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Jul 2, 2020 · Documented barriers to accessing MHA services across Canada include not knowing where to go for help, 7,11 long wait times, 9,10 shortage of accessible mental health professionals, 9 lack of mental health service integration and government oversight, 11 culture and language barriers, 9 concerns about stigma, 12 inequities due to geography or ...
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The District has developed a comprehensive mental health framework to address the mental health needs of its students. Please click on the respective documents below to learn more about the OASD Mental Health Framework or to access a list of mental health resources available in the community.
- Table of Contents
- List of Figures
- Introduction
- Mental Health
- The contexts for young people's health
- Young people's health behaviours and health outcomes
- Summary
•Introduction
•Mental Health
•The contexts for young people's health
•The home setting
•The school setting
•The peer context
•Figure 1 - How students rate life out of 10, by grade and gender (%)
•Figure 2 - Students who report being understood by their parents, by grade and gender (%)
•Figure 3 - Students reporting high levels of emotional well-being by school climate, by gender (%)
•Figure 4 - Students who find it easy or very easy to talk to same-sex friends about things that really bother them, by grade and gender (%)
•Figure 5 - Vacant or shabby houses and buildings are a problem in the neighbourhood where the school is located, by school type (%)
•Figure 6 - Students reporting an injury requiring medical treatment, by grade and gender (%)
The Health Behaviour in School-aged Children (HBSC) Study is a cross-national research study conducted in collaboration with the World Health Organization. The study aims to increase understanding of health and its determinants in populations of young people. It involves health surveys conducted with students in classroom settings, with a focus on the early adolescent years (ages 11-15). HBSC is administered every four years following a common research protocol.
The HBSC survey was first developed in 1982 by researchers from three European countries. The project has since expanded to include 43 participating countries and regions from Europe, North America and Israel. For the 2010 HBSC survey, the 8th in the cross-national series and 6th in Canada, 26,078 young Canadians from 436 schools participated. This summary booklet details some of the key findings from this most recent survey. To obtain the full version of the report, please visit the HBSC study website.
The focus of the current report is the mental health of adolescents with contextual and health/health behaviour variables being related to mental health. In congruence with current approaches to mental health, we see the phenomenon along two dimensions ranging from emotional (internalizing) to behavioural (externalizing) along one dimension and from positive to negative along the other dimension.
Regardless of the way internalizing/emotional outcomes were examined, girls reported more negative outcomes. They had higher levels of emotional problems and lower levels of emotional well-being and life satisfaction than boys. Furthermore, while on many internalizing/emotional variables, boys' scores remain fairly even across grades, scores for girls consistently worsen.
Figure 1 - How students rate life out of 10, by grade and gender (%)
[Click to enlarge Figure 1]
[Text Equivalent, Figure 1]
Figure 1 shows how students rate life out of 10, by grade and gender, expressed as a percentage. The graph shows that 15% of Grade 6 boys rate their life as 0 to 5 out of 10, compared to 14% of Grade 7 boys, 14% of Grade 8 boys, 14% of Grade 9 boys, and 14% of Grade 10 boys. 23% of Grade 6 boys rate their life as 6 to 7 out of 10, compared to 24% of Grade 7 boys, 28% of Grade 8 boys, 31% of Grade 9 boys, and 31% of Grade 10 boys. 46% of Grade 6 boys rate their life as 8 to 9 out of 10, compared to 48% of Grade 7 boys, 48% of Grade 8 boys, 45% of Grade 9 boys, and 47% of Grade 10 boys. 16% of Grade 6 boys rate their life as 10 out of 10, compared to 14% of Grade 7 boys, 10% of Grade 8 boys, 10% of Grade 9 boys, and 8% of Grade 10 boys.
