Expanding Our Horizons: Moving mental health and wellness promotion into the mainstream Toronto,...

Expanding Our Expanding Our Horizons:Horizons:

Moving mental health and wellness Moving mental health and wellness promotion into the mainstreampromotion into the mainstream

Toronto, Ontario – CanadaToronto, Ontario – CanadaMarch 4 to 6, 2009March 4 to 6, 2009

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Louise RowlingLouise RowlingPresident, IntercamhsPresident, Intercamhs

A/Professor, University of A/Professor, University of SydneySydney

International Survey of International Survey of Principals Concerning Principals Concerning

Emotional andEmotional andMental Health and Well-Mental Health and Well-

BeingBeing

International and Canadian International and Canadian ResultsResults

Cheryl Vince Cheryl Vince WhitmanWhitman

Senior Vice President, EDCSenior Vice President, EDCVice President, IntercamhsVice President, Intercamhs

Director, WHO Collaborating Director, WHO Collaborating CenterCenterGloria WellsGloria Wells

Director, Collaborative Services Director, Collaborative Services and Partnerships, Rocky View and Partnerships, Rocky View

School DivisionSchool DivisionBoard Member, IntercamhsBoard Member, Intercamhs 2

I.I. Goals, Questions, SampleGoals, Questions, Sample

II.II. International ResultsInternational Results

III.III.Canadian ResultsCanadian Results

IV.IV.Conclusion & Conclusion & RecommendationsRecommendations

Presentation OutlinePresentation OutlinePresentation OutlinePresentation Outline

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Rural Ontario, Rural Ontario, CanadaCanada 4

Part IPart I

GOALS,GOALS,QUESTIONS,QUESTIONS,& SAMPLE& SAMPLE

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1.1. Provide tools & peer Provide tools & peer learning to principals & learning to principals & staff.staff.

2.2. Have principals discuss Have principals discuss findings: findings: • Raise awareness of Raise awareness of

issues.issues.• Address stigma.Address stigma.• Advocate for policies & Advocate for policies &

programs.programs.

Post-Survey GoalsPost-Survey GoalsPost-Survey GoalsPost-Survey Goals

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• a whole-school approach.a whole-school approach.

• MH promotion, intervention, & treatment.MH promotion, intervention, & treatment.

• policies and skills for social emotional policies and skills for social emotional learning.learning.

• a healthy psychosocial environment & a healthy psychosocial environment & services.services.

• involvement of community and parents.involvement of community and parents.

www.intercamhs.orgwww.intercamhs.org

School-based mental healthSchool-based mental healthpromotion supports…promotion supports…

School-based mental healthSchool-based mental healthpromotion supports…promotion supports…

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EnglandEngland8

The survey asked participants The survey asked participants about…about…

……the link between emotional/mental the link between emotional/mental health & academic achievement.health & academic achievement.

……major emotional/mental health issues major emotional/mental health issues facing students & staff.facing students & staff.

……policies & types of training or other policies & types of training or other resources that might be useful to resources that might be useful to address these issues.address these issues.

Questions of the SurveyQuestions of the SurveyQuestions of the SurveyQuestions of the Survey

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N=1215 25 CountriesN=1215 25 Countries

2% from…2% from…

Other Developed Other Developed (N=13):(N=13):e.g., Austria, the e.g., Austria, the Netherlands, South Netherlands, South KoreaKorea

Other Developing Other Developing (N=17):(N=17):e.g., Brazil, Ghana, India, e.g., Brazil, Ghana, India, South AfricaSouth Africa

Sample CharacteristicsSample CharacteristicsSample CharacteristicsSample Characteristics

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• Grade level:Grade level:– Pre-k/elementary: 51%Pre-k/elementary: 51%– Middle/high school: Middle/high school:

27%27%– Other grouping: 22%Other grouping: 22%

• Principals’ Gender:Principals’ Gender:– 57% female57% female

• Student Diversity:Student Diversity:– 50% “Mixed” or 50% “Mixed” or

“Diverse”“Diverse”


• Average school size: Average school size: 550 students550 students

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Inner-city school in Inner-city school in CanadaCanada 13

Part IIPart II

INTERNATIONAINTERNATIONALL

RESULTSRESULTS

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• 90%90% see emotional/ see emotional/ mental health & well-mental health & well-being as “very being as “very important” for important” for academic achievement.academic achievement.

