1. Results from the Middle Years Development Instrument (MDI)

2. 4. Taking Knowledge to Action 3. MDI Results 2. The MDI and What it Measures 1. The Importance of Middle Childhood

4. Adolescence MiddleChildhood EarlyChildhood Birth TIMELINE OF DEVELOPMENT

5. Middle childhood is a transitional time Socially Socially Academically Academically Physically Physically

6. Identity Formation

7. Mental Health

8. How can we help children feel more supported and experience well-being? What can we do to lead children on a positive path to becoming caring and contributing citizens of tomorrow? What can children tell us, with their voice, that they need in order to feel competent and cared for?

9. POVERTY LOSS OF SUPPORT Changes and Challenges: Societal Risks Changes and Challenges: Societal Risks* EXPOSURE TO VIOLENCE

10. Richness of the Soil

11. “Every child requires someone in his or her life who is absolutely crazy about them.” Urie Bronfenbrenner

12. 2. The MDI and What it Measures

13. Self-report survey for Grade 4 & Grade 7 students The MDI: Middle Years Development Instrument

14. Multiple contexts Relationships are seen as central Perspectives of children Development of the “Whole Child”

15. EDIMDI Population-based Health Survey Early Years (Kindergarten) Teacher Report Measures developmental progress Population-based Health Survey Middle Years (Grade 4) Child Self Report Measures developmental assets compared to

16. Social Competence Physical Health and Well-being Language and Cognitive Development Communication Skills Social and Emotional Development Connectedness School Experiences Use of After School Time Use of After School Time compared to EDIDimensions MDIDimensions Emotional Maturity Physical Health and Well-being

17. 5 Dimensions of the MDI Social and Emotional Development 1 Connectedness2 SchoolExperiences3 Physical Health & Well-Being & Well-Being4Constructive Use of After- School Time 5

18. 1 Measuring: Optimism Optimism Self-esteem Self-esteem Subjective Well-being (Happiness) Subjective Well-being (Happiness) Empathy & Prosocial Behaviour Empathy & Prosocial Behaviour Sadness & Worries Sadness & Worries Social and Emotional Development 1

19. 2 Measuring: Number of Important Adults in School Number of Important Adults in School Connectedness to Adults at Home, School, & Neighbourhood Connectedness to Adults at Home, School, & Neighbourhood Peer Belonging & Friendship Intimacy Peer Belonging & Friendship Intimacy Connectedness

20. 3 Measuring: Academic self-concept Academic self-concept School climate School climate School belonging School belonging Victimization at school Victimization at school School Experiences

21. 4 Measuring: Overall Health Overall Health Physical/Health Condition Physical/Health Condition Body Image Body Image Breakfast & Sleep Breakfast & Sleep Physical Health and Well-Being

22. 5 Measuring: Involvement in After-School Activities Involvement in After-School Activities Homework, TV, Computer Time Homework, TV, Computer Time Activities Children Wish to be Doing Activities Children Wish to be Doing Use of After-School Time

23. 5 Self Regulation Perseverance Future Goals What Makes an Adult Important to You Social Responsibility/Volunteering Assertiveness Responsible Decision-Making Self Awareness Personal Meaning Additional Grade 7 Items

24. Adult Relationships Nutrition and Sleep School Experiences After- School Activities Optimism Self-esteem Overall Health Absence of Sadness Peer Relationships Happiness Key Assets for Thriving Indicators of Well-being

26. Why 4 th and 7 th Grade? Important transitional time in development Can complete self-report survey Target for prevention efforts

27. Article 12: Children have a right to give their opinion and be listened to by the adults around them Upholding the Rights of the Child

28. 3. MDI Results

29. Use this section to present results from your MDI report or maps. Tip: Consider starting with the maps to provide an overview of the community. Then move into the more detailed pages of the MDI reports and focus on areas of interest. All MDI maps and reports can be found online: http://earlylearning.ubc.ca/maps/mdi/nh/ http://earlylearning.ubc.ca/maps/mdi/nh/

30. 4. Taking Knowledge to Action

31. Parents Community Planners Children’s Organizations Sports and Recreation Associations Funding Agencies Policy Makers Who Can Use MDI Data? Educators Health Agencies

32. Uses of Data 1.Monitor children’s health 2.Improve understanding 3.Drive decisions

33. Use this section to present key points and strategies for local action. Here are some discussion questions to consider: -Were there any surprises in the results? -What were the key messages that stood out? -Why might children be responding this way? -What other sources of data might be useful to compare/supplement these results? -How is our school/community currently supporting children? -What could be done differently? -What efforts should be maintained? -Are there any opportunities to involve children in our planning or initiatives?

34. Thank You Contact: