MENTAL HEALTH STRATEGIC PLAN 2021-2022 - NET
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EDMONTON CATHOLIC SCHOOLS
MENTAL HEALTH
STRATEGIC PLAN
2021-2022
CONTENTS BACKGROUND INFORMATION...................................................................4
INCLUSION IS VALUES-BASED SYSTEM....................................................4
WHAT IS MENTAL HEALTH?.........................................................................5
INCLUSIVE EDUCATION SUPPORTS Safe and Caring Schools................8
TEACHER QUALITY STANDARDS...........................................................10
LEADERSHIP QUALITY STANDARDS.......................................................11
IMPLEMENTING A WHOLE SCHOOL APPROACH......................................12
PROTECTIVE AND RISK FACTORS THAT AFFECT MENTAL HEALTH............14
Your district (ECSD) has COLLABORATIVE RESPONSE MODEL....................................................15
one of the best integrated CONTINUUM OF SUPPORTS.................................................................16
and cohesive plans that I MENTAL HEALTH STRATEGY..................................................................18
have ever seen and I have HEALTH PROMOTION & PREVENTION........................................................20
seen plans from many MENTAL HEALTH LITERACY....................................................................21
different countries across Positive Mental Health School Champions...................................21
the world. Why do we have Go-To Educators?.............................................22
Go-To Educator Training..............................................................23
Go-To Educator Training: New Staff.............................................23
Go-To Educator Refresher Training: All Staff...............................23
Go-To Educator Boosters..............................................................23
Dr. Stan Kutcher (April 2016) Psychological First Aid ................................................................23
Student Symposium .....................................................................24
Communities of Practice: Student Leaders..................................24
ASSESSMENT TOOLS...........................................................................25
Student Survey.............................................................................25
Walk Around Tool.........................................................................25
PARENTS AS PARTNERS........................................................................25
Caregiver Education Sessions......................................................25
PHYSICAL LITERACY............................................................................26
Moving in the Hallways................................................................27
22 EDMONTON CATHOLIC SCHOOLS
Moving in the Home....................................................................27
Recess.........................................................................................27
VISION
HEALTHY EATING................................................................................28
SOCIAL EMOTIONAL LEARNING..........................................................29
STATEMENT
Alberta Education Program of Studies: Through a continuum
Health and Life Skills Kindergarten – Grade 9..............................30
Kindergarten – Grade 6 PATHS.....................................................30
of supports, all
Grade 7 – 9 Fourth R....................................................................31 students in Edmonton
Alberta Education Program of Studies: Catholic Schools will
Career and Life Management High School.................................31 be immersed within a
Focus On Self-Regulation.............................................................32 culture that supports
Zones of Regulation.....................................................................33
Trauma Informed Practice...........................................................34
their mental health and
well-being.
EARLY IDENTIFICATION............................................................................38
INCLUSIVE MULTI-DISCIPLINARY TEAMS................................................39
Speech-Language Pathologists...................................................40
Emotional Behavioural Specialists................................................42
Occupational Therapy................................................................44
Family School Liaison Workers......................................................46
Psychologists................................................................................48
SCHOOL-BASED STAFF .......................................................................50
EARLY INTERVENTION, TREATMENT & FOLLOW-UP......................................51
MENTAL HEALTH THERAPISTS (MHT) AHS...............................................52
MENTAL HEALTH TRANSITION TEAM (MHTT) ..........................................54
ECSD SUICIDE PREVENTION PROTOCOL..............................................56
PROFESSIONAL DEVELOPMENT.................................................................60
ELEMENTARY SCHOOLS......................................................................61
JUNIOR HIGH SCHOOLS.....................................................................62
SENIOR HIGH SCHOOLS.....................................................................63
MENTAL HEALTH STRATEGIC PLAN 33
Alberta’s vision for an
inclusive educational
INCLUSION IS A
system is that each
and every student has
VALUES-BASED SYSTEM WIN JUNIOR
GRADES 7 - 9
GENERATIONS
GRADES 1 - 12
WIN SENIOR
the relevant learning LOW INCIDENCE
TEAM AUGMENTATIVE & GRADES 10 - 12
opportunities and
KINDERGARTEN
ASSISTIVE
ALTERNATIVE
COMMUNICATION
supports necessary to
100 VOICES
EXTENSIONS TECHNOLOGY
become
PROGRAM UNIT an engaged
FUNDING
and successful learner.
MIDDLE YEARS
MENTAL HEALTH
INTERVENTION /
TREATMENT
SENIOR YEARS
MENTAL HEALTH
STRATEGIC PLAN
EARLY YEARS
SOCIAL PROMOTION &
PRINCIPLES OF EMOTIONAL PREVENTION
INCLUSIVE INDIVIDUAL LEARNING
PROGRAM
EDUCATION PLANS CENTRE FOR DIVERSE
PBS LEARNING
GIST (AUTISM) ST. GABRIEL SCHOOL
MENTAL HEALTH
PERSONAL
MULTI- RESTORATIVE PATHWAYS INTERVENTION / MENTAL HEALTH
DISCIPLINARY INCLUSIVE PRACTICES TREATMENT STRATEGIC PLAN
TEAM SAFE & CARING COMMUNITIES TRAUMA SCHOOL TEAM
SCHOOLS INFORMED LEARNING SOCIAL PROMOTION &
PRE-K - GR. 12 DIVERSITY PRACTICE EDUCATIONAL EMOTIONAL
COACH PREVENTION
EQUITY ASSISTANTS LEARNING
PRINCIPAL EARLY CHLDHOOD
INCLUSIVITY
TEACHER EDUCATORS
THERAPEUTIC ASSISTANTS
B E IN
A proactive approach to supporting the mental health and wellbeing of students
G INC L USIVE... Respect • Compassion • Sensit
is critical in schools returning for 2021 - 2022 and it is important to minimize the
(Alberta Government, 2021).
ivit y • Understand i n g
adverse mental health impact on children and youth. It can be anticipated that
some children and youth may experience increased stress, anxiety, social hesitancy,
Inclusive education. Conversation guide for the or lack of confidence in their return back to school, as a result of the time away from
video: Valuing all students. Retrieved from
the school. A key priority is creating learning environments where every student feels
https://www.alberta.ca/assets/documents/ed-
video-discussion-guide-1-valuing-all-students.pdf safe and supported. It is important to promote positive mental health and recognize
how students may be experiencing increased social, mental, and emotional distress
associated with COVID-19.
