School Mental Health ASSIST Webinar Series

School Mental Health ASSIST Webinar Series
Building and Sustaining District Conditions for Effective School Mental Health Suggestions for Supporting Student Mental Health and Well-Being in your district school board Welcome to the School Mental Health ASSIST webinar series. My name is Kathy Short. I’m a Clinical Child Psychologist and the Director for School Mental Health ASSIST. This is the second session in a four-part webinar series. This session is meant for senior administrators and senior mental health professionals, like Chief Social Workers and Chief Psychologists. DRAFT School Mental Health ASSIST Webinar Series School Mental Health ASSIST

School Mental Health ASSIST Équipe d’appui en santé mentale pour les écoles
is a provincial team designed to help Ontario school boards to support student mental health and well-being Briefly, School Mental Health ASSIST is an implementation support team that is designed to help Ontario school boards to promote student mental health and well-being, within the context of overall learning and achievement. School Mental Health ASSIST

Three Areas of Focus Organizational Conditions for Effective School Mental Health Mental Health Capacity-Building for Educators Implementation of Evidence-Based Mental Health Promotion and Prevention Programming School Mental Health ASSIST has three main areas of focus, helping boards (1) to create organizational conditions for effective school mental health, (2) to build capacity for supporting student mental health amongst educators, and (3) to implement high-quality evidence-based promotion and prevention programs to support well-being in universal and targeted ways. School Mental Health ASSIST

School Mental Health ASSIST will help ALL school boards to support student mental health & well-being By providing hands-on resources to build Mental Health Awareness and to support effective decision-making in school mental health We provide support to ALL school boards, through the development of resources that support mental health awareness for school board staff and that help boards to make decisions about which programs and services would be most helpful in their context. School Mental Health ASSIST

It is part of Ontario’s Mental Health and Addictions Strategy
School Mental Health ASSIST is part of Open Minds, Healthy Minds, the comprehensive 10-year strategy designed to address mental health and addictions needs in Ontario. You can view the Strategy on-line at the link provided. Open Minds, Healthy Minds is the comprehensive, 10-year strategy designed to address mental health and addictions needs in Ontario School Mental Health ASSIST

Strategy Priorities for the Next 3 Years
Close Critical Service Gaps Increase availability of culturally appropriate services and serve more children and youth in Aboriginal, remote and underserved communities With complex mental health needs At the key transition point from secondary to post-secondary education Identify & Intervene Early Provide tools and support to those in contact with children and youth so they can identify mental health issues sooner Provide resources for effective responses to mental health issues Build mental health literacy and local leadership Fast Access to High Quality Services Build capacity in the community-based sector Reduce wait times Meet community needs Link education, child and youth mental health, youth justice, health care, and the community Support System Change Support development of an effective and accountable service system for all Ontarians Build on efforts that promote evidence-informed practice, collaboration, and efficiencies Develop standards and tools to better measure outcomes for children and youth The first three years of the Mental Health and Addictions Strategy is focused on child and youth mental health, and is led by the Ministry of Children and Youth Services. There are three core priorities for this first three years: Fast access to high quality services, identify and intervene early, and close critical service gaps. School Mental Health ASSIST

OVERVIEW OF THE MENTAL HEALTH & ADDICTIONS STRATEGY - FIRST 3 YEARS
Starting with Child and Youth Mental Health Our Vision: An Ontario in which children and youth mental health is recognized as a key determinant of overall health and well-being, and where children and youth reach their full potential. Provide fast access to high quality service Kids and families will know where to go to get what they need and services will be available to respond in a timely way. Identify and intervene in kids’ mental health needs early Professionals in community-based child and youth mental health agencies and teachers will learn how to identify and respond to the mental health needs of kids. Close critical service gaps for vulnerable kids, kids in key transitions, and those in remote communities Kids will receive the type of specialized service they need and it will be culturally appropriate THEMES INDICATORS Reduced child and youth suicides/suicide attempts Educational progress (EQAO) Fewer school suspensions and/or expulsions Decrease in severity of mental health issues through treatment Decrease in inpatient admission rates for child and youth mental health Higher graduation rates More professionals trained to identify kids’ mental health needs Higher parent satisfaction in services received Fewer hospital (ER) admissions and readmissions for child and youth mental health Reduced Wait Times Provide designated mental health workers in schools Implement Working Together for Kids’ Mental Health Hire Nurse Practitioners for eating disorders program Improve service coordination for high needs kids, youth and families Implement standardized tools for outcomes and needs assessment Amend education curriculum to cover mental health promotion and address stigma Develop K-12 resource guide for educators Implement school mental health ASSIST program &mental health literacy provincially Enhance and expand Telepsychiatry model and services Provide support at key transition points Hire new Aboriginal workers Implement Aboriginal Mental Health Worker Training Program Create 18 service collaboratives Expand inpatient/outpatient services for child and youth eating disorders Reduce wait times for service, revise service contracting, standards, and reporting Funding to increase supply of child and youth mental health professionals Improve public access to service information Pilot Family Support Navigator model Y1 pilot Increase Youth Mental Health Court Workers Provide nurses in schools to support mental health services Implement Mental Health Leaders in selected School Boards Outcomes, indicators and development of scorecard Strategy Evaluation A number of initiatives have been created to support these three priorities. The Ministry of Children and Youth Services, the Ministry of Health and Long-Term Care, the Ministry of Training, Colleges and Universities, and the Ministry of Education have the lead for each of the various initiatives. INITIATIVES 7 School Mental Health ASSIST

Interconnected Initiatives
School Boards Health care settings Community MOHLTC Nurse Leaders MHA Nurses in DSB program Service Collaboratives SSLI MCYS MH Workers with Schools Working Together EDU SMH ASSIST The Ministry of Education is producing a number of supports for use in Ontario school boards, like this webinar series, a resource guide, and a site for sharing resources on-line. Over the next few years, changes will be made to the curriculum to include a focus on mental health promotion, social emotional learning, and stigma reduction. And, School Mental Health ASSIST will be implemented to help all boards to promote student mental health and well-being. Supports initiated by our partner Ministries, like Working Together for Kids’ Mental Health and the Nurses in DSB program, are also meant to enhance services, and service pathways, for children and youth. School Mental Health ASSIST

What Can School Boards Expect?
Resources to support mental health awareness Web space related to School Mental Health in Ontario Decision-making tools Support for Local Planning Presentations and Workshops An Educator Guide to Student Mental Health access to MyHealth Magazine Interministerial Coordination of Initiatives So, what can school boards expect in terms of support for student mental health and well-being? School Mental Health ASSIST will create resources like this webinar series that boards can use to promote educator awareness about mental health. We have created an on-line space for resources and links related to mental health. Some resources have been posted already, and we will continue to populate and evolve the site over time. Decision-making tools will be offered, for example, to help system leaders to choose amongst the various mental health literacy offerings currently available in the marketplace. School Mental Health ASSIST will also gladly participate in meetings of provincial organizations, as requested. In addition, the Ministry of Education will provide an Educator Guide to Student Mental Health and access to MyHealth Magazine, an innovative interactive on-line tool designed to help with teacher understanding of mental health. Finally, we are committed to working with our partner ministries to ensure alignment and coordination of initiatives. If you are interested in learning more about MyHealth Magazine, or any of these resources, do not hesitate to contact SMH ASSIST. School Mental Health ASSIST

Webinar Series – Session 2
Building and Sustaining District Conditions for Effective School Mental Health Now I would like to introduce this webinar, which is focused on suggestions for building and sustaining conditions for effective school mental health. School Mental Health ASSIST

Webinar Series Overview
Mental Health Awareness in Ontario School Boards Audiences: All Education Sector Audiences Building and Sustaining District Conditions for Effective School Mental Health Audiences: Trustees, Directors, Superintendents, Chief Social Workers / Psychologists Building and Sustaining School Conditions for Effective School Mental Health Audiences: Superintendents, School Administrators, School Mental Health Professionals, Guidance, Student Success, Special Educators Building and Sustaining Classroom Conditions for Effective School Mental Health Audiences: Teachers, Educational Assistants This is the second in the series of four webinars on School Mental Health Awareness to be released in This webinar is aimed particularly for board leaders, and provides information related to creating organizational conditions for effective school mental health. Other sessions are targeted, by audience, and offer information that is tailored to the professional role of particular groups. Session one offers an overview of school mental health. Session three is targeted towards school leaders and provides information about setting conditions at a school level. Session four discusses practical strategies for creating classroom conditions that support student mental health. School Mental Health ASSIST

