1. © 2016 Human Early Learning Partnership
MDI 101

2. Measures areas of development strongly linked to well-being
KEY MESSAGES:
The Middle Years Development Instrument (also known as the MDI) is a strength-based approach to assess five dimensions of development. It focuses on the protective factors and assets that are known to support and optimize development in middle childhood.
© 2016 Human Early Learning Partnership

3. Developed through a collaborative process, including scientific experts, teachers, children and community members.
KEY MESSAGE:
The MDI was developed by a UBC research team led by Dr. Kimberley Schonert-Reichl, with considerable input from children, parents, teachers and community groups, including the United Way of the Lower Mainland.  Questions were assembled from surveys previously used and validated with children.
FURTHER READING:
Read more about the development of the MDI:
“Middle Childhood Inside and Out: The Psychological and Social Worlds of Canadian Children Aged 9-12”
© 2016 Human Early Learning Partnership v

4. Self-Report Survey for Children in Grade
KEY MESSAGES:
The MDI is a self-report questionnaire completed by Grade 4 and Grade 7 students. Students complete the MDI during class time, under teacher or principal supervision. Previous research has found that responses from children in grade 4 and above are as reliable and valid as responses from adults.
Further Reading on the validity of children’s self-report: 
Schonert-Reichl, K., Guhn, M., Gadermann, A., Hymel, S., Sweiss, L., & Hertzman, C. (2013). Development and validation of the Middle Years Development Instrument (MDI): Assessing children’s well-being and assets across multiple contexts. Social Indicators Research, 114(2):
Varni, J. , Limbers, C. , & Burwinkle, T.(2007). How young can children reliably and validly self-report their health-related quality of life?: An analysis of 8,591 children across age subgroups with the PedsQL™ 4.0 Generic Core Scales. Health and Quality of Life Outcomes, 5(1): 1-13.
© 2016 Human Early Learning Partnership

5. Used at a Population Level
KEY MESSAGE:
The MDI results provide population level information about children’s social and emotional health. This allows us to see trends and patterns in how children in the middle years are doing over time.
© 2016 Human Early Learning Partnership

6. NOT Used as an Individual Diagnostic Tool
KEY MESSAGE:
It is not an individual diagnostic tool.
© 2016 Human Early Learning Partnership

7. MDI Participation KEY MESSAGE:
To date, the voices of over 43 thousand children are reflected in the results and 31 school districts have participated in the MDI (nearly a third of the province).
No. Students Participation by Year
2009/10 (Vancouver) = 3,042
2010/11 (Coquitlam & Revelstoke) = 1,995
2011/12 (7 districts) = 1,639
2012/13 = 10,285 (includes Vancouver Grade 7 MDI pilot)
2013/14 = 7,255 (Grade 4 and Grade 7)
2014/15 = 9,083 (Grade 4 and Grade 7)
2015/16 = 9,800 (Grade 4 and Grade 7)
2016/17 = 13,698 (Grade 4 and Grade 7)
To date, 31 school districts have participated in the MDI (nearly a third of the province).   
Participation Rate
The average participation rate across the past 3 years has been 84% (87% excluding New West). Range from 55-99%. (Range from 76-99% excluding New West).
© 2016 Human Early Learning Partnership

8. Why is Well-Being important?
KEY MESSAGE:
The overall health and well-being of children in their middle years affects their ability to concentrate and learn, develop and maintain friendships, and make thoughtful decisions. Although middle childhood is a time of risk, it is also a time of opportunity.
MDI results provide educators, parents, researchers, community organizations, and policy makers with information about the psychological and social worlds of children during middle childhood. By reviewing and sharing MDI results, the opinions and concerns of children are validated and decision-makers are better prepared to move toward actions that will create supportive environments where children can thrive.
© 2016 Human Early Learning Partnership

