briefing successful schools start with healthy minds

BRIEFING Successful schools start with healthy minds

I would like to acknowledge the

traditional custodians of this land

and pay my respects to Elders past,

present and future, for they hold the

memories, the traditions, the culture

and hopes of Aboriginal and Torres

Strait Islander Australians.

Acknowledgement of Country

Successful schools start with healthy minds

Partners of KidsMatter in WA

Session outline

Does it matter that my school believes in me?

Does it matter that I feel I belong at school?

Does it matter that I have friends and can share my feelings?

Does it matter that I have people who support and understand me?

Does it matter that I have someone I can turn to?

Why it matters

What is KidsMatter?

A whole-school approach to mental health

and wellbeing that aims to contribute to:

The aims

The goals

What do you think of when you hear the terms…

Physical health? Mental health?

Thinking about wellbeing

Mental health is not mental illness

Skills to build mental health and wellbeing can be learned

Thinking about mental health

“A state of wellbeing in which an

individual realises his or her own abilities,

can cope with the normal stresses of life,

can work productively and is able to make

a contribution to his or her community.”

“There is no health without mental health.” World Health Organization (2007)

Defining mental health and wellbeing

Children’s mental health and wellbeing

National Child Mental Health Survey (Sawyer et al., 2000)Australian Health Ministers (2003)

Mental health across the lifespan has been identified as a national priority

Estimates suggest mental health difficulties affect 1 in 7 Australian primary school children.

A national priority

National Child Mental Health Survey (Sawyer et al., 2000)Australian Health Ministers (2003)

Only 1 in 4 children with a mental health difficulty receive help.

“The vast majority of principals (80%)

believe that mental health and wellbeing

are “very important” for academic achievement.”

International Association of Child and Adolescent Mental Health and Schools (Intercamhs) with the International Confederation of Principals (ICP) 2010.

An educational priority

Schools with the best outcomes implemented KidsMatter as follows:

Adhered to the KidsMatter prescribed steps Had active involvement of the school

leadership team and whole staff in planning Encouraged parental involvement

Benefits linked to quality

Dix et al, 2011, Children & Adolescent Mental Health Journal

Benefits for students included: Increased positive mental health

(eg optimism and coping)

Reduced mental health difficulties (eg emotional symptoms, hyperactivity, conduct problems and peer difficulties)

Improvements in behaviour and motivation for students already experiencing mental health challenges

Benefits of KidsMatter: students

KidsMatter Primary pilot evaluation, Flinders University 2009

NAPLAN – positive results over a two year trial period …

“…KidsMatter appears to be positively associated with the level of student academic achievement, equivalent to 6 months more schooling by Year 7, over and above any influence of socio-economic background.”

Improved academic results

Dix et al, 2011, Child & Adolescent Mental Health Journal

Benefits for staff included:

Increased staff satisfaction

Professional learning opportunities

Improved student learning and behaviour

Benefits: Staff

KidsMatter Primary provides:

An umbrella for bringing together existing wellbeing policies and practices

Processes for building a school mental health and wellbeing strategic plan

A common language for the whole community

Stronger parent engagement and parenting capacity

More effective partnerships with community

Improved student educational outcomes

Benefits: schools and community

KidsMatter Primary pilot evaluation, 2009, Flinders University

“Schools will be most successful in their

educational mission when they integrate

efforts to promote children’s academic,

social, and emotional learning.”Zins et al., 2004

An integrated ‘whole-child’ approach

A focus on mental health and wellbeing improves learning

Unique partnership between education, health, families and community

Framework links wellbeing policies and practices

Not a program; a sustainable process

Builds school evidence alongside international evidence, theory and practice

What’s different about KidsMatter?

Education and health together

KidsMatter provides

Schools receive: A guided implementation

and planning process Essential reading Action Team Handbook Survey and planning tools E-newsletters

Implementation resources

It’s easy to sign-up for KidsMatter professional development through the online registration process.

