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Mental Health

Mental Health & Well-being

At the OCDSB, we understand that mental health and well-being are important to learning and life.     This relationship is grounded in the OCDSB 2015-2019 Strategic Plan where well-being is identified as one of the key priority areas.  We strive to enhance students’ sense of belonging and sense of self, as well as to foster social skills, resilience and emotional regulation within an inclusive, safe and caring learning environment.

To guide the work in mental health & well-being, the OCDSB has developed a district-wide framework for well-being, and a mental health strategy.  Our vision recognizes that “engaging, educating and empowering our students, staff and communities provides a safe, caring and inclusive learning environment that promotes student mental health, well-being and achievement”.   The OCDSB Mental Health Strategy outlines important priorities including setting organizational conditions, promoting mental health through capacity building, implementing evidence-informed mental health and well-being initiatives and facilitating pathways to care for students who experience mental health challenges.

What is Mental Health?

Mental health is often confused with mental illness or disorders, like depression, or schizophrenia, but in fact, mental health is the opposite.  To be mentally healthy means we feel happy, safe, cared for – we are resilient and flourishing.  The World Health Organization defines mental health as a “state of well-being in which every individual realizes his or her potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community (World Health Organization).

What is the tiered approach to mental health?

At the OCDSB we use a tiered approach to promote mental health and well-being for ALL, to identify SOME students who need additional support and to assess and intervene with a FEW students who are experiencing mental health challenges. 

Promoting mental health & well-being begins in the classroom where all students learn and practice social emotional learning skills such as problem-solving, decision making, and coping with stress.  Some students, who might be at risk for developing mental health difficulties, need extra support.  Some of the resources available at school include: classroom teacher, educational assistant, learning support teacher/learning resource teacher, guidance counsellor, student success teacher, vice-principal and principal.  There are additional central supports including: specialized teams (e.g., Behaviour, Autism, Early Learning), instructional coaches, re-engagement coordinator, psychologists, social worker sand speech & language pathologists.  A few students will require intensive mental health or crisis intervention and supports.  In addition to school and central supports, access to community resources maybe important for these students.

­An illustration of Tiered Intervention:

An illustration of Tiered Intervention:

  • School Mental Health- ASSIST



In an immediate crisis, call 911 or go to a hospital.



If you or someone you know is experiencing a crisis, ask someone for support. The following are 24-hour helplines:

Crisis Supports:

24/7 YSB-Crisis Line:  613-260-2360 www.ysb.ca

24/7 Online crisis chat:  www.ysb.ca/services/ysb-mental-health/24-7-crisis-line/

24/7 Distress Centre:  613-238-3311

Kids Help Phone:  1-800-668-6868

Kidhelpphone.ca/live-chat  www.kidshelpphone.ca/live-chat

LGBTQ Youthline: 1-800-268-9688

Mobile Crisis: 613-722-6914

  • Responds to call from individuals 16 years and over, family members, and professionals in the community

 

Promoting Mental Health

Mental Health Supports and Services

Ministry of Education Resources

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