BRIEFING Successful schools start with healthy minds

I would like to acknowledge the traditional custodians of this land and pay my respects to Elders past, present and future, for they hold the memories, the traditions, the culture and hopes of Aboriginal and Torres Strait Islander Australians. Acknowledgement of Country

Successful schools start with healthy minds

Partners of KidsMatter in WA

Session outline

 Does it matter that my school believes in me?  Does it matter that I feel I belong at school?  Does it matter that I have friends and can share my feelings?  Does it matter that I have people who support and understand me?  Does it matter that I have someone I can turn to? Why it matters

What is KidsMatter?

A whole-school approach to mental health and wellbeing that aims to contribute to: The aims

The goals

What do you think of when you hear the terms…  Physical health?  Mental health? Thinking about wellbeing

 Mental health is not mental illness  Skills to build mental health and wellbeing can be learned Thinking about mental health

“A state of wellbeing in which an individual realises his or her own abilities, can cope with the normal stresses of life, can work productively and is able to make a contribution to his or her community.” “There is no health without mental health.” World Health Organization (2007) Defining mental health and wellbeing

Children’s mental health and wellbeing National Child Mental Health Survey (Sawyer et al., 2000) Australian Health Ministers (2003) Mental health across the lifespan has been identified as a national priority Estimates suggest mental health difficulties affect 1 in 7 Australian primary school children.

A national priority National Child Mental Health Survey (Sawyer et al., 2000) Australian Health Ministers (2003) Only 1 in 4 children with a mental health difficulty receive help.

“The vast majority of principals (80%) believe that mental health and wellbeing are “very important” for academic achievement.” International Association of Child and Adolescent Mental Health and Schools (Intercamhs) with the International Confederation of Principals (ICP) An educational priority

Schools with the best outcomes implemented KidsMatter as follows:  Adhered to the KidsMatter prescribed steps  Had active involvement of the school leadership team and whole staff in planning  Encouraged parental involvement Benefits linked to quality Dix et al, 2011, Children & Adolescent Mental Health Journal

Benefits for students included:  Increased positive mental health (eg optimism and coping)  Reduced mental health difficulties (eg emotional symptoms, hyperactivity, conduct problems and peer difficulties)  Improvements in behaviour and motivation for students already experiencing mental health challenges Benefits of KidsMatter: students KidsMatter Primary pilot evaluation, Flinders University 2009

NAPLAN – positive results over a two year trial period … “…KidsMatter appears to be positively associated with the level of student academic achievement, equivalent to 6 months more schooling by Year 7, over and above any influence of socio-economic background.” Improved academic results Dix et al, 2011, Child & Adolescent Mental Health Journal

Benefits for staff included:  Increased staff satisfaction  Professional learning opportunities  Improved student learning and behaviour Benefits: Staff

KidsMatter Primary provides:  An umbrella for bringing together existing wellbeing policies and practices  Processes for building a school mental health and wellbeing strategic plan  A common language for the whole community  Stronger parent engagement and parenting capacity  More effective partnerships with community  Improved student educational outcomes Benefits: schools and community KidsMatter Primary pilot evaluation, 2009, Flinders University

“Schools will be most successful in their educational mission when they integrate efforts to promote children’s academic, social, and emotional learning.” Zins et al., 2004 An integrated ‘whole-child’ approach

 A focus on mental health and wellbeing improves learning  Unique partnership between education, health, families and community  Framework links wellbeing policies and practices  Not a program; a sustainable process  Builds school evidence alongside international evidence, theory and practice What’s different about KidsMatter?

