1. Putting Students at the Centre Engaging students in campus mental health planning, service design & policy Putting Students at the Centre Engaging students in campus mental health planning, service design & policy

2. The Students Commission Lead of The Centre of Excellence for Youth Engagement 2 Respect Listen Understand Communicate ™

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4. Students Commission Background 1991: The Students Commission of Canada (SCC) was founded Mission: support young people to put their ideas for improving themselves, their communities, and their world into action (Supports implementation of the United Nations Convention on the Rights of the Child) 2000: SCC became the Lead organization of The Centre of Excellence for Youth Engagement (CEYE) CEYE: networks academics, youth organizations, and young people together to provide research and training to improve youth programs, and Youth Engagement in Canada 4 One of the first Students Commission Conferences, 1990’s

5. What is Youth Engagement? 5 The Center of Excellence defines youth engagement as the sustained and meaningful involvement of a young person in an activity focused outside of themselves. The Students Commission, Unite and Ignite, 2014 The Students Commission,Top Left Youth Conference, 2013

6. The Centre of Excellence for Youth Engagement 6 Conceptual Model of Youth Engagement

7. A Cross-Cutting Health Promotion Strategy When youth are engaged, there are lower rates of: Depression Marijuana and hard drug use School failure and drop-out Sexual activity and pregnancy in girls Anti-social and criminal behaviours Alcohol use Source: What is Youth Engagement? Centre of Excellence for Youth Engagement (n.d.) 7

8. Transition Years When youth transition into adulthood, generally the following occurs: Access to social supports declines Increased decision-making (responsibility) A sense of personal identity is solidifying Levels of physical activity decline Increase in stress related to transitions (e.g. University) Source: Stepping Stones, Ministry of Children and Youth Services, Government of Ontario (2012) 8

9. Questions to Consider Why should students be engaged in the development of campus mental health strategies, initiatives, services and policies? How can campus staff and student leaders effectively ensure that students are meaningfully engaged? 9

10. What is Jack.org National network of student leaders transforming how we think about mental health Student-led, 5 in 5 approach, making noise Our Programs Jack Summit, Jack Talks, Jack Chapters My role – Jack Chapter Lead Overview

11. My work with our Jack Chapters Connection to the Summit Student-led initiatives Student-led evaluation Jack Hub Student Engagement

13. Future Directions Long Term Goals for Jack.org Connection to Greater Youth Well-being, Less Suicide The Importance of a Network Implications

14. Questions for New Jack Chapter Leaders: What is the role of student leadership in mental health on your campus? What conversations are not happening and how do we get them started? How do you fit amongst the other mental health players that exist at your school? Questions to Consider

15. Mental health strategy development began with 2 summits in May and June of 2013 7 working groups formed, later rolled into 4: Policy, Environment, M/H Awareness and Literacy, Direct Service Initially lots of enthusiasm, less organization, all involved had other primary roles (faculty and staff) Overview

16. Mental Health Research Intern role introduced in Jan 2014 with funding from the Northern Ontario Heritage Fund internship program Responsibilities: coordinate working groups, conduct focus groups, consult with literature, consult with internal and external stakeholders Overview Cont’d

17. Student focus groups began in Jan. 2014 65 students participated in 11 groups (students could attend their choice of group: general, regional, LGBTQ, international, Aboriginal, mature) Student input helped focus and shape the rest of the strategy development process Student Engagement

18. Thematic analysis of focus group results showed: Many students think of mental health in terms of mental illness. Pathological views of stress. Concerns about stigma. Common challenges trying to balance school responsibilities with other responsibilities. Difficulty navigating college systems (resources, services, policies). Key Results

19. As a result of the focus groups: Increased focused on mental health rather than mental illness (building on prior knowledge). Increased focus on building knowledge of stress, promoting development of healthy coping skills. Increased focus on LGBTQ student needs (training for staff/faculty, student group started). Implications

20. When you speak about mental health, are you speaking a common language with your students? Which students are involved in your campus mental health work? How can you encourage inclusion of a diverse range of student views? Questions to Consider