• Principals estimate Principals estimate 1 in 1 in 5 5 students need students need prevention or prevention or intervention services.intervention services.

The Link and Those In The Link and Those In NeedNeed

The Link and Those In The Link and Those In NeedNeed

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Importance of Importance of emotional/mental health for emotional/mental health for

academic achievementacademic achievement

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Principals See MajorPrincipals See MajorStudent Issues to Be…Student Issues to Be…Principals See MajorPrincipals See Major

Student Issues to Be…Student Issues to Be…

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1.1. Awareness of issues, Awareness of issues, identification, & access to identification, & access to services (services (18.4%18.4%).).

2. Communication & the 2. Communication & the psychosocial environment psychosocial environment ((17.5%17.5%).).

3. Home & community 3. Home & community problems (problems (12.4%12.4%).).

Principals’ Open-EndedPrincipals’ Open-EndedResponses: issues for Responses: issues for studentsstudents

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Rural school in Rural school in IrelandIreland 19

• Stress, anxiety, Stress, anxiety, depression.depression.

• Need for communication Need for communication & support among & support among teachers, students, & teachers, students, & parents. parents.

• Principals rate Principals rate emotional/mental health emotional/mental health & well-being issues & well-being issues more important for more important for students than staff.students than staff.

Principals See MajorPrincipals See MajorStaff Issues to Be…Staff Issues to Be…Principals See MajorPrincipals See MajorStaff Issues to Be…Staff Issues to Be…

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Principals’ open-endedPrincipals’ open-endedresponses of issues for responses of issues for staffstaff

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Ministry of Education Ministry of Education PoliciesPolicies


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• Need to strengthen Need to strengthen polices that address polices that address emotional/ mental emotional/ mental health & well-being health & well-being through schools. through schools.

• Materials & Materials & resources needed resources needed most when no most when no national MOE national MOE policies.policies.

Ministry of Education Ministry of Education Policies…Policies…

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All-boys school in United All-boys school in United KingdomKingdom

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Principals of Principals of schools with schools with lower student lower student family incomes family incomes report poorer report poorer emotional/ emotional/ mental health & mental health & well-being among well-being among students & staff.students & staff.

Impact of Student Family Impact of Student Family IncomeIncome


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Principals’ mean ratings of Principals’ mean ratings of importance for emotional/mental importance for emotional/mental

health & well-being issues, health & well-being issues, by by student family income level.student family income level.

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Most useful resources include:Most useful resources include:–Training programs and materialsTraining programs and materials–DVDs & web-based resourcesDVDs & web-based resources–Exchange with principals & expertsExchange with principals & experts

• Resources, Resources, training, & training, & materials materials needed for 9 needed for 9 critical areas of critical areas of a whole-school a whole-school approach.approach.

Need for ResourcesNeed for ResourcesNeed for ResourcesNeed for Resources

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Principals’ mean ratings of issues of Principals’ mean ratings of issues of greatest importance to be addressed greatest importance to be addressed

through training, educational through training, educational materials, & other resources materials, & other resources

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Rural school in Rural school in CanadaCanada 29

Part IIIPart III

CANADIANCANADIANRESULTSRESULTS

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The Link and Those in The Link and Those in NeedNeed

The Link and Those in The Link and Those in NeedNeed

• 93%93% see see emotional/ mental emotional/ mental health & well-being health & well-being as “very as “very important” for important” for academic academic achievement.achievement.

• The estimate of The estimate of 1 1 in 5 in 5 students students needing services needing services is is even clearer.even clearer. 31

1.1. Anger Anger managementmanagement

2.2. Impulse controlImpulse control

3.3. Bullying and Bullying and harassmentharassment

Canadian Principals See Canadian Principals See MajorMajor




Among Canadian principals…Among Canadian principals…Awareness, identification, & access are even Awareness, identification, & access are even more important (more important (29%29% vs. vs. 18%18% for global data) for global data)

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• Still:Still: stress, anxiety, depression. stress, anxiety, depression.