44 EDMONTON CATHOLIC SCHOOLS
Mental health is an integral component
of one’s health and it is a term used to
describe a person’s state of physical,
Research indicates that mental health is
important to supporting learning. Students
who experience positive mental health
WHAT IS MENTAL
mental, emotional, behavioural and
social wellbeing. The World Health
are resilient, able to adapt and cope with
situations, are ready to learn, achieve
HEALTH?
Organization defines mental health success and build healthy relationships.
as “a state of well-being in which Given the important relationship between
every individual realizes his or her own positive mental health and academic
potential, can cope with the normal success, schools have a critical role in
stresses of life, can work productively nurturing students’ positive mental health
and fruitfully and is able to make a and well-being.
contribution to [their] community.”
Professional staff work to increase mental
The Public Health Agency of Canada health by inspiring the potential of
describes positive mental health as “the students, families and school staff through
capacity of each and all of us to feel, the delivery of innovative supports that
think and act in ways that enhance our improve school programming and
ability to enjoy life and deal with the services. Professionals work together to
challenges we face. It is a positive sense increase mental health awareness, create
of emotional and spiritual well-being safe environments and influence the
that respects the importance of culture, development of mental health.
equity, social justice, interconnections
and personal dignity”. There are many strategies we can
do to support mental health. We can
choose healthy lifestyles, discover our
strengths, connect with others, manage
challenges, help others and enjoy life.
Alberta Government. (2002). Mental Health in Schools. Retrieved from http:/www.alberta.ca/
mental-health-in-schools.aspx
Public Health Agency of Canada (2014). Mental health promotion. Retrieved from http://www.
phac-aspc.gc.ca/mh-sm/mhp-psm/index-eng.php
World Health Organization (2021). Mental health: A state of well-being. Retrieved from http://
www.who.int/features/factfiles/mental_health/en/
MENTAL HEALTH STRATEGIC PLAN 55
Developing A Shared
Language
When we talk about mental
health, clarity of language is
important. A common language
will help build a shared
understanding and facilitate
collaborative conversations and
planning with partners. Mental
Disorder/
Alberta Government. (2017). Working together
to support mental health in alberta schools Illness
Example: Anxiety Disorder
The pyramid is not a continuum.
One can find themselves at
multiple points of the pyramid at Mental Problem
Example: death in the family (grieving),
the same time. All components
relationship break down
of the pyramid are part of our
overall mental health.
Mental Distress
Example: traffic, late for class, forgot homework
No Distress, Problem or Disorder
Retrived from mentalhealthliteracy.org
6 EDMONTON CATHOLIC SCHOOLS
Mental health is not the same at all moments in your life, rather it is
influenced by a range of factors, including life experiences, learning
environments and the social and economic conditions that shape our life.
POSITIVE
MENTAL
HEALTH
Positive mental health Positive mental health
with mental illness without mental illness
For example, individuals have a strong social network, For example, individuals recognize their strengths, cope
access appropriate interventions (such as medication and with everyday challenges, enjoy life and contribute to their
counseling), and manage symptoms of mental illness by communities.
participating in activities that contribute to a positive sense
of self and strengthen social connections.
Symptoms of a mental illness No symptoms of a mental illness
Poor mental health Poor mental health
with mental illness without mental illness
For example, individuals have symptoms of mental illness For example, individuals respond to challenging life
and experience poor mental health such as difficulties situations (such as relationship breakdowns, job loss,
managing day-to-day challenges, forming healthy etc.) with unhealthy behaviours such as substance abuse,
relationships or functioning in the workplace. social withdrawl or extreme anxiety. Other individuals
may develop persistent negative thinking patterns (such
as distrust of others, low self-confidence) that impede
their ability to maintain healthy relationships, function
independently or enjoy life.
POOR
MENTAL
HEALTH
Alberta Government. (2017). Working together to support mental health in alberta schools.
Mental health is not the absence of or the opposite develop negative thinking patterns thatMENTAL
impede
HEALTH STRATEGIC PLAN 7
of mental illness. For example, a person could have their problem-solving abilities. Evidence of poorINCLUSIVE Edmonton Catholic Schools is
committed to providing an inclusive,
welcoming, caring, respectful, safe
EDUCATION and Catholic environment that
promotes well-being of all and fosters
SUPPORTS SAFE AND community support for achieving this
goal. We acknowledge that everyone is
CARING SCHOOLS
responsible for creating and upholding
an environment where all are welcome
and the dignity and rights of every
person are acknowledged and upheld.
Critical to safe and caring schools are
Equity, Diversity, Inclusion and Anti-
Youth who experience more predisposing Racism (EDIAR). Equity is about being
or contributing risk factors such as treated fairly, not necessarily the same.
To be fair to and ensure the well being
marginalisation, inequality, racism, of all students, it is necessary to account
harassment, discrimination or isolation for and correct contexts where groups
of students have not received the same
are at a high risk of engaging in suicidal educational access or opportunities as
their peers due to race, gender identity,
behaviour and need more protective religion, sexuality, disability, or other
factors to balance the scales. Indigenous characteristics.
youth, refugees, lesbian, gay, bi-sexual,
transgender, queer and two-spirit
(LGBTQ2S+) youth may experience more of
these types of negative experiences that can
cause lasting impact on mental health and
well-being.
Alberta Government, 2021.