9. TIMELINE OF DEVELOPMENT
Birth
Adolescence
Early Childhood
Middle
Childhood
KEY MESSAGES:
Much research exists on the significance of the early years and adolescence, yet less is known about middle childhood – the years from 6 to 12. Previously, it was believed that the middle years were a “latency period,” where children were generally alright and not much was going on. We now know that a number of critical changes occur during these years:
© 2016 Human Early Learning Partnership
TIMELINE OF DEVELOPMENT

10. Transitional Times in Development
Cognitively
Academically
Socially
Physically
KEY MESSAGE:
Middle childhood is a time of transition:
Cognitively children become more self-aware and more aware of others,
Socially children’s worlds begin expanding as connections to peers become increasingly important,
Academically children begin receiving grades and facing pressure to succeed,
Physically children are entering puberty (these changes have begun to present themselves at younger ages than in the past).
What happens during the middle years sets children up for how they handle adolescence and adulthood.
© 2016 Human Early Learning Partnership

11. Relationships are Central
KEY MESSAGE:
From decades of resiliency research, we know how important positive relationships are with adults at home, at school and in community as well as positive friendships with peers.
FURTHER READING:
© 2016 Human Early Learning Partnership v

12. Development of the Whole Child
KEY MESSAGE:
The MDI is a unique tool because it is not limited to a single focus on school success or just one aspect of development, but instead measures a number of dimensions including physical, mental and emotional health in order to give a full picture of the child.
© 2016 Human Early Learning Partnership v

13. Multiple Contexts KEY MESSAGE:
While the MDI questionnaire is completed during school time, it looks at children’s lives inside and outside of school, across multiple contexts.
© 2016 Human Early Learning Partnership

14. Children’s Voices v v KEY MESSAGE:
The self-report nature of the MDI upholds Article 12 of the United Nations Convention on the Rights of the Child, which emphasizes the importance of children’s voices. “When adults are making decisions that affect children, children have the right to say what they think should happen and have their opinions taken into account.” (United Nations, 1989).
The MDI gives us insight into areas that have great significance in children’s lives but are not typically evaluated by other assessments. Rather than evaluating academic progress, the MDI gives children an opportunity to communicate their experiences, feelings and wishes. Children feel very much empowered when they are confident that their thoughts and perspectives are being taken seriously by the adults in their lives.
FURTHER READING:
A full copy of the UN Convention on the Rights of the Child:
Equitas: International Center for Human Rights Education:
© 2016 Human Early Learning Partnership v v

15. 5 Dimensions of the MDI KEY MESSAGE:
The five dimensions on the MDI is made up of several measures and each measure is made up of one or more questions that children respond to. The Grade 4 version of the MDI contains 77 questions, while the Grade 7 MDI has 101 questions.
Social and Emotional Development, includes measures of optimism, self-esteem, happiness, empathy, and prosocial behaviour. It assesses levels of sadness and worries and for grade 7 students looks at more developmentally advanced measures including self-regulation, responsible decision making, and perseverance.
Physical Health and Well-being includes overall health, body image, mealtime and sleep experiences.
Connectedness to adults and peers looks at the relationships children have at home, school and community.
Use of After-School Time measures involvement in after-school activities, how children spend unstructured time and digs into what children wish to be doing and what gets in the way.
School Experiences includes measures of academic self-concept, school climate and belonging, in addition to uncovering experiences with victimization and bullying.
© 2016 Human Early Learning Partnership