• Still: Still: staff issues rated lower staff issues rated lower importance than for student issuesimportance than for student issues

Need to identify MH problems & Need to identify MH problems & access to services access to services mentionedmentioned more more oftenoften((21% 21% vs. vs. 17%17% for global data) for global data)


Staff Issues to Be…Staff Issues to Be…


Staff Issues to Be…Staff Issues to Be…

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• Need for educational materials & resources is Need for educational materials & resources is slightly greater where there is slightly greater where there is at least 1 MOE at least 1 MOE policy.policy.



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Impact of estimated student family income level is not as strong.Impact of estimated student family income level is not as strong.



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Very similar to global data…Very similar to global data…

• Most useful resources include:Most useful resources include:– Training programs & materialsTraining programs & materials–DVDs & web-based resourcesDVDs & web-based resources– Exchange with principals & Exchange with principals &

expertsexperts

• Resources, training, & materials Resources, training, & materials needed for 9 critical areas of a needed for 9 critical areas of a whole-school approach.whole-school approach.

Need for ResourcesNeed for ResourcesNeed for ResourcesNeed for Resources

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Comparison (Canadian vs. Global Comparison (Canadian vs. Global Samples)Samples)

Comparison (Canadian vs. Global Comparison (Canadian vs. Global Samples)Samples)

• Fewer female principals in Canadian Fewer female principals in Canadian sample sample

• Student issues rated higher on average, Student issues rated higher on average, with the top four with the top four over 4.00over 4.00

• Awareness of problems & access to Awareness of problems & access to services cited more often by Canadian services cited more often by Canadian principals (principals (28.9%28.9% vs.vs. 18.4%18.4%))

• Fewer Canadian principals report MOE Fewer Canadian principals report MOE policies in placepolicies in place

• Effect of income not as strongEffect of income not as strong 37

GhanaGhana38

Part IVPart IV

CONCLUSIONS CONCLUSIONS &&

RECOMMENDATRECOMMENDATIONSIONS

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• Globally, principals Globally, principals see the link between see the link between emotional/mental emotional/mental health and well-health and well-being and academic being and academic achievement.achievement.

• Principals estimate Principals estimate that that 1 in 5 1 in 5 students students needs services.needs services.

ConclusionsConclusionsConclusionsConclusions

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• Major issues:Major issues:–Students: Students: bullying/harassment & bullying/harassment &

accessaccess–Staff:Staff: stress, anxiety, depression stress, anxiety, depression

• Staff issues rated lower importance Staff issues rated lower importance than student issues.than student issues.

• Need for policies, training, & other Need for policies, training, & other resources to support staff develop resources to support staff develop knowledge & skills.knowledge & skills.

ConclusionsConclusionsConclusionsConclusions

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• ICPICP members discuss findings & members discuss findings & use them to advocate for policies use them to advocate for policies & programs& programs

• ICPICP members advocate with members advocate with ICPICP & & IntercamhsIntercamhs internationally to internationally to develop training materials & other develop training materials & other resources through resources through InterconnexionsInterconnexions

RecommendationsRecommendationsRecommendationsRecommendations

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……develop plan of action develop plan of action & secure funding for & secure funding for these training materials these training materials & resources.& resources.

……publicize results to publicize results to create a movement, create a movement, shared language, & shared language, & action for change.action for change.

Intercamhs and ICP will…Intercamhs and ICP will…Intercamhs and ICP will…Intercamhs and ICP will…

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Cheryl Vince WhitmanCheryl Vince WhitmanSenior Vice President, EDCSenior Vice President, EDC

Vice President, IntercamhsVice President, Intercamhs

Director, WHO Collaborating CenterDirector, WHO Collaborating Center

[email protected]@edc.org

Ph: (0011-1) 617-618-2300Ph: (0011-1) 617-618-2300

Fax: (0015-1) 617-527-4096Fax: (0015-1) 617-527-4096

www.intercamhs.org www.icponline.org www.intercamhs.org www.icponline.org www.hhd.org www.hhd.org

Education Development Center, Inc.Education Development Center, Inc.

55 Chapel Street, Newton, MA, USA 02458-106055 Chapel Street, Newton, MA, USA 02458-1060

Contact InformationContact InformationContact InformationContact Information

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