Suggested Uses for Webinar Series
Designed to be a flexible resource for educators Could be used as part of a visioning meeting, a professional development session, or self-study Select the Webinar that is right for you! Deliver as a Webinar OR Use/Tailor the Slide Deck Draw on the Facilitation Guide for Ideas for Creating an Engaging Staff Development Session The School Mental Health ASSIST webinar series is meant to be a flexible resource. Depending on your purpose you may you may choose to (1) listen to the webinar yourself for your own learning, (2) deliver the information to others by sharing this webinar, (3) use the slides and facilitator guide to create a workshop that you deliver or (4) select/modify some slides to enhance existing workshops that you already deliver to support mental health awareness. School Mental Health ASSIST

Mental Health Awareness Webinars
Mental Health Awareness is Not an Event It is an iterative deepening of knowledge that is embedded within school board life The tools in the School Mental Health ASSIST Webinar Series can be a helpful start, or an enhancement, to board initiatives in this area The Mental Health Awareness session can be offered in isolation, or as a precursor to any of the sessions in the Series One of the risks in the area of mental health literacy is that professional development is handled as an event (e.g. a one-day, one-time information sharing, delivered by an external expert). School mental health is much too complicated to be “taught” in this way. Rather, School Mental Health ASSIST recommends a sustained, iterative process of learning that is embedded within a systematic plan for educator mental health capacity building. Ideally, those with mental health expertise, like School Social Workers and Psychological Consultants, would deliver this information in an organized way that cascades meaningfully throughout the system. It is suggested that this cascade begins with senior leaders, moves to school leaders, and then focuses on those who work in classrooms. In this way, those closest to students have others in the organization to lean on for information and support. School Mental Health ASSIST

The Mental Health Capacity Continuum
The right information, to the right people, in the right way, at the right time Mental Health Awareness Mental Health Literacy Mental Health Expertise Strategies for providing basic mental health information, tailored for different school board audiences Strategies for ensuring deeper working knowledge for those who have a role in supporting student mental health Strategies for ensuring that new SMH professionals possess the skills and knowledge to effectively provide evidence-based SMH promotion, prevention, and intervention At School Mental Health ASSIST, we have started to think of mental health capacity as occurring along a continuum. We believe that all members of the education sector need Mental Health Awareness – a basic level of understanding of mental health and common problems that might be observed at school amongst students, and how to help. Those who work most closely with students require a deeper level of knowledge and skill so that they can promote well-being at school, and can identify and effectively support students who struggle with their emotions and behavior. We call this Mental Health Literacy. Those with responsibility for our most vulnerable students require Mental Health Expertise, a fluency with evidence-based mental health promotion, prevention, and intervention strategies and programs. This webinar series is offered at the level of Mental Health Awareness. ALL SOME FEW School Mental Health ASSIST

Creating District Conditions Session Overview
A Vision for Student Mental Health and Well-Being The Importance of Organizational Leadership Top 10 List of Research-Based Conditions for Effective School Mental Health Recommendations and Next Steps This session will provide an introduction to organizational conditions for effective school mental health. It covers quite a bit of ground, but is only meant as an orientation to the issues. Over time, additional resources and tools to support district leaders to build these conditions will be made available. If this session inspires questions, a need for clarification, and/or a desire for more information, don’t hesitate to contact SMH ASSIST. The session begins with a suggested vision for student mental health and well-being. After highlighting the importance of organizational leadership for school mental health, a top 10 list of research-based conditions for effective school mental health will be outlined. This webinar closes with some recommendations for next steps. School Mental Health ASSIST

A Vision for Student Mental Health and Well-Being in Ontario Schools
Ontario students are flourishing, with a strong sense of belonging at school, ready skills for managing academic and social/emotional challenges, and surrounded by caring adults and communities equipped to identify and intervene early with students struggling with mental health problems If we could imagine the future we most want, what would student mental health and well-being look like 5 years from now? What hopes would we have for our students? Maybe it would look something like this… Ontario students are flourishing, with a strong sense of belonging at school, and ready skills for managing academic and social/emotional challenges, surrounded by caring adults and communities equipped to identify and intervene early with students struggling with mental health problems. Perhaps this is a vision to collectively aspire to. A Vision for Student Mental Health and Well-Being in Ontario Schools School Mental Health ASSIST

To Achieve this Vision, we need to:
Support educators with knowledge and resources to help them to create mentally healthy classrooms Provide mental health promotion and prevention programming in schools Equip educators to identify and support students with mental health needs Work with families and community partners to create seamless pathways to care for students with significant mental health problems In order to achieve this vision, there are a number of conditions to be put into place. Educators require knowledge and resources to help them to create mentally healthy classrooms. We need to provide high quality mental health promotion and prevention programs in schools. Educators need assistance to identify and support students with mental health problems. Working with families and community partners, we need to create local pathways to service that allow for enhanced access to the right care at the right time. These are complex activities. School Mental Health ASSIST is designed to help boards to create and/or enhance the conditions that lead us in the direction of our vision. School Mental Health ASSIST