Professional development

KidsMatter provides: State and territory staff Ongoing series of network and support meetings School newsletters National ‘front-desk’ enquiry line 1800 543 767 Website www.kidsmatter.edu.au/primary

Support, guidance and networks

Schools can receive support from: Education sectors School support services Mental health providers Health and community agencies Family and cultural support services Other KidsMatter schools

Potential external supporters

The KidsMatter Primary framework

The guiding principles

Model for mental health promotion, prevention and early intervention in schoolsWorld Health Organization 1994

Socio-ecological model (schools and families together)Bronfenbrenner Ecological Systems theory 1977

Risk and protective factors modelCommonwealth Dep’t of Health and Aged Care 2000

Whole school approachHealth Promoting Schools, World Health Organization 1986

Theoretical underpinnings

Whole-school community

All students

Students experiencingmental healthdifficulties

Promotion, prevention, early intervention

Adapted from World Health Organization (1994)

Works with the whole community and provides support and

information to staff, parents and carers

Through the curriculum, creates

opportunities to practise skills and engages parents and carers

Supports children in school and develops clear processes and

referral pathways (by working with parents and

carers and health and community agencies)

(adapted from Commonwealth Dept of Health and Aged Care, 2000 and Spence, 1996)

Risk and protective factors

Adapted from Bronfenbrenner Ecological Systems theory 1977

Socio-ecological

The whole school approach

The four components

Encourages a shared understanding of mental health and wellbeing for the whole school community and respectful relationships that promote A sense of belonging and inclusion A welcoming school environment that

reflects diversity in the community Active involvement of students, staff,

families and community

Positive school community1COMPONENT

All students and staff wore a red shirt on the last day of term to celebrate their work with Component 1

Whole school celebrations1COMPONENT

Social and emotional learning in the classroom: Promotes the five core social and emotional

competencies for children’s social and emotional development

Encourages schools to embed these in the curriculum, while providing opportunities for students to practice and transfer their skills (beyond the classroom)

Social and emotional learning (SEL) 2COMPONENT

SEL competencies

CASEL (2006)

2COMPONENT

SEL beyond the classroom2COMPONENT

These bags are available in a range of topics from the school library for parents to borrow. They include picture books to read with children and KidsMatter Tip Sheets

Connecting with the school community: Promotes collaborative working relationships

between school staff and parents and carers Encourages schools to facilitate access to

information and services that support parenting Provides opportunities for families to extend

their social and support networks

Working with parents and carers3COMPONENT

Welcoming and resourcing parents3COMPONENT

Some schools provide a parent space where information is shared and parents feel welcome

Helping children experiencing mental health difficulties

Within the boundaries of their role, teachers and schools can help by:

4COMPONENT

recognising signs of difficulties

supporting these students by referring them for assistance

working closely with families and support services

helping them to remain engaged in education

KidsMatter brings people together

Melbourne Declaration - Educational Goals for young Australians (MCEETYA 2008)

General Capabilities in the Australian Curriculum – “Personal & Social Capability” (ACARA 2012)

National Safe Schools Framework (2010)

National Mental Health Strategy (Department of Health and Ageing 2009)

School vision, strategic plan and other whole school initiatives eg Positive Behaviour Support

KidsMatter supports schools business

The starting point

Commitment – with community support – to:

An 18 month to three year initial process A minimum of 12 hours of professional learning for

all school staff over this period Four days of training for selected staff member/s to

facilitate this professional learning Establishing, supporting and resourcing a School

Action Team to drive and lead the process

For a school, this means…

Here are the steps schools can take:

1. Gain support from school community share the Introduction to KidsMatter Primary CD

2. When you have school support, sign and submit The Statement of our Commitment

3. Establish your School Action Team read Leading and driving KidsMatter

4. Register your Action Team on KidsMatter website to attend Getting Started training read What works best

Recommended next steps

Act Belong Commit Make your own poster competition Act-Belong-Commit Awards 2012 www.actbelongcommit.org.au

Children’s Week Art www.childrensweekwa.org.au

Kids Helpline @ School Sessions www.kidshelp.com.au

Enews letter Upcoming PD

Keep an eye out for

Name: Cath AshtonEmail: catherine.ashton@pai.edu.auPhone number: 0419 295607

KidsMatter website: www.kidsmatter.edu.au/primary

Evaluation Website: caef.flinders.edu.au/kidsmatter/

Thank you