16. Well-Being Index Happiness Health Optimism Self-esteem Low sadness
Low Well-Being
Children who are reporting negative responses on at least 1 measure of well-being.
Happiness
Health
Optimism
Self-esteem
Low sadness
High Well-Being (Thriving)
Children who are reporting positive responses on at least 4 of the 5 measures of well-being.
KEY MESSAGE:
In addition to results on the MDI dimensions, reports also contain two summary measures, called indices, that the MDI provides to paint an overall picture of how children perceive their lives.
The Well-being Index is a combined score of 5 measures that are known to be of critical importance for the development of children’s overall well-being.
Happiness- Happiness, or subjective well-being, refers to how content or satisfied children are with their lives. Happiness serves a greater advantage than just feeling good: children with a positive, friendly affect are more likely to attract positive attention from peers and adults, thus broadening and strengthening their social resources. Experiencing happiness also strengthens children’s coping resources when negative experiences occur.
General health - is described by The World Health Organization (WHO) as “not merely the absence of disease or infirmity.” It involves knowing and recognizing one’s own state of physical well-being.
Optimism - Optimism refers to the mindset of having positive expectations for the future. Optimism predicts a range of long-term health and life benefits including greater success in school and work, less likelihood of depression and anxiety, greater satisfaction in relationships, better physical health, and longer life. It is also a strong predictor of resiliency for children facing adversity.
Self-esteem- Self-esteem refers to a person’s sense of self-worth. It is one of the most critical measures of middle childhood health and well-being. It is during the middle childhood years that children begin to form beliefs about themselves as “competent” or “inferior” people.
Low sadness - Depression is estimated to affect 1 in every 15 children in Canada. It has a later onset than anxiety, usually beginning around the time of puberty. Depression affects children’s ability to concentrate and also limits their ability to experience enjoyment or pleasure in things. Depressive symptoms during middle childhood may be able to predict later onset of depression.
The index has 3 categories of well-being:
High Well-Being (Thriving) indicates the proportion of children who are reporting positive responses on at least 4 measures of well-being.
Medium to High Well-Being indicates the proportion of children who are reporting no negative responses, and less than 4 positive responses.
Low Well-Being indicates the proportion of children who are reporting negative responses on at least 1 of the 5 measures of Well-being.
© 2016 Human Early Learning Partnership
Medium to High Well-Being
Children who are reporting no negative responses, and fewer than 4 positive responses.

17. Assets Index ADULT RELATIONSHIPS PEER RELATIONSHIPS NUTRITION
AND SLEEP
AFTER-SCHOOL
ACTIVITIES
SCHOOL
EXPERIENCES
Not Reported Publicly
KEY MESSAGE:
The Assets Index is a measure of key resources and influences present in children’s lives that help promote positive development and well-being.
Supportive Adult Relationships: Research shows that children who do not feel connected are more likely to drop out of school and to suffer from mental health problems. A single caring adult, be it a family member, a teacher in the school or a neighbour, can make a very powerful difference in a child’s life. Children who feel connected report greater empathy towards others, higher optimism, and higher self-esteem than children who feel less connected.
Positive Peer Relationships:
Beginning in middle childhood, friendships and peer support begin to have a stronger influence on children’s school motivation, academic and life success. During this phase, children begin to place more importance on peer groups than on relationships to adults.
Proper Nutrition and Sleep:
Physical health outcomes are not uniquely controlled by genetics. They can be affected by different factors in one’s environment: family, relationships, lifestyle, economic and social conditions, as well as the neighbourhoods in which we live.
Participation in After School Activities:
We know that the environments in which children live and play are important, yet we know very little about how school-aged children actually spend their after-school hours. The data provided by the MDI attempts to fill gaps in the existing research on children’s participation in activities during after-school hours (from 3 to 6pm).
School Experiences:
School success is optimized when children perceive that they are learning within a safe, caring, and supportive environment. NOTE: The School Experiences asset is not mapped in public MDI reports. This is in order to avoid a ranking of schools or neighbourhoods.
© 2016 Human Early Learning Partnership
Adults at School
Adults in the Neighbourhood
Adults at Home
Peer Belonging
Friendship Intimacy
Eating Breakfast
Meals with Adults at Home
Frequency of Good Sleep
Organized Activities