Inclusive education. Conversation guide for the
(Government of Canada, 2016) pg. 11 video: Valuing all students. Retrieved from
https://www.alberta.ca/assets/documents/ed-
video-discussion-guide-1-valuing-all-students.pdf
8 EDMONTON CATHOLIC SCHOOLSASSESSMENT
TOOLS
TRAUMA INFORMED ADMINISTRATION
PRACTICE / PROCEDURES
RESTORATIVE
PRACTICE
SAFE &
CARING
inclusive
Communities
SCHOOLS MENTAL HEALTH
STRATEGIC PLAN
MENTAL HEALTH STRATEGIC PLAN 9TEACHER QUALITY STANDARDS
Fostering Effective Engaging in Career-Long Establishing Inclusive Learning
Relationships Learning Environments
A teacher builds positive and A teacher engages in career-long • A teacher establishes, promotes and
productive relationships with students, professional learning and ongoing critical sustains inclusive learning environments
parents/guardians, peers and others reflection to improve teaching and where diversity is embraced and
in the school and local community to learning. every student is welcomed, cared for,
support student learning respected and safe.
• Building capacity to support student
• Demonstrating empathy and a success in inclusive, welcoming, • Being aware of and facilitating
genuine caring for others caring, respectful and safe learning responses to the emotional and mental
environments health needs of students;
• Collaborating with community
service professionals, including • Seeking, critically reviewing and • Providing opportunities for student
mental health, social services, justice, applying educational research to leadership
health and law enforcement improve practice
• Honouring cultural diversity
and promoting intercultural Teachers must be aware of and facilitate
understanding. Demonstrating a Professional responses to the emotional and mental
Body of Knowledge health needs of students.
• A teacher applies a current and
comprehensive repertoire of effective
planning, instruction, and assessment
practices to meet the learning needs of
every student
• consider student variables including:
health and well-being; emotional and
mental health; and physical, social,
and cognitive ability
10 EDMONTON CATHOLIC SCHOOLSLEADERSHIP QUALITY STANDARDS
Fostering Effective Relationships Embodying Visionary Leadership Developing Leadership
A leader builds positive working A leader collaborates with the school Capacity
relationships with members of the school community to create and implement
community and local community. a shared vision for student success, A leader provides opportunities for
engagement, learning and well-being members of the school community
• Creating a welcoming, caring, to develop leadership capacity and
respectful and safe learning to support others in fulfilling their
environment Leading a Learning Community educational roles.
• Creating opportunities for parents/
guardians, as partners in education, to A leader nurtures and sustains a culture • Identifying, mentoring and
take an active role in their children’s that supports evidence-informed teaching empowering teachers in educational
education and learning. leadership roles
• Demonstrating a commitment to the • Creating opportunities for students
health and well-being of all teachers, • Creating an inclusive learning to participate in leadership activities
staff and students environment in which diversity is and to exercise their voice in school
embraced, a sense of belonging is leadership and decision making
emphasized, and all students and staff
Modeling Commitment to are welcomed, cared for, respected
and safe
Professional Learning
• Creating meaningful, collaborative Leaders must demonstrate a
A leader engages in career-long learning opportunities for teachers and
professional learning and ongoing critical commitment to the health and well-
support staff being of all students.
reflection to identify opportunities for
improving leadership, teaching and • Collaborating with community service
learning. agencies to provide wrap-around
supports for all students who may
require them, including those with
mental health needs
Alberta Government (2019). Alberta Education.
Teacher Quality Standard.
Alberta Government (2019). Alberta Education.
Leadership Quality Standard.
MENTAL HEALTH STRATEGIC PLAN 11IMPLEMENTING There are a number of evidence-
informed frameworks, practices and
strategies that schools are using as a
A whole-school approach:
• is built on research, theories, strategies
A WHOLE whole-school approach to support
positive mental health, including:
and practices that are evidence-
informed (i.e., effectiveness is
SCHOOL • Comprehensive school health
documented and credible)
• aligns with the specific needs and
APPROACH • Social-emotional learning
• Response to intervention
priorities of the school community
• happens over a sustained period of
• Trauma-informed practice time (i.e., full school year or longer)
• Restorative practices • is embedded into classroom instruction
and activities
• Positive behaviour supports
• is embedded into school-wide policies,
• Mentoring practices and activities
• Student advisories • is inclusive of all students in the school
• Peer networks • builds student capacity
• Health relationships • engages students in active learning
• Service learning and critical thinking
• strengthens staff capacity
Many Alberta schools are using a
whole-school approach to create • is supported by quality professional
welcoming, caring, respectful and safe development
learning environments that support the • engages and supports family and
positive mental health of students. A community partnerships
whole-school approach recognizes that • uses data collection and analysis to
all aspects of the school community inform planning and evaluation of
impact students’ mental health and effectiveness
well-being, and that learning and
mental health are inextricably linked.
Alberta Government. (2017). Working together to
support mental health in alberta schools. p. 21-22
12
12 EDMONTON CATHOLIC SCHOOLSA Comprehensive School Health framework is the structure that we use Why do we need
as we build a school-wide approach.
Comprehensive School
This whole-school model builds capacity to incorporate well-being as an essential Health?
aspect of student achievement. Actions address four distinct, but inter-related
components that comprise a comprehensive school health approach: Health and education are
interdependent: healthy students are
• Social and physical environment better learners, and better-educated
• Teaching and learning individuals are healthier. Research has
shown that comprehensive school
• Healthy school policy
health is an effective way to enhance
• Partnerships and Services that linkage, improving both health
and educational outcomes and
When actions in all four components are harmonized, students are supported to encouraging healthy behaviours that
realize their full potential as learners – and as healthy, productive members of society. last a lifetime.
In the classroom, comprehensive
school health facilitates improved
academic achievement and can
lead to fewer behavioural problems.
In the broader school environment, it
helps students develop the skills they
need to be physically and emotionally
healthy for life.
Comprehensive School Health is
supported by the World Health
Organization’s Ottawa Charter for
Health Promotion (1986).
Joint Consortium for School Health. (2021).