A Tiered Model of Support for School Boards
Universal Mental Health Promotion, Social-Emotional Learning Targeted Prevention Intensive Intervention Our focus, in District School Boards, is to create mentally healthy environments for students, to provide universal mental health promotion programs in areas of need, and to build skills amongst students who are vulnerable through prevention programming Note that this vision is supported by a tiered model of support in school boards, which is similar to the model in place to respond to teacher/parent concerns about student learning. That is, we can promote mental health and well-being for ALL students, through universal approaches that are beneficial for all children and youth. We can also help to identify SOME students with, or at risk for developing, mental health problems and can help with targeted skill-building and with referrals to mental health support teams. With the assistance of professionals with mental health expertise, we can lend support to the FEW students who require more intensive intervention while at school, ideally working in partnership with involved community agencies. School Mental Health ASSIST

This is familiar! Key Concepts School Mental Health ASSIST
Universal Design for Learning Differentiated Instruction The Tiered Approach This tiered support approach will remind you of the key concepts embedded within the Learning for All resource. It borrows from this thinking, which may help with alignment in our approach for helping All, Some, and Few students as their mental health needs dictate. School Mental Health ASSIST

Our Community Partners in MCYS and MOHLTC
Intensive Intervention Targeted Prevention Universal Mental Health Promotion The focus for our colleagues in the Ministry of Child and Youth Services and the Ministry of Health and Long-Term Care is to provide therapeutic support to children and families with significant mental health problems While we, in school boards, focus primarily on the universal and targeted parts of the triangle, our partners in the Ministry of Children and Youth Services and the Ministry of Health and Long-Term Care do most of their core work with children and youth who struggle with significant mental health problems. They provide specialized interventions in community-based and hospital settings that are designed to help children and families to overcome and/or manage mental illness. School Mental Health ASSIST

Tiered Support in a Systems Framework
Universal Mental Health Promotion, Social-Emotional Learning Targeted Prevention Indicated Intervention Indicated Intervention Targeted Prevention Universal Mental Health Promotion Community Clearly, to provide a full system of care, that offers support at universal, targeted, and intensive levels, we need to work seamlessly with our community partners. Many communities across Ontario have set the foundations for this linking work through the Student Support Leadership Initiative and Working Together for Kids’ Mental Health. We anticipate that this collaborative work will deepen in coming years as communities further define and support the local pathways that fit their context. School Boards We are better together! School Mental Health ASSIST

What Would This Look Like?
Universal (Tier 1)- A school district made up of caring classrooms and schools, where students learn to build skills for coping, and know where to turn when life becomes challenging Targeted (Tier 2)- A school district with a range of professional supports and prevention programs that can be implemented with vulnerable students Intensive (Tier 3)- A school district with clear protocols in place to ensure that students who are struggling are identified early and receive support at school, and within the community if necessary A school district with a Tiered Support Strategy What might this look like in a district school board setting? At a universal, or Tier 1, level, there would be caring classrooms and schools, where students learn to build skills for coping, and know where to turn when life becomes challenging. Students who experience temporary adjustment difficulties, moderate performance anxiety, and occasional mood problems may not require medical treatment, but they would benefit from extra support and understanding on the part of teachers and parents day to day. This extra support may serve to prevent more difficult problems. Targeted supports would be provided for students who are particularly vulnerable to developing mental health problems – these might include groups to help anxious students or sessions on dealing with angry feelings, most likely to be supported by school mh professionals or specially trained staff. For students in Tier 3 with more serious concerns, there would be protocols for early identification and referral, short-term evidence-based interventions, and school board resources to help with transitions to and from community services. Again, in many boards, this thinking is not new and the foundations for tiered, integrative support have been set through SSLI and other initiatives. School Mental Health ASSIST

