Optimising the wellbeing of children through a national whole-school approach to mental health promotion that engages families & communities Dr Katherine Dix FRSA Conference, 5 November 2014, Adelaide

I acknowledge the Kaurna people as the traditional owners of this land. I acknowledge their living culture and unique role in the life of this region Dr Katherine Dix Senior Research Officer, Principals Australia Institute

Thinking about wellbeing Write as many words you can think of when you hear the term ‘mental health’ YOU HAVE 3O SECONDS

Defining mental health and wellbeing 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)

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) Education Mental Health

Global Environment National Residential & Region Family Individual child relational community civil society childhood services & programs (Hertzman, 2011) Why?

A focus on child development in Australia Age 5: Early Development Index (AEDI) Years 3, 5, 7 & 9 Numeracy & Literacy performance (NAPLAN) Age 11: Middle Childhood Survey (MCS) school leavinginfancy early childhood middle childhood adolescence

school leavinginfancy early childhood middle childhood adolescence whole-site mental health promotion Educational settings are well placed to support positive child development on a population scale

NSW Child Development Study (University of NSW)

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

What works in schools? Strong leadership that raises expectations Effective teaching with teachers learning from each other Development and measurement of effective learning Development of a positive school culture Engagement of parents and the community Grattan Institute 2014

KidsMatter Primary Framework

Component 3: Working with Parents and Carers Please contact FRSA if you would like to view this video

What’s different about KidsMatter? A focus on mental health and wellbeing in context, improves learning Not a program; a sustainable process Unique partnership between education, health, families and community Framework links wellbeing policies and practices Whole-school approach, driven by a leadership team

19% 53% 28% 39% 49% 30% 39% KidsMatter Schools 2 in 7 primary schools in Australia are implementing KidsMatter 57%

How are schools engaging parents and the community? Leadership greets families at the school gates Commitment to engage in a professional relationship with parents Home visits increase communication when the connection between school and home is weak Joint parent-student activities increases communication and trust Protecting staff from inappropriate parental behaviour Engaging and integrating community services

What kind of school do parents want for their kids? Please contact FRSA if you would like to view this video

The evidence-base KMP Evaluations KMEC Evaluations ATSI Toolkit KMP Portal

Outcomes for families Increased communication with families help students with specific problems Parents feel more welcome - volunteering increases, parental expectation increases and drives change Increased parenting capacity Parents are more engaged with their child’s progress – once, it was enough that their child simply went to school

Outcomes for community An umbrella for bringing together existing wellbeing policies, practices and processes School becomes more embedded in the community More effective partnerships with community Community services are integrated A common language for the whole community Improved student educational outcomes

Making everyone feel welcome Please contact FRSA if you would like to view this video

Dr Katherine Dix PAI Senior Research Officer KidsMatter website Thank you