Retrieved from Pan-Canadian Joint Consortium
for School Health
http://www.jcsh-cces.ca/about-us/comprehensive-school-health-framework/
MENTAL HEALTH STRATEGIC PLAN 13
13PROTECTIVE Protective Factors Are
Risk Factors (Or Adverse
AND RISK Conditions Or Attributes
That Protect Mental
Factors) That May
Threaten Mental Health
FACTORS Health
THAT AFFECT Individual • Positive sense of self, • Negative sense of self
MENTAL Attributes confidence
• Ability to solve problems
• Emotional immaturity and
limited ability to manage
HEALTH
and manage stress or stress and solve problems
adversity • Difficulties communicating
• Communication skills • Chronic health condition or
• Physical health and fitness frequent illness
Research suggests that resilient
individuals: • Substance abuse
• feel appreciated and valued
Social • Social support of family and • Loneliness, bereavement
for their individual strengths and
Circumstances friends • Neglect, family conflict
contributions;
• Healthy family interactions • Exposure to violence or abuse
• understand how to set realistic • Physical and economic • Low income and/or poverty
expectations for themselves and security
others; • Scholastic achievement
• have effective problem-solving
skills;
Environmental • Equality of access to basic • Limited access to basic
• use productive coping strategies Factors services services
when they encounter challenges; • Social just ice and • Injustice and discrimination
• seek help from others when they tolerance • Social and gender inequality
need support; and • Social and gender equality • Exposure to war or disaster
• Physical security and safety
• experience positive support and
interactions with peers and adults.
Pan-Canadian Joint Consortium for School Health.
(2021). Retrieved from http://www.jcsh-cces.ca/
Alberta Government. (2017). Alberta Education Working Together to Support Mental Health in
Alberta Schools, p. 18
14 EDMONTON CATHOLIC SCHOOLSCOLLABORATIVE
RESPONSE
MODEL
Intensive supports at the Tier 4 level are
Individual individualized and typically articulated in an
Intensive individual program plan developed for the student
by a collaborative team. At this Tier, outside
Supports resources, agencies and further testing may be Mental Health needs can
accessed. be placed on a continuum
requiring varied supports.
Tier 3 supports are delivered by professionals The Collaborative Response Model is
Targeted other than the classroom teacher. These can be a schoolwide framework of support
developed by educators, in collaboration
School designed to support students across multiple classes
and grade levels and are ideally designed to be with a multidisciplinary team, that
Supports delivered inclusively in the classroom. identifies key areas of learning for
student growth and connectedness.
In this model, all staff are responsive to
the needs of the students by creating
Tier 2 supports are provided to students by the an intentional action-based plan that
classroom teacher, inclusive in the classroom. By
Universal articulating these supports school-wide, teachers
allows them to build on their strengths,
manage challenges, and connect with
Classroom essentially collaborate to share differentiated
strategies, accommodations, and interventions that
others. Within the 4 tier model of support,
the classroom teacher begins with
Supports work for students. universal strategies that promote learning
in a safe environment and develops
more individualized intervention. In
collaboration with one another, the
Universal Effective research-based instruction is foundational multidisciplinary team works to increase
for success of students and essential when
Consultation with positive mental health by supporting
implementing school-based support models. Tier
Teachers and students and their families through
1 honours and recognizes the essential work of
Administrators strength-based programming and
(School Wide and teachers in the classroom.
specialized supports and interventions.
Classroom Wide mental
health strategies)
MENTAL HEALTH STRATEGIC PLAN 15CONTINUUM
OF SUPPORTS
FOLLOW-UP
Creating a culture that
supports the health and TREATMENT
well-being of all students
EARLY INTERVENTION
EARLY IDENTIFICATION
HEALTH PROMOTION
& PREVENTION
16 EDMONTON CATHOLIC SCHOOLSOTION & P •Proactive
OLLOW-UP
M RE •Collaborative F
RO •Preventative
•Physical
VE
•Continuous
P
•Universal Strategies
HEALTH
•Social •Comprehensive
NTIO
•Targeted
Approach •Inclusive
•Emotional •Communication
N
•Intellectual •Collaboration
•Spiritual
REATMENT
T
•Consistent
•Therapeutic Goals
IDENTIFICAT •Multi-Disciplinary
LY •Specialists
IO
R
•Education •Partnerships
EA
N
•Awareness •Student &
•Collaboration Family
•Multi-Disciplinary
•Referrals
MENTAL HEALTH STRATEGIC PLAN 17MENTAL HEALTH
EDMONTON STRATEGY
CATHOLIC SCHOOLS: MENTAL HEALTH STRATEGY
Through a National Comprehensive School Health Framework, we will be addressing the four pillars:
Through a National Comprehensive School Health Framework, we will be addressing the four components:
• Positive •Social
• Positive Social Environments Environments
Teaching / Learning ••Teaching / Learning &• Services
Policy • Partnerships Policy • Partnerships & Services
PRE-K K 1 2 3 4 5 6 7 8 9 10 11 12
HEALTH MENTAL HEALTH LITERACY
PROMOTION Go-To Educator Training for New Staff: In partnership with Alberta Health Services (Teachers, EA.)
& PREVENTION Go-To Educator Refresher for All Staff: Keeping Current with Go-To-Educator online resources
Go-To Educator Boosters: Series of videos and discussion guides to use with staff
Mental Health Champions: Facilitate 10 minute workshops at 7 staff meetings during the year.
Psychological First Aid: Optional virtual P. D. for all staff.
ECSD Parent Virtual Night, Parent Caregiver Series
Mental Health
Curriculum Resource:
Designed to give
Health and Life Skills
teachers lessons to
support how to
effectively address
mental health literacy
Positive Mental Health School Champions: Three callbacks and participate in monthly C.O.P.
