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Mental Health Plan

UCDSB Mental Health Strategy Overview 2017-2020

Self/Spirit: Physical, Cognitive, Emotional, SocialAt UCDSB we prepare all students for a successful life

We believe that if we establish a consistent, equitable, and intentional culture of well-being and inclusivity in all of our schools, then all students will: 

  • Experience a positive sense of self and belonging,
  • Develop skills to make positive choices,
  • And live healthy lives to their full potential.

The UCDSB Mental Health Strategy 2017-2020

Student Well-Being StrategyOur Mission: To create a culture of mental wellness so that all students are prepared for a successful life.

Our Vision: Students and staff are connected to each other and their communities, are fluent in practicing the habits conducive to wellness, and can identify and intervene early when mental health problems arise.

Our Values/Commitments: Caring, Courage, Empathy, Fairness, Generosity, Honesty, Perseverance, Resilience, Respect, Responsibility.

Evidence Based Conditions and Capacity System CoordinationCore Elements of the UCDSB Mental Health Strategy 2017-2020

2017-18 activities

Implementation of mental health promotion, prevention, and early intervention programming

Enhance access to supports for stress and coping using evidence- based programming in all of our schools
  • Increase routine delivery of evidence-based programs such as Roots of Empathy, MindMasters, FRIENDS for Life, and Stick to the Facts (MyHealth Magazine)
  • Continue to produce Wellness Moments for educator use in classrooms

Develop mental health literacy in students and staff

Educator and Student mental-health training

  • Development of tiered-training plan for staff which includes Supporting Minds and Leading Mentally Healthy Schools and Classrooms
  • Support Health & Phys. Ed. educators in curriculum content and implementation
  • Delivery of classroom based stress-coping programs

Articulate Pathways to Care (how and where students access supports). Our focus is to ensure the appropriate level of support for vulnerable students.

Educator mental-health capacity building
  • Enhance understanding of Supporting Minds, and use of documents such as Checkered Flags.
  • Continue Suicide Prevention, Intervention and Risk Review Protocol use and training (tiered model)
  • Promote system-coordination and knowledge of pathways internal through external to the Board (Pathways Design)

Enhance accessibility of mental health information

Accessibility (with attention to special populations)
  • Enhance awareness of our Mental Health Strategy amongst staff, parents, and students
  • Work with our Learning Commons to build recommended resources regarding mental health
  • Develop draft ‘Educator Tip Sheets’
  • Populate board website

Living Well in the UCDSB

This initiative focuses on character education, healthy living, safety, mental health, and more. Providing support to all students, and includes social media campaigns such as #SeeMyVoice and #Weallbelong.

To view the Community Suicide Prevention, Intervention and Risk Review Protocol, please follow the link below.

The new Community Suicide Prevention, Intervention and Risk Review Protocol was developed through a broad-ranging partnership of the Upper Canada District School Board(UCDSB), Catholic District School Board of Eastern Ontario (CDSBEO), and area community mental health agencies, hospitals, crisis teams, and police services. More than 21 agencies were involved in developing the protocol and a representative of each agency was present for the signing.

The protocol is a strategy for how boards and community agencies will respond as a caring community to reduce the risk of suicide for students in crisis, said UCDSB Chair Jeff McMillan. It has been implemented because suicide is the second-leading cause of non-accidental death among children and youth in Canada. The intent of creating a caring community is to develop resilient youth by inspiring a sense of belonging and acceptance.

Major goals of the protocol include:

Assisting district school boards and community partners to take active steps to support students who pose a risk of suicide.

Increasing education and awareness on the topic of suicide.

Ensuring the safety and well-being of all children and youth in our communities.

The protocol will assist the school boards and community partners in meeting these goals by:

Outlining the actions or conditions that will allow suicide intervention by board staff, and staff from hospitals and community partners, and what interventions must be taken to protect the life of a student.

Providing staff with professional development in suicide awareness, and/or Applied Suicide Intervention Skills Training (ASIST).

Building understanding of the nature of youth suicide, the myths and facts; risks and protective factors; and warning signs.

Educating schools, community services, parents and students about suicide prevention and intervention.

Providing guidelines as to when personal information can be released to protect the life of a student (i.e. in case of an imminent threat to a student's life).

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