Education and health together

KidsMatter provides

Schools receive:  A guided implementation and planning process  Essential reading  Action Team Handbook  Survey and planning tools  E-newsletters Implementation resources

It’s easy to sign-up for KidsMatter professional development through the online registration process. Professional development

KidsMatter provides:  State and territory staff  Ongoing series of network and support meetings  School newsletters  National ‘front-desk’ enquiry line  Website Support, guidance and networks

Schools can receive support from:  Education sectors  School support services  Mental health providers  Health and community agencies  Family and cultural support services  Other KidsMatter schools Potential external supporters

The KidsMatter Primary framework

The guiding principles

 Model for mental health promotion, prevention and early intervention in schools World Health Organization 1994  Socio-ecological model (schools and families together) Bronfenbrenner Ecological Systems theory 1977  Risk and protective factors model Commonwealth Dep’t of Health and Aged Care 2000  Whole school approach Health Promoting Schools, World Health Organization 1986 Theoretical underpinnings

Whole-school community All students Students experiencing mental health difficulties Promotion, prevention, early intervention Adapted from World Health Organization (1994) Works with the whole community and provides support and information to staff, parents and carers Through the curriculum, creates opportunities to practise skills and engages parents and carers Supports children in school and develops clear processes and referral pathways (by working with parents and carers and health and community agencies)

(adapted from Commonwealth Dept of Health and Aged Care, 2000 and Spence, 1996) Risk and protective factors

Adapted from Bronfenbrenner Ecological Systems theory 1977 Socio-ecological

The whole school approach

The four components

Encourages a shared understanding of mental health and wellbeing for the whole school community and respectful relationships that promote  A sense of belonging and inclusion  A welcoming school environment that reflects diversity in the community  Active involvement of students, staff, families and community Positive school community 1 COMPONENT

All students and staff wore a red shirt on the last day of term to celebrate their work with Component 1 Whole school celebrations 1 COMPONENT

Social and emotional learning in the classroom:  Promotes the five core social and emotional competencies for children’s social and emotional development  Encourages schools to embed these in the curriculum, while providing opportunities for students to practice and transfer their skills (beyond the classroom) Social and emotional learning (SEL) 2 COMPONENT

SEL competencies CASEL (2006) 2 COMPONENT

SEL beyond the classroom 2 COMPONENT These bags are available in a range of topics from the school library for parents to borrow. They include picture books to read with children and KidsMatter Tip Sheets

Connecting with the school community:  Promotes collaborative working relationships between school staff and parents and carers  Encourages schools to facilitate access to information and services that support parenting  Provides opportunities for families to extend their social and support networks Working with parents and carers 3 COMPONENT

Welcoming and resourcing parents 3 COMPONENT Some schools provide a parent space where information is shared and parents feel welcome

Helping children experiencing mental health difficulties Within the boundaries of their role, teachers and schools can help by: 4 COMPONENT recognising signs of difficulties supporting these students by referring them for assistance working closely with families and support services helping them to remain engaged in education

KidsMatter brings people together

Melbourne Declaration - Educational Goals for young Australians (MCEETYA 2008) General Capabilities in the Australian Curriculum – “Personal & Social Capability” (ACARA 2012) National Safe Schools Framework (2010) National Mental Health Strategy ( Department of Health and Ageing 2009) School vision, strategic plan and other whole school initiatives eg Positive Behaviour Support KidsMatter supports schools business

The starting point

Commitment – with community support – to: − An 18 month to three year initial process − A minimum of 12 hours of professional learning for all school staff over this period − Four days of training for selected staff member/s to facilitate this professional learning − Establishing, supporting and resourcing a School Action Team to drive and lead the process For a school, this means…

Here are the steps schools can take: 1.Gain support from school community  share the Introduction to KidsMatter Primary CD 2.When you have school support, sign and submit The Statement of our Commitment 3.Establish your School Action Team  read Leading and driving KidsMatter 4.Register your Action Team on KidsMatter website to attend Getting Started training  read What works best Recommended next steps

 Act Belong Commit − Make your own poster competition − Act-Belong-Commit Awards 2012 −  Children’s Week Art −  Kids School Sessions −  Enews letter  Upcoming PD Keep an eye out for

Name: Cath Ashton Phone number:  KidsMatter website:  Evaluation Website: caef.flinders.edu.au/kidsmatter/ caef.flinders.edu.au/kidsmatter/ Thank you