Student Leadership: Elementary, Junior High, Senior High Student Symposiums and Communities of Practice for Student Leaders
School Wide Approach Working Groups: Elementary, Junior High, Senior High, with teachers, A.P.’s and Principals
HEALTHY EATING: Collaboration with teachers, students, parent councils and vendors on how to support the district Nutrition Administrative Procedure
PHYSICAL LITERACY: Moving in the Hallways, Moving in the Home, Recess
SOCIAL & EMOTIONAL LEARNING
Health and Life Skills Program of Studies – PATHS. Through a whole Health and Life Skills Career and Life
school approach, this is an evidence based resource that supports the Program of Studies – Management –
5 key competencies: Self-Management, Self-Awareness, Responsible Fourth R: Provides (CALM)
Decision Making, Relationship Skills, students opportunities Healthy
Social Awareness to engage in Relationships Plus:
developing healthy Through a small
relationships and group approach,
decision-making this resource builds
skill in developing
healthy relationships
and decision
making
18
18 EDMONTON CATHOLIC SCHOOLSschool approach, this is an evidence based resource that supports the Program of Studies – Management –
5 key competencies: Self-Management, Self-Awareness, Responsible Fourth R: Provides (CALM)
Decision Making, Relationship Skills, students opportunities Healthy
Social Awareness to engage in Relationships Plus:
developing healthy
EDMONTON CATHOLIC SCHOOLS: MENTAL HEALTH STRATEGY relationships and
Through a small
group approach,
decision-making this resource builds
Through a National Comprehensive School Health Framework, we will be addressing the four pillars:
skill in developing
• Positive Social Environments • Teaching / Learning • Policy • Partnerships & Services healthy relationships
and decision
making
PRE-K K 1 2 3 4 5 6 7 8 9 10 11 12
HEALTH MENTAL
SAFE AND HEALTH
CARINGLITERACY
SCHOOLS: School Walk Around Tool / EDIAR Training (modules via safety portal) and 3 boosters with staff
PROMOTION discussion
Go-To guides
Educator Training for New Staff: In partnership with Alberta Health Services (Teachers, EA.)
& PREVENTION Trauma Informed Practices/Restorative Practices: P.D. Mini Series for teachers and principals, CFDL Lead Site
Go-To Educator Refresher for All Staff: Keeping Current with Go-To-Educator online resources
Go-To Educator Boosters: Series of videos and discussion guides to use with staff
Mental HealthTOOLS
ASSESSMENT Champions: Facilitate 10 minute workshops at 7 staff meetings during the year.
Psychological First Aid: Optional virtual P. D. for all staff.
• Division Surveys
ECSD Parent
• Student Virtual Night, Parent Caregiver Series
Survey
Mental Health
Curriculum Resource:
Designed to give
EARLY School Team: Teachers, Multi-Disciplinary Team and Administration Health and Life Skills
IDENTIFICATION teachers lessons to
support how to
effectively address
mental health literacy
EARLY Inclusive Multi-Disciplinary Teams: Works in various capacities providing supports and services
INTERVENTION Positive Mental Health School Champions: Three callbacks and participate in monthly C.O.P.
Student Leadership: Elementary, Junior High, Senior High Student Symposiums and Communities of Practice for Student Leaders
MentalWide
School Health Therapists
Approach provideGroups:
Working consultations to schools
Elementary, Junior High, Senior High, with teachers, A.P.’s and Principals
HEALTHY EATING: Collaboration with teachers, students, parent councils and vendors on how to support the district Nutrition Administrative Procedure
TREATMENT Mental Health Therapists and Psychologists provide direct therapeutic treatment to students / families
PHYSICAL LITERACY: Moving in the Hallways, Moving in the Home, Recess
Mental Health Transition Team provides support to students before/after tertiary level mental health care, including therapeutic
support,
SOCIAL & education,
EMOTIONALcoaching
LEARNINGof parents and school staff
Health and Life Skills Program of Studies – PATHS. Through a whole Health and Life Skills Career and Life
school approach, this is an evidence based resource that supports the Program of Studies – Management –
Inclusive Multi-Disciplinary Team: Provides direct treatment to students / families Fourth R: Provides (CALM)
5 key competencies: Self-Management, Self-Awareness, Responsible
Decision Making, Relationship Skills, students opportunities Healthy
Social Awareness to engage in Relationships Plus:
developing healthy Through a small
FOLLOW-UP relationships
Continual collaboration between school staff, parents and services providers to meet the andstudents.
needs of our group approach,
decision-making this resource builds
skill in developing
healthy relationships
* Suicide Prevention Protocol: to support Administrators involving concern for students with suicidal thoughts and decision
making
MENTAL HEALTH STRATEGIC PLAN 19
19HEALTH MENTAL HEALTH LITERACY..............................................21
Positive Mental Health School Champions.............21
PROMOTION
Why do we have Go-To Educators?.......................22
Go-To Educator Training........................................23
Go-To Educator Training: New Staff.......................23
& PREVENTION
Go-To Educator Refresher Training: All Staff.........23
Go-To Educator Boosters........................................23
Psychological First Aid ..........................................23
Student Symposium ...............................................24
Health Promotion and Prevention is a set of actions Communities of Practice: Student Leaders............24
to foster good health and wellbeing, which will ASSESSMENT TOOLS.....................................................25
have the biggest impact with all students.
Student Survey.......................................................25
Through a holistic view of our children and youth, health Walk Around Tool...................................................25
promotion will enable our students to increase control over PARENTS AS PARTNERS..................................................25
and improve their health through a proactive approach. Caregiver Education Sessions................................25
With universal supports for all students, we want to build
PHYSICAL LITERACY......................................................26
knowledge skills and positive attitudes around physical
literacy, healthy eating, social emotional learning, mental Moving in the Hallways..........................................27
health literacy, student leadership and creating safe and Moving in the Home..............................................27
caring environments in our schools. We want to enhance Recess...................................................................27
the health and educational outcomes of children and youth HEALTHY EATING..........................................................28
through experiences that will support the overall physical,
SOCIAL EMOTIONAL LEARNING....................................29
social, emotional, intellectual and spiritual wellness.
Alberta Education Program of Studies:
Health and Life Skills Kindergarten – Grade 9........30
An investment in a healthy school Kindergarten – Grade 6 PATHS...............................30
community is an investment in Grade 7 – 9 Fourth R..............................................31
student success. Alberta Education Program of Studies:
Career and Life Management High School...........31
Focus On Self-Regulation.......................................32
International Union for Health Promotion an Education. (2010). Promoting Zones of Regulation...............................................33
health in schools: from evidence to action Trauma Informed Practice.....................................34
Retrieved from: https://www.iuhpe.org/images/PUBLICATIONS/THEMATIC/
HPS/Evidence-Action_ENG.pdf
20
20 EDMONTON CATHOLIC SCHOOLSPositive Mental Health School Champions MENTAL HEALTH
Each school has identified one teacher, at each divisional level (K-6 / 7-9 / 10-12), to
take on the leadership role as the Mental Health Champion for their school. LITERACY
The Mental Health Champion will: Mental Health Literacy aims to
reduce barriers to learning, by
• Facilitate 10 minute workshops at 7 staff meetings throughout the course of the addressing the mental health
year.
needs of students and staff.
