HEALTHY KIDS | HEALTHY SCHOOLS | HEALTHY COMMUNITIES

Mental Health
Promotion
in Schools
Support MENTAL
HEALTH PROMOTION
in Manitoba Schools
Comprehensive School Health*
Healthy Schools is rooted in comprehensive school
health (CSH) which is an internationally recognized
framework for supporting improvements in students’
educational outcomes, while addressing school health
in a planned, integrated and holistic way. CSH helps
educators, health practitioners, school staff, students,
and others work together to create an environment that
makes their school the best place possible to learn,
work, and play. CSH is not limited to the classroom
– it addresses the whole school environment with
actions in four interrelated pillars that provide a strong
foundation for healthy schools:
• social and physical environment
• teaching and learning
• partnerships and services
• healthy school policy

Taking action in all four CSH pillars, rather than in

just one, is working in a holistic or comprehensive
way. This increases the impact of healthy school
initiatives. As a result, students are better supported
to realize their full potential as learners and as healthy,
productive members of their community. Healthy Students are Better
Learners
Health and education are interdependent: healthy
students are better learners. Research has shown
that CSH is an effective way to tap into that
linkage, improving both health and educational
outcomes and encouraging healthy behaviours
that last a lifetime. In the classroom, CSH
facilitates improved academic achievement and
can lead to fewer behavioural problems. In the
broader school environment, it helps students
develop the skills they need to be physically and
emotionally healthy for life. While this may seem
like additional work, it is not. It is a new way of
working that soon becomes everyday practice.

* Source: The Joint Consortium for School Health www.jcsh-cces.ca

What is Mental Health?
The Public Health Agency of Canada defines mental health Research Shows that School Based
as “the capacity of each and all of us to feel, think, act in Mental Health Promotion Programs:
ways that enhance our ability to enjoy life and deal with the
challenges we face. It is a positive sense of emotional and • Increase mental well being
spiritual well-being that respects the importance of culture,
equity, social justice, interconnections and personal • Enhance regulation of emotions
dignity.” • Enhance coping and problem solving skills
• Increase engagement, achievement and attendance
What is Mental Health Promotion? • Enhance empathy and respect for diversity

Mental Health Promotion is about creating environments • Decrease bullying and aggression
that promote and sustain positive mental health for
everyone. Activities and interventions are designed to
enhance protective factors and minimize risk factors There is ample evidence that school based programs
(individual, family related, environmental and economic in
in elementary, middle and high schools can influence
nature). Schools are an ideal setting in which to promote
positive mental health and reduce risk factors and
mental health for children and youth, providing an
opportunity to reach large groups of children during their emotional and behavioural problems through socio-
formative years of cognitive, emotional and behavioural emotional learning and ecological interventions
development. (World Health Organization, 2004).

The most effective school based programs for promoting

mental health are comprehensive and target multiple
health outcomes, involve the whole school, focus on
personal skill development, include parents and the wider
community and are implemented over a period of time.
Whole School Approach to
Mental Health Promotion*
Social and • Allow and encourage students to participate in decision-making.
Physical
• Foster an atmosphere of trust, tolerance, co-operation and empathy.
Environment
• Have a welcoming, student-centred environment (e.g. sofas, decorative plants, student artwork,
quotes and photos on display).
• Showcase student achievement and unity.
• Design physical spaces so that students can access facilities, manoeuvre within them, and
participate fully in planned learning activities.

Teaching and • Provide students with an enhanced understanding and appreciation of diversity.
Learning
• Incorporate culturally-relevant themes into instructional practices and activities.
• Offer students the chance to learn and practice social skills.
• Accommodate individual learning needs and preferences.
• Support autonomy by minimizing control, listening to and validating student perspectives.

