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We need time during every day when we are not on stage with a full class of students to think, organize, create, respond and engage with mental health.

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district to offer in-person/virtual workshops for parents on the basics of mental health and wellness. hopefully this bring an awareness of the topic to families, gives parents an opportunity to start conversations with their children

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self-help books in the library? on topics like positivity, resiliency, time management, etc...

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I would like to see PPTs developed and shared on OneDrive/MS Teams.

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It is important to make time to cover topics associated with mental health. I like the PowerPoint from today - it would be nice if there could be a common PPT developed that all grade 10 students could be shown in a PE class. Or developed for a certain grade. This would help with prep on this topic and sharing of resources/clips/articles

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the opportunity for students to connect with the same teacher from grade 8-12 is quite special. some of these topics can be implemented here in a more meaningful way

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Too much academic pressure from parents. not enough emphasis in the curriculum from students to follow their passions in elective areas and having "fun" in school. the school system pushes too much academic

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Parents are definitely a stakeholder group that has been absent from the discussion around mental health. How might we use the experience of the pandemic as a springboard for engaging parents as partners?

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It would be curious to hold our own focus groups with the same questions to see what themes emerge from our contexts that we can draw on to inform the structures that might be put in place to support students.

Our staff responds to student voice. Sharing the 'data' would create more 'buy in' across the staff. Perhaps begin by asking:
What one small thing could each staff member embody and/or integrate into their current class structures or curriculum that would make a big difference to their students' well-being?

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We don’t often know what stressors each student has in their life. For example, I was asking a student about lack of PE strip. Person said they lost it on the bus. Currently coming in from Burnaby. Living out there because of a difficult family situation. Parents going through divorce.

Student of different ethnic background. Struggling with a “tug of war” between western and cultural values - conflict with how to dress, dating rules.

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More resources to guide us to discuss mental health with students? We do not know where to start or where to get accurate information.

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Addressing mental health with staff, students, and parents is complex given the variance in cultures and values. Teachers are sometimes hesitant to dive into some topics of conversations because of the sensitive balance between curriculum and parental preferences.

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The importance of connecting with students on a regular basis, along with the continued development and implementation of mental health into our pe classes needs to be a focus

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How do we take discussions and knowledge around mental health and actually create change in students' lives?

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I think it is hard for me to differentiate between real needs and non real needs. I have hard time determining which student concerns are genuine and which are a product of escapism or avoidance.

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I think it is hard for me to differentiate between real needs and non real needs. I have hard time determining which student concerns are genuine and which are a product of escapism or avoidance.

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Academic pressure from parents. High/unrealistic pressure at times. Reminds me of YouTuber “Steven He”. Talks about “emotional damage” caused by parental pressure. Comedy. My kids and students have shown me some of the videos.

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It would be great to have a consistent “curriculum” for metal health. 

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It would be great to have a consistent “curriculum” for metal health. 

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More time for collaboration and discussion across curricular areas.

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More time for collaboration and discussion across curricular areas.

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Students are experiencing a lot of stress and anxieties due to uncertainties and changes.

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Allows us to have a baseline to move from. Understanding what it is that they are in need of will help shape where we go from here. 

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Allows us to have a baseline to move from. Understanding what it is that they are in need of will help shape where we go from here. 

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We have an SEL Teacher team; it would be great to include student reps on this team.

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More times and resources to try to implement changes and upgrades.

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More times and resources to try to implement changes and upgrades.

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That students are more and more looking for topics and subjects that are beyond the traditional curriculum. With social media, students are much more connected to social justice matters and mental health literacy, and our district is able to give them a voice.

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The topic of mental health for students often falls to discussions with the counsellor, rather than teacher (not always). More of the mentality that "it takes a village" would benefit access to and understanding of mental health for all staff and students.

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Provide students in CLE the opportunity to co-create some of the learning opportunities they need for overall well-being in the life areas.

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Students seem to want more "real world" practical conversations and experiences

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Students seem to want more "real world" practical conversations and experiences

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We could implement some small changes in our own curriculum, such as embedding mini lessons about mental health in classes. We need to be aware of how much work we assign to students and how we assess students (to be inclusive of different learners). Moving onto a proficiency scale may be a good idea since it takes away the pressure of marks. Students can see their learning journey on the scale.

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More youth are becoming confident enough to become advocates and speak up. They are taking the initiative to find out what is in the curriculum and are able to provide reasoned solutions (from their perspectives/experiences) to pressings issues that are keeping them up at night.

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In conversations with students I’m noticing a lot of the same things that the student panel brought up. I think a lot of these points revolve around connection.

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Some students are very involved and wanting discussion but others not so much.