• Develop common vocabulary and a shared understanding of mental health
literacy, along with strategies and skills to support teachers in supporting
student mental health and wellbeing. 1. Understanding how to foster
• Support student leaders through the ECSD Student Leadership Symposium and
and maintain good mental
Communities of Student Leaders. health
• Attend three half day PD sessions at St. Anthony Teacher Centre during the school 2. Understanding mental
year to build capacity in supporting the promotion and prevention of mental disorders and their
health through a National Comprehensive School Health Framework. Sessions treatments
will focus on the four components of mental health literacy, which will develop a
shared language and explore strategies in developing a culture of wellbeing. 3. Decreasing stigma
• Attend monthly Mental Health Champion Community of Practise via Teams every 4. Understanding how to seek
fourth Monday of the month after school. help effectively
• Support implementation and data interpretation of the mental health survey for
students. This will be an opportunity for student voice.
MENTAL HEALTH STRATEGIC PLAN | HEALTH PROMOTION & PREVENTION 21
21Why do we have Go-To Educators?
Bring a
higher level of Be a person who
contextualized students know that
mental health they can contact
knowledge to the if they have a
school setting concern
Link the student Provide on-going
to appropriate in support to the
school supports student
22 EDMONTON CATHOLIC SCHOOLSGo-To Educator Training Psychological First Aid
The focus is to develop mental health literacy among staff and Psychological First Aid is a way of people helping people
provide information on how to identify and make effective immediately after a disaster or emergency. It gives practical
referrals for students, who are struggling with mental health support in a way that respects the person’s dignity, culture,
concerns. and abilities. Psychological First Aid involves offering
practical support, listening to, and comforting people, and
Go-To Educators are school staff members who students connecting them to information, community services, and
naturally go to for help in the school setting. They can social supports. The session includes:
be subject teachers, counsellors, social workers, learning
coaches, administration staff or support staff. • Identifying and responding to common stress reactions
for children and youth (and recognizing when to refer for
professional mental health supports)
Go-To Educator Training: New Staff • Understanding how to identify and address safety
concerns for children, youth, and families
Ongoing training is offered for new staff on 1 half day Thursday • Identifying and providing practical support for
in addition to Keeping Current virtual modules. children,youth, and families
• Strategies to help stabilize intenseemotions and stress
reactionsfor children of all age groups
Go-To Educator Refresher Training: • Additional opportunity for learning Virtual P. D. for any
All Staff staff
To ensure that all staff have current information on Go-To-
Educator Training, Keeping Current virtual modules will be
available on specific topics for staff to view. The modules will
address the four components of mental health literacy.
Go-To Educator Boosters
A series of videos and discussion guides for schools to use with
their staff throughout the school year. Go To Educator Boosters
are a strategy in which to further develop mental health
awareness and program continuity. They are short and easy
to use.
MENTAL HEALTH STRATEGIC PLAN | HEALTH PROMOTION & PREVENTION 23This year we are stengthening student
Student Symposium voice. Assurance is achieved through
authentic engagement and creating
Student Leadership opportunities will occur in the fall through the Student and sustaining a culture of continuous
Leadership Symposium. Elementary, Junior High and Senior High students support, in which everyone’s voice is
will explore how student leadership can be fostered within their own school an important part of the process.
environment. Students will be able to generate ideas, share their experiences and
learn about how they can collaborate together to support wellness within their
school community.
Each Student Symposium will engage students to be agents of change within their
own school community. Topics included healthy eating, mental health, hope, social
justice, resiliency, digital citizenship, physical literacy.
These student symposia engage students to increase their knowledge, skills and
attitudes in the area of wellness. The students collaborate with their teacher to
create an action plan that they can take back to their school community.
Communities of Practice: Student Leaders
Edmonton Catholic Schools is committed to hearing from our students to meet their
needs and support them in being successful.
Through the guidance and support from the Mental Health Champion, each school
will choose two student leaders to attend division level virtual sessions, which
will occur after school hours during the school year. This leadership initiative for Explore
elementary, junior high and high school student leaders will provide opportunities Analyze and interpret
to discuss topics related to leadership, mental health, and student wellness. The after
school virtual sessions will take place in November, February, and May. Develop
Identification of problem, strategy
and plan
Warren, A. (2020). Assurance framework from theory to action. Alberta Education. College of Alberta
Take Action
Schools Superintendents. Retrieved from https://cassalberta.ca/wp-content/uploads/2020/11/ Implement and adjust
Assurance-Learning-Guide-FINAL.pdf
Evaluate
Warren, A. (2020). Assurance framework from theory to action. Cass Fall Conference. Alberta Education. Impact on outcomes
College of Alberta Schools Superintendents. Retrieved from https://cassalberta.ca/wp-content/
uploads/2020/11/Assurance-Framework_CASS-FAll-Conference.pdf
24 EDMONTON CATHOLIC SCHOOLSASSESSMENT TOOLS PARENTS AS PARTNERS
The Division Surveys and the new Student Mental Health Survey Edmonton Catholic Schools recognizes the importance of
provide students the opportunity to share their feedback parents in supporting the mental health and well being of
and voice. their children. In partnership with Alberta Health Services
several resources are made available for parents and
In collaboration with ECSD Division Monitoring, schools will have caregivers.
access to their results to assist them with developing their school
action plans.
Student Survey Caregiver Education Sessions
Alberta Health Services, in collaboration with The Mental
Elevating student voice is important for supporting authentic
Health Foundation, offers free online programming for
student input on mental health and wellness of our students.
parents and caregivers of children and youth. Their aim is
Through an online student survey in September 2021 and April
to increase awareness and reduce stigma of the mental
2022, in collaboration with Alberta Health Services and the
health challenges that children and adolescents experience,
University of Alberta, students will be able to share anonymously
provide parents and caregivers with evidence-based mental
their thoughts and opinions on: general mental health and
health information, and provide strategies that support
wellbeing, perceived stress, help-seeking intentions and
mental wellness.
resources available to them.