Healthy • Provide alternatives to zero-tolerance policies that allow for continued school connectedness and
School Policy restoration.
• Ensure that all students and staff members are held accountable for upholding and modeling rules
pertaining to respectful behaviour.
• Have policies that contribute to the physical and emotional safety of all students.
• Accommodate the learning and social needs of all students, including those with exceptionalities.
• Offer ongoing professional development related to positive mental health.
• Establish a Healthy Schools Committee to look at creating healthy school policy, including
priority health topics such as positive mental health (for other topics visit www.manitoba.ca/
healthyschools).

Partnerships • Interact with the home regarding student learning issues.

and Services
• Collaborate with families in the design of school improvement and learning initiatives.
• Adopt policy to ensure collaboration with community and government organizations.
• Offer opportunities for participation in school-community action groups or committees.

* Source: The Joint Consortium for School Health www.jcsh-cces.ca

Resilience How Can Schools Integrate
Supporting and enhancing resilience is a core Mental Health Promotion?*
component of fostering positive mental health. Many schools are already integrating mental health
Resilience is the ability to “bounce back” after hardships, promotion and planning into their current curriculum
disappointments and stress. Helping children learn how and activities. However, this may be happening in an ad-
to manage the inevitable ups and downs of life and how hoc or incidental manner. Environments that promote
to build their coping skills will enhance their mental mental health are safe, inclusive and empowering.
well being into adulthood. Resilient children have good Schools can integrate mental health into their current
feelings about themselves, trust others and generally feel activities by:
optimistic about the future. School based programs with
a focus on the enhancement of social skills, emotional • acknowledging integrated health promotion
literacy and problem solving all contribute to the (including mental health promotion) as an area of
development of resilience. priority in strategic planning processes
• discussing mental health promotion as part of
school well-being team meetings and exploring
possibilities for cross curricular approaches to
integrated mental health teaching and learning
• developing lesson plans and delivering curriculum
in a way that links mental health to other health
activities. This might include:
– discussing how physical activity and healthy
eating affects mental health
– outlining the connection between mental illness
and drug use, outlining the connection between
mental illness and substance use
– discussing the link between body image and
mental health
• exploring mental health in the context of promoting
positive and respectful  relationships. This may
include exploring the negative effects on mental
health of bullying and cyberbullying. Subjects such
as Drama and English can allow students to act,
watch, read or write about mental health issues
• promoting positive mental health through inclusive
group sporting activities encourages team work,
new relationships and physical activity

* Source: www.education.vic.gov.au/school/principals
What Can You Do?
Mental health promotion is not about planning a series
of individual, unrelated activities. To be effective, mental
health promotion activities are complementary to other
health promotion activities and are part of a larger strategic
framework. Students and others need to understand
the purpose of any activities. In the context of a health
promotion framework, the following activities/ programs Establish “Community Builders” Awards*
could be considered:
A Community Builders Award is presented to a student in
each grade who shows that they care for, and include
Build a Sense of Community* other people. The goal is to highlight the activities of
Have a class discussion about the uniqueness of each individuals who contribute to the community by their
student, teacher and employee in the school. A linked actions. Throughout the year, teachers observe the
string of paper doll figures is provided to each class in the activities of students who take responsibility and show
school. Every child can be encouraged to be creative and awareness of, and respect for others in groups. Their
decorate an image of themselves. When classes are actions and initiatives as community builders might take
finished decorating their dolls, each string of figures can place in the school or in the wider community, as
be joined as one continuous string of images and fixed volunteers or helpers.
around the walls of the school. Include all staff of the
school too! Students, teachers, families and visitors are Create a School Based/Community
reminded with a visual image that your school is a
community made up of many unique and valuable
Mentor Program
individuals. Link students with school or community mentors who have
specialized knowledge or skills related to areas of student
interests or strengths.

Develop Intergenerational Activities

Plan activities that bring together children/youth and
seniors in the school setting or community
settings. These types of activities have mental health
promoting benefits for children and seniors
alike. Partner with seniors organizations, personal care
homes and others to brainstorm about the
best activity to meet everyone’s needs.