The home setting
Figure 2 - Students who report being understood by their parents, by grade and gender (%) [Click to enlarge Figure 2] The family provides the first socializing context in a young person's development. Children learn and develop values and norms based on those modeled, taught, and enforced within the family environment. Younger students are much more likely than older students to feel understood by their parents, while boys at all grades are substantially more likely than girls to agree they are understood by their parents. An increase in the proportions of young people feeling understood by their parents today relative to the early years of the survey is substantial and suggests that youth have more positive relationships with their parents than in the past. [Figure 2]
The school setting
Figure 3 - Students reporting high levels of emotional well-being by school climate, by gender (%) [Click to enlarge Figure 3] Youth spend a lot of their time at school. Thus it is not surprising that their school-related experiences can have a significant influence on their cognitive development, and their physical and mental health. For example, a positive school climate provides advantages to young people, while a negative school climate creates distinct challenges for them. Boys who report being in a school with a positive (high) school climate also report levels of emotional well-being that are twice as high as those boys who report being in a school with a negative (low) school climate. The results are even more dramatic for girls in which the differences are almost three times higher. [Figure 3]
The peer context
Figure 4 - Students who find it easy or very easy to talk to same-sex friends about things that really bother them, by grade and gender (%) [Click to enlarge Figure 4] From childhood to adolescence, peer relationships become increasingly significant sources of support, companionship, information, and advice. Peers can have short- and long-term beneficial effects on social, cognitive, and academic adjustment. Reported friendship quality for adolescents tends to be gender-related. Girls, for instance, remain more comfortable than boys talking to same-sex friends about things that really bother them [Figure 4]. A similar gender pattern is found for best friends, while boys, in contrast to girls, have less difficulty in talking to opposite-sex friends, at least in Grades 6-7.
Health behaviours and health outcomes encompass a range of variables that can be summarized under the four broad headings of injury, healthy living and healthy weights, substance use and risky behaviour, and bullying and fighting. Healthy living and healthy weights includes physical and sedentary activity in addition to food consumption and measure...
While the full report contains information on a wide range of contexts and health behaviours/health outcomes, the focus is on mental health. As such, in this summary, we consider how these other factors are connected to mental health.
In examining the connections between contextual factors and mental health, one key theme emerges: Interpersonal relationships matter. No matter how mental health is measured and no matter what interpersonal relationship is concerned, adolescents with positive interpersonal relationships tend to fare better in terms of mental health. At home, ease of communicating with father and with mother, having relatively few arguments with parents, and sitting down to eat as a family are all linked with improved mental health. At school, crucial elements related to mental health include academic achievement, school climate, teacher support, and peer support. With peers, engaging in positive activities is a protective factor for mental health, while engaging in negative activities is a risk factor. Ease of talking to friends proves a two-edged sword with positive connections to emotional problems but negative connections to behavioural problems.
The relationship between health behaviours and mental health shows two kinds of patterns. In the first pattern, the health behaviour demonstrates similar connections to mental health for both genders. Physical activity injury, for instance, is related with better emotional well-being for girls and boys. Healthy living factors consistently connect to mental health with better results for engaging in physical activity, eating fruits, and eating vegetables, and poorer results for engaging in sedentary activity, consuming sugared soft drinks, and eating at fast food restaurants. Adolescents who see themselves as too fat or too thin and adolescents who are trying to lose weight have lower levels of emotional well-being. Smoking and being involved in bullying link to greater behavioural and emotional problems; being involved in bullying is also a risk factor for poorer emotional well-being with adolescents who both bully and are bullied being at greatest risk.
Often, however, the pattern of relationships is more complex than seen in the first pattern. For example, reports of injuries are related to behavioural problems for both genders but to emotional problems only for girls. Fighting injuries connect negatively to emotional problems and emotional well-being for boys, with increasing severity as measured in days missed increasing the likelihood of negative outcomes. This relationship is inconsistent for girls. BMI measures relate much more strongly with emotional problems and emotional well-being for girls than they do for boys. Similarly, binge drinking and cannabis use have stronger negative relationships with mental health for girls when compared to boys, while having had sex links to poorer emotional well-being for girls but better emotional well-being for boys.
Jan 4, 2022 · Predicted probabilities of mental health outcomes by problematic social media use across gender and grade. Figure 1 shows that the absolute probability of high psychological symptoms and emotional problems was higher in girls than in boys, across grades.
The graph shows that 58% of boys with a high school climate report high levels of emotional well‑being, compared to 42% of boys with a medium school climate, and 29% of boys with a low school climate.
Dec 21, 2018 · The focus of the Day Program is to provide academic and mental health services for high school students unable to attend regular classes due to a diagnosis of anxiety or depression. So far seven students have enrolled in the Day Program.
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Sep 5, 2018 · Barrie's hospital opens a day program for high school students who are dealing with anxiety and depression. A new day program has opened at Royal Victoria Regional Health Centre in...