The data will inform schools and the school division how to The Caregiver Education Sessions focuses on the 3 R’s:
best support students. We will be able to enable a proactive reduce stigma, receive information, and reflect on strategies.
approach to developing evidence-informed intervention Each session provides evidence-based research, common
strategies to support students. challenges faced by children and youth, possible treatment
Student voice is part of our broader strategy to empower options, supportive strategies, and information/resources
students as change agents. for further support. They are free 90 minute online sessions
intended to provide parents, caregivers, teachers, and
community members with introductory information regarding
Walk Around Tool mental health challenges that can affect children and youth.
The Walk Around: A School Leader’s Observation Guide and
The Walk Around Teacher Companion Tool are designed
to assist school leaders and staff in gathering information
https://www.ecsd.net/page/7819/mental-health
about the extent to which the school is a welcoming, caring,
respectful and safe learning environment. Using these tools,
may reveal practices that are working well and should be
celebrated and maintained. It may also expose gaps between
the perceptions of school leaders and teachers, pointing to
areas requiring attention or improvement.
MENTAL HEALTH STRATEGIC PLAN | HEALTH PROMOTION & PREVENTION 25PHYSICAL LITERACY
Physical literacy can be described as the motivation, confidence, physical
competence, knowledge and understanding to value and take responsibility for
engagement in physical activities, for life.
Whitehead, M. (2016)
International Physical Literacy Association
PHYSICAL PHYSICAL PhYsicaL
LITERACY
IS A
LITERACY LITERacy
LIFELONG BUILDS BUILDS IS A LIFELONG
JOURNEY CONFIDENCE
IMPROVES
CONFIDENCE
JOURNEY BOOSTS A LIFELONG
SUPPORTS BUILDS
HEALTH ACADEMIC JOURNEY
A HEALTHY
LIFESTYLE DEVELOPS SOCIAL SKILLS
EVERYONE
LEARNING
COMPETENCE IN EVERYWHERE BUILDS
PHYSICAL ACTIVITIES SOCIAL SKILLS
Helps
you LearN
DEVELOPS
Helps COMPETENCE IN
you LearN PHYSICAL
ACTIVITIES DEVELOPS
BUILDS SKILL &
COMPETENCE
SELF-CONFIDENCE
EVERYONE
BENEFITS
EVERYWHERE THE EVERYONE
SOCIAL SUPPORTS EVERYWHERE
EMOTIONAL A HEALTHY
SELF
SUPPORTS
A HEALTHY
LIFESTYLE
LIFESTYLE
Please contact Danielle.Weran@ecsd.net for information on ordering posters.
26
26 EDMONTON CATHOLIC SCHOOLSMoving in the Hallways Moving in the Home Physical literacy is a journey upon
which children and youth, and
Moving in the Hallways assists schools with The focus of Moving in the Home is to everyone, develop the knowledge,
supporting physical literacy throughout support parents with resources and skills, and attitudes they need to
the school day. November 22 – November strategies to engage children and enable them to participate in a wide
26 will be a launch week that will focus on youth in physical activity. According
variety of activities.
schools implementing strategies, which to The Canadian 24-Hour Movement
support student movement beyond the Guidelines for Children and Youth (ages Individuals who are physically
classroom, gymnasium, or the outdoors. 5-17 years) “children aged 5-17 years
literate move with competence
should accumulate at least 60 minutes of
Physical Education Canada recommends moderate - to vigorous - intensity physical and confidence in a wide variety
that children between the ages of 5 – activity daily. of physical activities in multiple
17 should have at least 60 minutes of environments that benefit the healthy
Canadian Society for Exercise Physiology. (2012).
moderate to vigorous physical activity Canadian Physical Activity Guidelines. development of the whole person.
daily. To achieve this during a school day
it is necessary to adapt the environment Parents can access resources on the PHE Canada
to promote incidental physical activity ECSD website that encourage interactive
for both children and adults. “Moving in physical activity throughout the day, in
the Hallways” is one way that an indoor varying environments with their children
environment can be used to increase and youth. By allowing children and youth
physical activity at opportune times, such choice in how they want to be physically
as transitioning from one class to another. active, it offers a greater chance that they
will continue being physically active and
School floor and wall patterns are have fun.
highlighted on MYECSD, along with the Go
To Booster Video & Conversation Guide
and the Moving in the Hallways Resource.
Recess
Get outside - Recess is an integral part of
everyone’s school day.
Recess is yet another way we can help
our students attend to all four domains
(physical, social, cognitive, and affective)
of Physical Literacy throughout their
school day.
MENTAL HEALTH STRATEGIC PLAN | HEALTH PROMOTION & PREVENTION 27
27HEALTHY • According to the document
“Promoting Mental Health Through
Healthy Eating and Nutritional Care”
EATING from the Dietitians of Canada, good
nutrition is integral to one’s mental
health.
Providing students with positive
• Schools will provide nutrition
food experiences supports their education to foster lifelong habits
physical and mental health. of healthy eating and will establish
Schools play a critical role in linkages between health education
shaping eating attitudes and and foods available at the school.
behaviours for their students, • Alberta Health Services School Health
which lay the foundation for a Nurses are able to support schools
with nutrition resources.
healthy relationship with food.
• As per the Edmonton Catholic
Schools District Nutrition Administration
Procedure, foods and beverages sold
or served at school will support healthy
eating choices. Foods will be from
the “Choose Most Often” or “Choose
Sometimes” categories as outlined
in the Alberta Nutrition Guidelines for
Children and Youth (2012).
• Student Leaders at each school will
be empowered to educate their
parents about the ECSD Nutrition
Administration Procedure and how
they can support the Procedure in
collaboration with their school.
Please contact Danielle.Weran@ecsd.net
for information on ordering posters.