18. Assets and Well-Being: How are they related?
As the number of assets in children's environments increase, so too does their well-being.
Number of Assets
KEY MESSAGE:
There is a link between children’s assets and well-being. MDI research demonstrates that children’s self-reported well-being is related to the number of assets they perceive in their lives; as the number of assets in a child’s life increases, they are more likely to report higher levels of well-being. This finding is consistent across all participating school districts in British Columbia.
Example: Let’s say a group of 100 children report that they have all 5 assets present in their lives. Using the data from the graph in this slide we can predict that 86% of these children are also experiencing well-being. On the other hand, in a group of 100 children who are all reporting that they have zero or only 1 asset in their lives, only 30% of those children are predicted to be experiencing well-being.
Schonert-Reichl K., Guhn, M., Gadermann A., Hymel S., Sweiss L., Hertzman C. (2012). Development and Validation of the Middle Years Development Instrument (MDI): Assessing Children’s Well-Being and Assets across Multiple Contexts. Social Indicators Research, 114: 345–369
© 2016 Human Early Learning Partnership
% Experiencing Well-Being

19. Reports
KEY MESSAGE:
Data collected from the MDI questionnaires are combined in order to create reports for three different levels of geography: school, neighbourhood, and school district.
School District and Community Reports - Contain data representing all of the children who were surveyed within a school district. Data are aggregated and averages are reported at both the school district and the neighbourhood levels:
• School district data - Averages are reported for all children who participated within the geographic school district boundary.
• Neighbourhood data -Averages are reported for all children living within a particular neighbourhood. These data are aggregated using children’s home postal codes, not by where they attend school.
School District and Community Reports are made publicly available at:
School Reports– Contain data specific to the population of children who participated in the MDI at an individual school. These reports are internal and are not released publicly. School reports can be shared with teachers, parents, and community partners at the discretion of the school district administration.
© 2016 Human Early Learning Partnership

20. Check Out
discovermdi.ca

21. KEY MESSAGE:
© 2016 Human Early Learning Partnership

22. Facilitation Ideas
MDI 101 was designed to introduce or refresh participants’ understanding about the MDI as a research tool. Presenting this information before sharing local data will help to solidify people’s knowledge and context of the research before getting caught up in specific numbers. In addition, creating an opportunity to be confident in the foundational ideas before the leap into results will help to create a readiness for data exploration.
Use Worksheet 1—Mindset (or simply pause at slide 9) to take the opportunity to foster reflection and dialogue through simple activities to establish a foundation of trust and validation with the research.
MDI 101 may be presented on it’s own as a distinct session as described here or may be combined with Your MDI Data. Bear in mind that your task as facilitator is to balance the quantity of information with the time available without overwhelming your audience.

23. The Agenda Welcome & Introductions MDI 101 PowerPoint Presentation
Mindset Activity

24. Activity Instructions
MINDSET ACTIVITY OPTION 1
Think-Pair-Share
This technique does not require a lot of time yet still increases a sense of involvement within a safe and closed conversation.
Step 1—Provide participants ~ 5 minutes of quiet time to reflect on how they personally connect with the foundational concepts of the MDI. The worksheet is helpful for this but not required.
Step 2—Follow the individual reflection time with an opportunity to share their thoughts and beliefs with a partner. Allow 5-10 minutes for these small discussions. Pairs may discuss each reflective prompt or allow for the pairs to choose which reflective prompt they are most interested in exploring.
Step 3—You may choose to invite some (or all) of the pairs to share any discussion highlights.

25. Activity Instructions
MINDSET ACTIVITY OPTION 2
Flip Chart Carousel
This technique allows for reflection in a more active and public process.
Step 1—Post 4 pieces of Flipchart paper in different areas of the room.
Step 2—Label each paper with one of the reflective prompts from Worksheet 1/last slide of MDI 101 Slide Deck.
Step 3—Divide participants into four small groups and assign one per prompt. Invite the groups to stand and gather around the paper.
Step 4—Encourage small group dialogue with one designated recorder jotting down key ideas and conversation aha’s.
Step 5—After a certain period of time (eg. 5 minutes); rotate groups to physically move and then discuss the next reflective prompt. Their notes will be added to the paper eventually reflecting the whole group’s reflections.
Step 6—If time, debrief the activity to discover learning.