1. Expanding Our Horizons: Moving mental health and wellness promotion into the mainstream Toronto, Ontario – Canada March 4 to 6, 2009 1

2. Louise Rowling President, Intercamhs A/Professor, University of Sydney International Survey of Principals Concerning Emotional and Mental Health and Well-Being International and Canadian Results Cheryl Vince Whitman Senior Vice President, EDC Vice President, Intercamhs Director, WHO Collaborating Center Gloria Wells Director, Collaborative Services and Partnerships, Rocky View School Division Board Member, Intercamhs 2

3. I.Goals, Questions, Sample II.International Results III.Canadian Results IV.Conclusion & Recommendations Presentation Outline 3

4. Rural Ontario, Canada 4

5. Part I GOALS, QUESTIONS, & SAMPLE 5

6. 1.Provide tools & peer learning to principals & staff. 2.Have principals discuss findings: Raise awareness of issues. Raise awareness of issues. Address stigma. Address stigma. Advocate for policies & programs. Advocate for policies & programs. Post-Survey Goals 6

7. a whole-school approach. a whole-school approach. MH promotion, intervention, & treatment. MH promotion, intervention, & treatment. policies and skills for social emotional learning. policies and skills for social emotional learning. a healthy psychosocial environment & services. a healthy psychosocial environment & services. involvement of community and parents. involvement of community and parents.www.intercamhs.org School-based mental health promotion supports… 7

8. England 8

9. The survey asked participants about… …the link between emotional/mental health & academic achievement. …major emotional/mental health issues facing students & staff. …policies & types of training or other resources that might be useful to address these issues. Questions of the Survey 9

10. N=1215 25 Countries 2% from… Other Developed (N=13): e.g., Austria, the Netherlands, South Korea Other Developing (N=17): e.g., Brazil, Ghana, India, South Africa Sample Characteristics 10

11. Grade level: Grade level: – Pre-k/elementary: 51% – Middle/high school: 27% – Other grouping: 22% Principals’ Gender: Principals’ Gender: – 57% female Student Diversity: Student Diversity: – 50% “Mixed” or “Diverse” Sample Characteristics Average school size: 550 students Average school size: 550 students 11

12. Sample Characteristics 12

13. Inner-city school in Canada 13

14. Part II INTERNATIONAL RESULTS 14

15. 90% see emotional/ mental health & well-being as “very important” for academic achievement. 90% see emotional/ mental health & well-being as “very important” for academic achievement. Principals estimate 1 in 5 students need prevention or intervention services. Principals estimate 1 in 5 students need prevention or intervention services. The Link and Those In Need 15

16. Importance of emotional/mental health for academic achievement 16

17. Principals See Major Student Issues to Be… 17

18. 1.Awareness of issues, identification, & access to services (18.4%). 2. Communication & the psychosocial environment (17.5%). 3. Home & community problems (12.4%). Principals’ Open-Ended Responses: issues for students 18

19. Rural school in Ireland 19

20. Stress, anxiety, depression. Stress, anxiety, depression. Need for communication & support among teachers, students, & parents. Need for communication & support among teachers, students, & parents. Principals rate emotional/mental health & well-being issues more important for students than staff. Principals rate emotional/mental health & well-being issues more important for students than staff. Principals See Major Staff Issues to Be… 20

21. Principals’ open-ended responses of issues for staff 21

22. Ministry of Education Policies 22

23. Need to strengthen polices that address emotional/ mental health & well-being through schools. Need to strengthen polices that address emotional/ mental health & well-being through schools. Materials & resources needed most when no national MOE policies. Materials & resources needed most when no national MOE policies. Ministry of Education Policies… 23

24. All-boys school in United Kingdom 24

25. Principals of schools with lower student family incomes report poorer emotional/ mental health & well- being among students & staff. Impact of Student Family Income 25

26. Principals’ mean ratings of importance for emotional/mental health & well-being issues, by student family income level. 26