Getting from Here to There
While many boards have aspects of a Tiered Support Model in place, including a dedicated focus on promotion and prevention activities may require a change in thinking (and possibly a change in structures, a change in roles, a change in partnership relationships) We need to pay attention to staff mental health and well-being during the change process We need to continue to tend to our most distressed students as we make this shift While many boards have been working towards a mental health service delivery model that is founded on a proactive tiered support model, making this shift is difficult and complex work and runs counter, in many ways, to traditional models that focus on individual assessment and individual case work for students with intensive needs. Shifting to a new way of approaching school mental health may require skill-building and risk-taking amongst school mental health professionals. We need to pay attention to the mental health needs of staff well-being through the change process. In addition, it is critical that we continue to tend to our most distressed students as we make this shift to a balanced tiered system. We will always need some intensive services to support our psychologically fragile students and those in crisis. School Mental Health ASSIST

Reflecting on the Tiered Support Model
Where is our board currently in moving towards a Tiered Support Model for student mental health? What are the benefits of moving further towards this model? What are the challenges that would emerge for our board in moving further towards this model? How might these challenges be approached? As you contemplate the implementation of the tiered support model in your board, you may wish to take a moment to reflect with colleagues on the implications of this change in your local context. These questions may be helpful in facilitating dialogue in this regard. Where are we now in adopting a Tiered Support Model for student mental health? What are the benefits of moving further towards a Tiered Support Model? What are the challenges that would emerge for our board in moving more fully to this model? How might these challenges be approached? School Mental Health ASSIST

The Importance of Organizational Leadership
Navigating change for the benefit of students requires leadership at the organizational level. Senior administrators, trustees, and school mental health professionals all have a role to play in supporting this change. School Mental Health ASSIST

Managing Complex Change
Vision Skills Incentives Resources Action Plan = Change Knoster provides this vehicle for thinking about systems change. He suggests that effective change requires vision, skills, incentives, resources, and an action plan. Adapted from Knoster, T. (1991) Presentation at TASH Conference, Washington DC (Adapted by Knoster from Enterprise Group Ltd.) School Mental Health ASSIST

Managing Complex Change
Skills Incentives Resources Action Plan Confusion = Vision Incentives Resources Action Plan Anxiety = Vision Skills Resources Action Plan Resistance = Vision Skills Incentives Action Plan Frustration = In the absence of any of these key ingredients, less optimal outcomes are achieved. For example, if there is no shared vision, confusion is a typical result. If professionals lack the new skills required, they feel anxious. And so on... System leaders have a pivotal role in setting conditions for change, and for effective school mental health. Vision Skills Incentives Resources Treadmill = Adapted from Knoster, T. (1991) Presentation at TASH Conference, Washington DC (Adapted by Knoster from Enterprise Group Ltd.) School Mental Health ASSIST

Self-Assessment Does your board have a clear vision for school mental health? Does your BIPSA address student well-being? Do educators and central office staff have the skills they need to provide effective mental health supports? Are the incentives for a tiered model of mental health service delivery clear to board staff? Are there sufficient resources to support effective school mental health? Do you have an action plan related to school mental health? Does the plan include a clear pathway to care? You may wish to take a minute to reflect on the degree to which your board has these conditions in place. Does your board have a clear and shared vision for school mental health? Does this vision link well-being and academic achievement, as part of board improvement planning? Do staff members have the skills to support this vision? Do they understand the incentives for carrying out a tiered support model, in terms of enhanced practice, better classroom management, and long term student academic performance and emotional well-being? Does your board have the resources it needs, and are these resources being used optimally? Do you have a mental health strategy or written action plan to guide your work? Ontario school boards are at different places in this organizational journey. There are many steps in the process and we anticipate that most boards are just beginning. Perhaps some of these areas would be a consideration for future work. School Mental Health ASSIST is designed to provide tailored support to all boards over the next three years. School Mental Health ASSIST

System Leaders Have a pivotal role in:
Highlighting the importance of student mental health at school Communicating about the Tiered Support Model Co-Creating a Board Vision for School Mental Health Recognizing the foundational work of school mental health professionals Developing required infrastructure and protocols to facilitate effective tiered support Encouraging a systematic approach to educator mental health awareness / literacy Encouraging a systematic approach to the selection of promotion / prevention programs Co-creating a Board Mental Health Strategy and Action Plan Promoting local evaluation of programs and services To be more concrete about the role of system leaders in effective school mental health, the following listing provides an overview of the sorts of roles that leaders can play. For example, Directors, Superintendents and Senior Mental Health professionals can highlight the importance of student mental health in academic achievement, can share information about the tiered model of service delivery with the board community, and can help in the development of a vision for school mental health that is aligned with board strategic directions and plans. They can establish infrastructure that honours existing practices and reaches forward to support new proactive approaches. And they can encourage a systematic approach to professional development and mental health programming. School Mental Health ASSIST