28
28 EDMONTON CATHOLIC SCHOOLSNDER G ARTEN - G
-KI RAD
E CATHOLIC E 6EMOTIONAL
SOCIAL
There are five broad, interrelated areas of competences, which include:
INFUSED
Self-Awareness: The abilities to understand one’s own emotions, thoughts, and
values and how they influence behavior across contexts.
FAITH THROUGHOUT
Social Awareness: The abilities to understand the perspectives of and empathize
with others, including those from diverse backgrounds, cultures, & contexts.
LEARNING
Prayer
THE DAY
Self-Management: The abilities to manage one’s emotions, thoughts, and
behaviours effectively in different situations and to achieve goals and aspirations.
• Scripture
Social Emotional Learning is
the process through which
• The Fruits of the
Relationship Skills: The abilities to establish and maintain healthy and supportive
relationships and to effectively navigate settings • All
withsubjects
diverse individuals and groups. our students will acquire and
Holy Spirit • Before & after school apply the knowledge, skills, and
• The Six Tasks of
Responsible Decision-Making: The abilities to make caring and constructive choices
• Recess
NT main
attitudes to develop healthy
about personal behavior and social interactions across diverse situations.
Catechesis Lunch identities, manage emotions and
achieve personal and collective
DAY AND COMMUNIT
components goals, feel and show empathy
for others, establish and maintain
OMES IES
ENTS: H SCHOOLS • Positive environments
supportive relationships, and
SROOMS • Relationshipsmake
& responsible and caring
ce CLAS communication decisions.
ns • Feelings identification
SELF-
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SELF-
MANAGEMENT • Self regulation
• Problem solving
SOCIAL
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casel.org
EMOTIONAL RESPONSIBLE
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ALIGNS TO
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curricular
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Casel. (2021). What is Sel.
Core subjects
https://casel.org/what-is-sel/
Regulation© Religion
lation©
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Physical Education
MENTAL HEALTH
Arts
STRATEGIC PLAN | HEALTH PROMOTION & PREVENTION 29
29Alberta Education
Program of Studies:
Health and Life Skills SOCIAL EMOTIONAL
Kindergarten – Grade 9
The aim of the Health and Life Skills
Kindergarten to Grade 9 Program of
LEARNING
Studies is to enable students to make
ND E R GARTEN - GR
well-informed, healthy choices and to
-KI ADE
develop behaviours that contribute to
the well-being of self and others. E
PR CATHOLIC INFUSED
6
Alberta Government. (2002). Health and life FAITH THROUGHOUT
skills kindergarten to grade 9.
Prayer
• Scripture
THE DAY
• The Fruits of the • All subjects
Holy Spirit • Before & after school
• The Six Tasks of • Recess
STUDENT Catechesis Lunch main
Kindergarten - Grade 6 OF THE DAY AND COMMUNIT
components
MES IES
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COMPLIMENTS: SCHOOLS
PATHS Appearance CLAS
SROOMS • Relationships &
communication
Possessions • Feelings identification
Skills SELF-
AWARENESS
SELF-
MANAGEMENT • Self regulation
Character • Problem solving
100 Voices to Grade 6 teachers can SOCIAL
AND
EMOTIONAL RESPONSIBLE
casel.org
casel.org
SOCIAL
utilize the evidence-based resource, LEARNING DECISION-
ALIGNS TO
RESOURCES TO SUPPORT
AWARENESS
MAKING
PATHS, which focuses on students
SOCIAL EMOTIONAL RELATIONSHIP
curricular
ON
SE C
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HO UR R UC I
developing social emotional skills,
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of outcomes from the Health and • SELF© Core subjects
• Focus on Self Regulation© Religion
Life Skills Program of Studies. PATHS • Zones of Regulation© Physical Education
is supported through a Catholic BENEFITS SELF CONTROL & Arts
perspective, that is consistent with Academic success
PROBLEM SOLVING
Socially & self aware
the Catholic teachings and beliefs. Positive behaviour STOP Breathe
Student engagement
It includes prayer, scripture, the Fruits • Home school connection Feelings & Options
of the Holy Spirit, and the Six Tasks of • Whole school community
Try & Reflect
the Catechesis, which supports the PATHS Program Holding, LLC©
SELF© : A Genesis Family Program
GO
learning in each unit. Focus© on Self Regulation: A Genesis Publication by ECSD
Zones of Regulation© Leah M Kuypers
Please contact Danielle.Weran@ecsd.net for information on ordering posters.
30
30 EDMONTON CATHOLIC SCHOOLSGrade 7 – 9 Alberta Education
Fourth R Program of Studies:
Career and Life
Grade 7 – 9 teachers can utilize the evidence-based resource, Fourth R, which focuses
on students strengthening their social emotional skills and healthy relationships skills
Management
through a proactive approach, while supporting the instruction of outcomes from
the Health and Life Skills Program of Studies. Fourth R is supported through a Catholic High School
perspective, which is consistent with the Catholic teachings and beliefs. Scripture
passages and prayer are woven within the content, which provide guidance and The aim of senior high school Career
strength for our Catholic community. and Life Management (CALM) is to
enable students to make well-informed,
considered decisions and choices
in all aspects of their lives and to
develop behaviours and attitudes
that contribute to the well-being and
respect of self and others, now and in
the future.
Teachers can utilize the evidence-
Mental Health Curriculum Resources based resource, Healthy Relationships
Plus, which focuses on students
The “Curriculum Guide” training is a half-day training for junior high teachers. Teachers strengthening their social emotional
will become familiar with the Mental Health Materials and how to access the online skills, healthy relationship skills,
resources. communication, and mental health,
while supporting the instruction of
The Curriculum Guide includes 6 Modules. Each module involves activities for students outcomes from the Career and Life
to work through with teacher guidance. The modules provide videos that feature Management Program of Studies.
real stories from youth, who have experienced mental illness. The curriculum guide
is meant to upgrade teacher’s mental health knowledge, enhance confidence
in teaching mental health in the classroom and reduce teacher’s stigma through
enhanced mental health literacy.
MENTAL HEALTH STRATEGIC PLAN | HEALTH PROMOTION & PREVENTION 31
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