Other Ideas:
• Organize a school wide “Pay it Forward” event
• Have students create murals or posters which
illustrate positive mental health
• Host a mental health week with different activities
highlighting aspects of being mentally healthy

* Source: www.kidsmatter.edu.au/primary/states-and-territories/qld/school-stories
Case Study
The following case study describes a scenario that may occur at school, and outlines mental health promotion strategies
that can be used in the school setting.

Cherry Creek Middle School is located in an urban setting and has approximately 200 students. The
school administration is concerned about increased reports of weight-based bullying. The victims of
this bullying and their parents report that there is ongoing teasing and harassment related to the
children’s’ body size and shape. Several of the children report that the teasing is worse during physical
education class. Some children also mentioned that they were embarrassed when they were required
to be weighed or have their body fat measured as part of their physical education program. This is
causing some children to worry about going to school and not want to attend their physical education
class. What would be helpful?

• Promote a school wide approach that respects the • Adults should be mindful not to associate physical
diversity of body shape and size. Creating a body activity with being thin or losing weight. Fun and
friendly culture in a school requires that everyone is healthy activity is for all children of every size and
involved in promoting positive body image messages shape.
regardless of body weight or shape. • Provide age appropriate education about puberty
• Ensure that school anti-bullying policies/practices and body changes which include growth spurts in
address weight-based bullying and teasing. weight and height; normalize these changes and help
• Photos and other images of children or adults in the children be more comfortable with their size diversity.
classroom or hallways should reflect all body types in • Body measuring of any kind whether in physical
a positive way. education class or in other classes causes children
to make comparisons that can invite immediate and
long-term negative impact on a child’s body image.
Rather than weighing or measuring, it is important to
create a healthy environment that supports children
of diverse shapes and sizes to feel safe to participate
and to have fun.
• Ensure that physical activities don’t support exclusion
of children who are larger bodied or less athletic.
For example:
– Avoid games where children are eliminated or find
a way to get them back into the game quickly.
– Integrate fun and active energy breaks into the
classroom.
– Reward the group with extra playground time or a
walking field trip instead of using food or a video
as a reward.
The Pan-Canadian Joint Consortium for School Health (JCSH)
Positive Mental Health Toolkit*
The Positive Mental Health(PMH) toolkit has been Adopting an approach that promotes mental health in
designed to promote mental health perspectives and a positive way will not only serve to strengthen student
practices in the school context. The use of the PMH engagement and academic functioning, but also will pro-
toolkit does not simply represent another program actively address key relationship concerns such as the
or initiative to be added to the workload of staff or prevention of bullying and oppositional behaviours and
implemented through a rigid structure. Instead, the attitudes. The application of these PMH perspectives and
toolkit is meant to facilitate a shift in practice, and to practices contributes to the development of environments
set in motion a process for engaging school and where individuals experiencing personal distress and
community strengths in fostering the positive growth challenges can find supportive connections, use and
and development of children and youth. develop their strengths, and develop a greater sense of
autonomy or self-determination.
It is derived from evidence informed practices and is
linked with a partner document entitled Schools as a It is not necessary that you implement all sections of the
Setting for Promoting Positive Mental Health: Better toolkit or that you complete them in the sequence they
Practices and Perspectives (JCSH 2010). The references are presented. We encourage you to take the time to
and citations indicated throughout the toolkit can be peruse the toolkit, including both its written and video
found in the Reference section at the end of the Better components. By doing this you’ll be able to identify and
Practices document. These practices can be embedded complete the sections that best fit your school needs and
into your everyday routines and implemented over goals. In the future, you may later return to the toolkit to
time, at your own pace. They are founded in a strength- identify new priorities and areas for action. We hope that
based approach that looks beyond simply addressing you find the toolkit both useful and enjoyable!
problems in the school community. Rather, this approach
recognizes that both schools and students already have Visit www.manitoba.ca/healthyschools or
strengths and gifts that can be built upon and nurtured. www.jcsh-cces.ca to access the Positive Mental
Health Toolkit.

For more information about Healthy Schools, please visit

www.manitoba.ca/healthyschools

* Source: The Joint Consortium for School Health

www.jcsh-cces.ca