The Special Role of Leaders
Supporting the mental health and well-being of staff Although educators have been dealing with student mental health problems throughout their careers, it may feel like a new area of responsibility Educators feel ill-prepared to deal with student emotional and behavioral problems at school (Taking Mental Health to School, 2009) Mental health is a sensitive area for some Most importantly perhaps, is the role that system leaders play in attending to staff mental health and well-being as initiatives supporting student well-being are introduced. We want educators to feel supported as they weave this work into classroom practice as, for many, this will be a challenging part of their role. Educators can build skills, knowledge, and comfort in supporting student mental health through systematic and thoughtful professional development. In addition, mental health can be a sensitive topic and may be difficult for those dealing with personal or family struggles in this area. District leaders are advised to be mindful and supportive of staff needs in this regard. School Mental Health ASSIST

Ontario Leadership Framework
Leadership is a lever we are using to support large scale system improvement to enhance achievement and well-being for our 2 million students in 5000 schools. The Ontario Leadership Framework is relevant to our work with student mental health and well-being. Many of you will have noticed the parallels of school mental health leadership with core aspects of the Ontario Leadership Framework. School Mental Health ASSIST

5 Domains: Setting Directions Building Relationships and Developing People Developing the Organization Leading the Instructional Program Securing Accountability 5 Core Leadership Capacities: Promoting Collaborative Learning Cultures Aligning Resources with Priorities Using Data Setting Goals Engaging in Courageous Conversations As a reminder, the Framework consists of five domains – setting directions, building relationships, developing the organization, leading the instructional program and securing accountability. There are five associated Leadership Capacities that support these domains, listed here. School Mental Health ASSIST

The Framework provides a description of what good leadership looks like, based on research and professional practice. Most of you will have seen this elaboration of the practices and competencies (skills, knowledge, and attitudes), but it is included here for reference. 33 33 33

Core Leadership Capacities
The ministry has identified five core leadership capacities derived from the OLF to be the key focus for capacity building for principals The Ministry has made a commitment to the Core Leadership Capacities as a focus for professional learning and resources. It has been suggested that boards and schools that focus on these five priorities realize an improvement in student achievement. School Mental Health ASSIST

System Leaders Have a pivotal role in:
Setting Directions for Student Mental Health e.g., Co-Creating a Board Vision for School Mental Health Building Relationship and Developing People e.g., Recognizing the foundational work of school mental health professionals Developing the Organization to be Proactive about Student Mental Health e.g., Developing required infrastructure and protocols to facilitate effective tiered support Leading the Mental Health Promotion / Prevention Programming in Schools e.g., Encouraging a systematic approach to the selection of promotion / prevention programs Securing Accountability for Student Mental Health and Well-Being e.g., Promoting local evaluation of programs and services So, overlaying leadership in school mental health on the Framework, those with leadership responsibility for school mental health have a pivotal role in each of the five domains (1) setting directions for school mental health, (2) building relationships, (3) developing the organization so that it is proactive about student mental health, (4) leading the mental health programming in the district, and (5) securing accountability for school mental health services. School Mental Health ASSIST

Organizational Conditions for Effective School Mental Health
So, leadership is a critical component in effective school mental health. In the following section, organizational conditions that leaders can work to reinforce are described in detail. School Mental Health ASSIST

Research in Organizational Conditions
Implementation Science (e.g., Fixsen et al.) Getting to Outcomes (e.g., Wandersman et al.) School-Wide Positive Behavior Support (e.g., Sugai et al.) Expanded School Mental Health (e.g., Weist et al.) REACh Framework (e.g., Kratochwill et al.) Knowledge Translation and Exchange (e.g., Barwick et al.) There is a growing evidence base on key conditions for supporting school mental health. The School Mental Health ASSIST team reviewed this literature, and consulted with several key leaders in the field, to arrive at a research-based Top 10 List of organizational conditions that support effective school mental health. School Mental Health ASSIST

Top 10 List of Conditions Commitment
School Mental Health Leadership Team Clear & Focused Vision Shared Language Assessment of Initial Capacity Standard Processes PD Protocols School Mental Health Strategy / Action Plan Broad Collaboration Ongoing Quality Improvement Each of these ten conditions will be described in detail next. School Mental Health ASSIST