27. Most useful resources include: – Training programs and materials – DVDs & web-based resources – Exchange with principals & experts Resources, training, & materials needed for 9 critical areas of a whole-school approach. Resources, training, & materials needed for 9 critical areas of a whole-school approach. Need for Resources 27

28. Principals’ mean ratings of issues of greatest importance to be addressed through training, educational materials, & other resources 28

29. Rural school in Canada 29

30. Part III CANADIAN RESULTS 30

31. The Link and Those in Need 93% see emotional/ mental health & well- being as “very important” for academic achievement. 93% see emotional/ mental health & well- being as “very important” for academic achievement. The estimate of 1 in 5 students needing services is even clearer. The estimate of 1 in 5 students needing services is even clearer. 31

32. 1.Anger management 2.Impulse control 3.Bullying and harassment Canadian Principals See Major Student Issues to Be… Among Canadian principals… Awareness, identification, & access are even more important (29% vs. 18% for global data) 32

33. Still: stress, anxiety, depression. Still: stress, anxiety, depression. Still: staff issues rated lower importance than for student issues Still: staff issues rated lower importance than for student issues Need to identify MH problems & access to services mentioned more often (21% vs. 17% for global data) Canadian Principals See Major Staff Issues to Be… 33

34. Need for educational materials & resources is slightly greater where there is at least 1 MOE policy. Need for educational materials & resources is slightly greater where there is at least 1 MOE policy. Ministry of Education Policies 34

35. Impact of estimated student family income level is not as strong. Impact of Student Family Income 35

36. Very similar to global data… Most useful resources include: Most useful resources include: – Training programs & materials – DVDs & web-based resources – Exchange with principals & experts Resources, training, & materials needed for 9 critical areas of a whole-school approach. Resources, training, & materials needed for 9 critical areas of a whole-school approach. Need for Resources 36

37. Comparison (Canadian vs. Global Samples) Fewer female principals in Canadian sample Fewer female principals in Canadian sample Student issues rated higher on average, with the top four over 4.00 Student issues rated higher on average, with the top four over 4.00 Awareness of problems & access to services cited more often by Canadian principals (28.9% vs. 18.4%) Awareness of problems & access to services cited more often by Canadian principals (28.9% vs. 18.4%) Fewer Canadian principals report MOE policies in place Fewer Canadian principals report MOE policies in place Effect of income not as strong Effect of income not as strong 37

38. Ghana 38

39. Part IV CONCLUSIONS & RECOMMENDATIONS 39

40. Globally, principals see the link between emotional/mental health and well-being and academic achievement. Globally, principals see the link between emotional/mental health and well-being and academic achievement. Principals estimate that 1 in 5 students needs services. Principals estimate that 1 in 5 students needs services. ConclusionsConclusions 40

41. Major issues: Major issues: – Students: bullying/harassment & access – Staff: stress, anxiety, depression Staff issues rated lower importance than student issues. Staff issues rated lower importance than student issues. Need for policies, training, & other resources to support staff develop knowledge & skills. Need for policies, training, & other resources to support staff develop knowledge & skills. ConclusionsConclusions 41

42. ICP members discuss findings & use them to advocate for policies & programs ICP members discuss findings & use them to advocate for policies & programs ICP members advocate with ICP & Intercamhs internationally to develop training materials & other resources through Interconnexions ICP members advocate with ICP & Intercamhs internationally to develop training materials & other resources through Interconnexions RecommendationsRecommendations 42

43. …develop plan of action & secure funding for these training materials & resources. …publicize results to create a movement, shared language, & action for change. Intercamhs and ICP will… 43

44. Cheryl Vince Whitman Senior Vice President, EDC Vice President, Intercamhs Director, WHO Collaborating Center cvincewhitman@edc.org Ph: (0011-1) 617-618-2300 Fax: (0015-1) 617-527-4096 www.intercamhs.org www.icponline.org www.hhd.org Education Development Center, Inc. 55 Chapel Street, Newton, MA, USA 02458-1060 Contact Information 44