_to_build_resilience_in_children_and_youth.aspx

Kids Have Stress Too Lessons and Activities: https://psychologyfoundation.org/Public/Programs/Kids_Have_Stress_Too/Public/Programs/Kids_Have_Stress_Too/Kids_Have_Stress_Too_.aspx

Talking About Mental Illness:
http://www.camh.ca/en/education/teachers_school_programs/resources_for_teachers_and_schools/talking_about_mental_illness/Pages/tami_teachersresource.aspx

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Books List from www.mentalhealth4kids.ca

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Morning entry music and reflection lesson from www.mentalhealth4kids.ca

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Bounce Back Program School Wide Implementation Activity from www.mentalhealth4kids.ca

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Creating a growth mindset within the classroom: (Retrieved from Pinterest)

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Have students create a wall with positive messages to take when they feel necessary (Retrieved from Pinterest)

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The articles stated that mental health services must be integrated into the school ecology - the natural classroom environment. A paradigm shift must occur from the political climate in which math and reading scores are pushed as they can limit positive socialization. The goal of education should include mental health goals. From a poverty/minority relative context educators must note that families may be less likely to participate in school activities, which is key to student engagement.

The articles discussed how the current reactive approaches to individual children are contrary to the notion that it is critical to keep the child in their learning environment. Educators must begin seeing the school day beyond academics, mobilizing on Indigenous resources, including parents and community members into the school environment, creating a safe space, providing time for mental wellness activities, and not separating mental health lessons from other subjects.

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There is no universal solution to the integration of mental health services into the school community. It is a process that must unfold over time to ensure strategies, prevention measures and intervention are adopted appropriately and by all within the community. Integration can occur cross-curricular, but also throughout “teachable moments”.

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The requirement of time and resources that may not be available in all schools, in some schools mental health services or prevention services are isolated from the daily activities – making them more susceptible to removal (funding). As well, these services are based on context of the school, there is no universal solution to fit every schools needs.

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Atkins, M. S., Hoagwood, K. E., Kutash, K., & Seidman, E. (2010). Toward the Integration of Education and Mental Health in Schools. Administration and Policy in Mental Health, 37(1-2), 40–47. http://doi.org/10.1007/s10488-010-0299-7

Cappella, E., Frazier, S. L., Atkins, M. S., Schoenwald, S. K., & Glisson, C. (2008).   Enhancing Schools’ Capacity to Support Children in Poverty: An Ecological Model of School-Based Mental Health Services. Administration and Policy in  Mental Health, 35(5), 395–409. http://doi.org/10.1007/s10488-008-0182-y

Ontario Ministry of Education. (2015). The Ontario curriculum grades 1‐8: Health and     physical education [Program of Studies]. Retrieved from           http://www.edu.gov.on.ca/eng/curriculum/elementary/health1to8.pdf

Unknown Author, (n.d.). Mental Wellness Lesson PLans [Pinterest post]. Retrieved February 13th, 2017, from http://pinterest.com

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Summarizing the Articles "Enhancing Schools’ Capacity to Support Children in Poverty: An Ecological Model of School-Based Mental Health Services" and "Toward the Integration of Education and Mental Health in Schools" 

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Summarizing the Articles "Enhancing Schools’ Capacity to Support Children in Poverty: An Ecological Model of School-Based Mental Health Services" and "Toward the Integration of Education and Mental Health in Schools" 

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Note: Discussing mental health and well-being should not be limited to the Ontario Health and Physical Education Curriculum, but incorporated as part of the natural occurring environment.

“Mental health concepts are included within all content areas of the Healthy Living strand. (In fact, students today have opportunities to learn about mental health across the full curriculum, in this and other disciplines.” (2015, p.36)

The integration of this knowledge is supported throughout the curriculum by supporting the students well-being and ability to learn (2015, p.3).

The role of mental health is discussed as how it is more “than the absence of mental illness… [but] by the factors that contribute to healthy growth and development.” (2015, p.5)

The curriculum document states that to ensure promotion and prevention, strategies should be aligned as part “the wider system of care envisioned in Ontario’s Comprehensive Mental Health and Addiction Strategy” (2015, p.17).

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"Educational goals are mental health goals." (2008, p.5)

“Schools represent among the most influential of these contexts by virtue of their long term influence on children's cognitive and social development.” (2010, p.2)

“Refocusing the mental health workforce on the goal of learning also may help to bridge the communication gap between the educational and mental health systems, and increases the likelihood that activities are integrated into the existing school organization and structure” (2008, p.6)

"... Classroom or school-wide programs can serve as a naturalistic base from which individualized programs can be developed for children with more intensive needs, avoiding the stigmatization that often arises when individualized programs are implemented in isolation of other program goals.” (2008, p.6)