Condition #1 Commitment Board leaders view child and youth mental health as a priority, and communicate this through action Board leaders commit to the Tiered Support Model Help board staff to understand the rationale for the model, emphasizing the focus in schools on mental health promotion and prevention and the need to work with community partners for help with students with significant mental health concerns Board leaders consistently attend community liaison meetings and internal mental health team meetings Board leaders provide visible, strategic and tangible support for needed infrastructure, resources, staffing Condition #1. Effective school mental health requires commitment. Visible commitment on the part of senior staff – in the form of things like messaging about the Tiered Support Model, regular attendance at meetings, and tangible support towards needed infrastructure and resources. School Mental Health ASSIST

School Mental Health Leadership Team
Condition #2 School Mental Health Leadership Team Board has a multidisciplinary, multi-layered mental health leadership team All of the right people are at the table (in terms of expertise, influence, relationships, representation) Parent and youth voice are critical Team has meaningful liaison with community partners Team is focused on vision-setting, leadership, collaboration, strategy/program selection, problem-solving Condition #2. A systematic and coordinated approach to school mental health is aided greatly by the presence of a multidisciplinary mental health leadership team. The composition of this team will vary, but representation is important for shared and distributed leadership. In best cases, this team has responsibility for setting direction, coordinating professional development, implementing the tiered service delivery model, leading mental health programming, and securing accountability. School Mental Health ASSIST

Clear and Focused Vision
Condition #3 Clear and Focused Vision Board has shared, realistic goals Vision is aligned with AOP, BIPSA, Strategic Directions Vision is aligned with key principles in school mental health (e.g., preventive, linked with instruction, evidence-based, connected with partners at home and school, strong use of data) Vision and goals are created collaboratively Vision is the basis for decision-making Condition #3. A clear and focused vision, that is created collaboratively and is aligned with board priorities and initiatives, is a key organizational element in school mental health. Most importantly, in districts that have been successful with implementation, this vision is used as a foundation on which to base decisions and actions. School Mental Health ASSIST

Condition #4 Shared Language The Board Vision for school mental health is communicated clearly across the organization Foundational knowledge about student mental health is conveyed Terms are defined consistently Where differences in language occur (e.g., across sectors), there is translation Use of early identification tools can be helpful for finding common ways to speak of problem areas Condition #4. Effective school mental health requires the involvement of many stakeholders, with varied professional backgrounds, often working across sectors and disciplines. At times, differences in language and understandings can interfere with an integrated system of care. Effective communities work towards shared meanings across partner organizations. There are many examples of communities in Ontario coming together under SSLI or Working Together for Kids’ Mental Health to develop this type of shared understanding. School Mental Health ASSIST

Assessment of Initial Capacity
Condition #5 Assessment of Initial Capacity Assessment data informs the development of the board mental health strategy Before setting priorities, an assessment of organizational strengths, needs, and resources (resource mapping) can be very helpful This assessment includes a scan of resources, in the form of people, processes, and programs Staff and student voice data can deepen understanding of needs Condition #5. Too often, school mental health is managed in a fragmented manner. This occurs, in part, when new initiatives are introduced without appreciation for existing resources. School boards benefit from a period of “taking stock” - of the people, process, and program resources currently available - before embarking on new approaches in this area. Note that part of this taking stock can include gathering the perceptions of staff and students, with respect to priority areas of need. School Mental Health ASSIST

Condition #6 Standard Processes Board has standard processes for school mental health: Who does what (role clarification) Selection of school and classroom evidence-based programs Delivery of training and coaching on programs and strategies Standards and tools for monitoring progress Partnerships with community Pathways to service Condition #6. In order to make school mental health more seamless, certain protocols and procedures can be helpful. Key processes to attend to include: articulating who does what within the board (e.g., What do social workers do? What do psychological consultants do? What do public health nurses do? What do mental health workers in schools do?), identifying how mental health programs are selected, and defining the pathway to service in your board (the route from when a teacher identifies a problem, to the child accessing school / board / community resources). The clarity that such protocols afford can assist with the smooth delivery of services in a tiered support model. School Mental Health ASSIST

