1. Origins Current work Future plans

3. Gatehouse Project 26 Australian metro and rural high schools A collaborative intervention to improve social environment at school Randomised controlled trial Centre for Adolescent Health, University of Melbourne

4. Gatehouse Project – Organisational Development over 2 years Entry Survey Feedback Priority setting Actions Implementation Evaluation Action team (staff, students, parents) Part time facilitator Curriculum Professional development

5. Towards a more positive social environment (Patton G, Bond L, Butler S, Glover S) Classroom Security clear and agreed class rules no put-downs maintaining privacy Communication promoting listening to others promote opportunities for one- on-one interaction with teachers physical layout of classroom small group work Positive regard through participation part of the group and have something to contribute promote acknowledgment of others contribution and work Whole school Security anti bullying policy Communication moving towards organisational change peer support program – coordination and training student-teacher engagement outside of class eg mentoring Promote participation organisational change to allow student representation promotion of extra-curric. activities create opportunities for feedback to students (and teachers)

6. The Gatehouse Project: changes in health risk behaviour in year 8 students after 2 years All analyses adjusted for previous level of substance use in the school

7. Key milestones 2001 Whole school mental health promotion symposium, Calgary 2002 - 2004 CORE high school pilot

8. Social network analysis is the study of social structure. It maps relations among people (or organisations) A person’s position in a structure determines the opportunities or constraints that the person will encounter -information, - help -viewpoints -approval/disapproval - affirmation of worth

10. Staff. Advice seeking a year ago

11. Staff. Advice seeking now

12. Staff. Socialising with each other a year ago

13. Staff. Socialising with each other now

14. Effect of CORE on school as a workplace Increases in -knowing each other by name - knowing more personally -having regular conversations -advice seeking for a school matter - socialising (but only a bit!)

15. Key milestones 2001 Whole school mental health promotion symposium, Calgary 2002 - 2004 CORE high school pilot 2004-2008 SAYCHN WSMHP (4 elementary one junior high)

16. Students. The friendship network at Time 1, one elementary classroom

17. Students. The friendship network at Time 2, same class

18. Students. The talk-to-when-upset network at Time 1 One elementary classroom

19. Students. The talk-to-when-upset network at Time 2, same class

20. How do we think CORE works? Greater personal connection/security A little information in the right part of the network gets communicated fast (infectious!) Greater diversity in the network – links to unlike others from whom kids learn things

21. Play at school together, grade 6, baseline assessment coded by typical peer rated behaviour

22. Impacts and benefits Self esteem “(kids) are so proud of what they are learning, proud of what they’re doing” “ (they are) a lot more self aware and trying to problem solve” Language“ the whole language has changed, the whole atmosphere, its incredible what has happened in this school ” Teachers “ you feel more connected and you are making a difference”

23. Challenges Staff turnover in schools Getting the idea of the intervention across as a process rather than a packaged product Overworked/busy context Teachers’ initial gut reaction to any “negative” results

24. Key milestones 2001 Whole school mental health promotion symposium, Calgary 2002 - 2004 CORE high school pilot 2004-2008 SAYCHN WSMHP (4 elementary one junior high) 2009/2010 CORE final pilot (elementary)

25. Key milestones in the transfer 2001 Whole school mental health promotion symposium, Calgary 2002 - 2004 CORE high school pilot 2004-2008 4 elementary and one junior high 2009/2010 CORE final pilot (elementary) Stronger teacher/workplace focus Extended social network analysis into the students Added a cortisol assessment Launched an RCT in 2010/2011

26. Origins Current work Future plans

27. Recently completed ( PHAC grant) How-to guides for facilitators and FAQs for schools Website/resource guide Key set of PD events Advice for adaptation to multicultural contexts Costing Set up advisory committee In-built evidence appraisal for likely effectiveness of existing or potential new programs for the schools

28. Current work and future plans Roll out and assess effectiveness on health and learning outcomes in a randomised, stepped wedge design, over next 3-5 years, starting Sept/Oct 2010 (30 - 40 schools) - Calgary Catholic (now, 6 schools) - CBE (next) - beyond

29. Points to consider Coordination and fit other initiatives – CORE is an umbrella, it is not a competitor with other programs Stewardship/championship - the evidence backing up prevention programs in schools should be as good as our treatment programs. Parents and kids deserve that. Provincial level stakeholder support and investment is vital Laureen Lailley CBE and Population Health Intervention Research Centre, University of Calgary on behalf of the CORE Connections team lllailley@cbe.ab.ca www.coreconnects.ca