Protocols for Professional Development
Condition #7 Protocols for Professional Development Board has a systematic approach to capacity building in mental health and well-being that includes: Mental Health Awareness for all Mental Health Literacy for those most closely involved with students Mental Health Expertise for those delivering specialized assessment & intervention services High quality training protocols, delivered by an engaging expert Job-embedded, with ongoing coaching Condition #7. Being systematic about professional development is very important, in order to avoid the trap of one time or fragmented workshops. System leaders need to consider which audiences, need which types of knowledge, delivered in which formats…. Who needs mental health awareness? Who is ready and needing mental health literacy? Are all of our key mental health professionals fluent or do they require training to deepen their expertise in particular areas? When selecting a speaker, it is important to think about who would be in the best position to deliver sustainable and relevant professional development (an outside expert? a school district leader? a combination?) Most critically, how can the professional development deepen iteratively over time so that educator knowledge is enhanced at a manageable and useful pace? School Mental Health ASSIST has worked with a national roundtable to create a Decision Support Tool to help with the selection of professional development strategies in this area. This tool is available to all Ontario school boards. Tools + Training + Technical Assistance + Quality Assurance School Mental Health ASSIST

Mental Health Strategy / Action Plan
Condition #8 Mental Health Strategy / Action Plan The Board Mental Health Strategy is aligned with system goals The Strategy is founded on evidence-based practices in school mental health The Strategy is tailored to local context and data with respect to board needs and strengths The Strategy is focused on measureable outcomes An implementation support plan is clearly articulated Condition #8. A mental health strategy is a very important condition for effective service delivery within a tiered support model. Aligned with system priorities, and manageable in scope, this Strategy can capitalize on board strengths while addressing (a small number of) gap areas over a short period of time. A clear implementation support plan with key measurables is essential for ensuring full execution of the strategy. School Mental Health ASSIST

Condition #9 Broad Collaboration The Board has several established platforms for dialogue and collaboration: Across departments and schools in the organization With community and health agencies With universities and other research organizations With parents With students With other boards With government Condition #9. This work is complex and is best done together! When boards create spaces for co-learning and collaboration, innovation emerges and commitment grows. There are many potential and willing partners. This is an area of passion for many, and tapping into this can lead to rich possibilities. School Mental Health ASSIST

Ongoing Quality Improvement
Condition #10 Ongoing Quality Improvement The board has a system of ongoing quality improvement, that includes measurement: Of program / strategy implementation Of teacher perceptions and knowledge Of student perceptions and knowledge Of student outcomes Condition #10. Continuous quality improvement is a key feature of successful school mental health systems. Measurement of process variables, like program implementation fidelity, of perceptions, and of outcomes, can assist with decisions about future actions. School Mental Health ASSIST is working with a team of leaders in this area to prepare tools to help in the area of future measurement. School Mental Health ASSIST

Support for Ontario School Boards
For many boards, consideration of these organizational conditions will be new. School Mental Health ASSIST can be a resource to you as you begin to “try on” some of these conditions. We will support boards with tools and strategies to move forward in creating these conditions over the next three years. School Mental Health ASSIST

Creating these Conditions…
Takes Time Takes Knowledge Takes Partnership Takes Support School Mental Health ASSIST is here to support Ontario School Boards to create conditions necessary for effective delivery of the Tiered Support Model Understand that creating these conditions fully takes time, knowledge, partnership, and support. We are here to help! School Mental Health ASSIST

School Boards…Are Each Unique
Differing levels of readiness, in terms of: Awareness and understanding Dedicated infrastructure Expertise and resources Relationships with community partners Availability of services in the community Range of needs and circumstances Economic hardship, remote and rural contexts, special populations, need for French (and other) language resources Varying models of service delivery Dependent on resources, needs, cross-agency relationships, past practices, beliefs… And we understand that, because of the context of your board, you may have particular circumstances that heighten the challenges in adopting one or more of these conditions. Over the next several years, we can work with you to find a way forward within your context. School Mental Health ASSIST

Resources School Mental Health ASSIST appreciates these differences and will provide supports that can be tailored for your context: Mental Health Awareness materials that can be used as part of your professional development work Selection Tools to help with decision-making related to mental health programs and capacity-building offerings Website with links to other high-quality resources Consultation by request We want you to succeed in supporting student mental health and well-being, and we will continue to produce tools and resources that we hope you will find helpful. We will post make resources available on the School Mental Health ASSIST website. We are also happy to talk with you about issues that are emerging in your board, to share ideas and strategies that are showing promise in Ontario boards. Feel free to contact us. Visit us: School Mental Health ASSIST

Contact School Mental Health ASSIST
Kathy Short, Ph.D., C.Psych. Director, School Mental Health ASSIST , x2634 Also, don’t hesitate to contact us with questions or comments about this webinar, or any others in the series. Thanks for all you are doing to support student mental health and well-being. School Mental Health ASSIST

School Mental Health ASSIST Webinar Series

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School Mental Health ASSIST Webinar Series

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